Research report...Research report of the project BBVET – boosting business integration through...

Researchreportoftheproject

BBVET–boostingbusinessintegrationthroughjointVETeducation

Thechallengesandachievementsofa2.5-yearprojectoninterregionalcooperationbetweenfiveSouthBalticRegioncountries

Prof.Dr.AndreasDiettrich

FrankaHerfurth,M.A.

SandraLüders,M.A.

July2019

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Tableofcontents

Tableofcontents............................................................................................1

Abbreviations.................................................................................................3

Listoftables...................................................................................................4

Listoffigures..................................................................................................5

1Introduction................................................................................................6

2Interculturalcooperationwithintheprojectconsortium.............................9

2.1Taskmanagement.........................................................................................................................9

2.1.1Meetings.................................................................................................................................9

2.1.2Othercommunication..........................................................................................................10

2.1.3Commonvalues....................................................................................................................11

2.2Challengesandachievementsregardinginterculturalcooperation...........................................12

3Train-the-Trainerworkshops.....................................................................14

3.124-28April2017,inKarlshamn/Hässleholm/Malmö/KarlskronaSweden..............................15

3.229-31May2017,inNykøbingDenmark..................................................................................17

3.38-9November2017inKarlskrona,Sweden.............................................................................20

3.44-6December2017inRietavas,Lithuania..............................................................................21

3.5ChallengesandachievementsoftheTrain-the-Trainerworkshops............................................22

4Developmentofthetwocross-bordercurriculainthevocationalfieldsof

EdTechandMechatronics.........................................................................25

4.1HardSkillscurriculadevelopment...............................................................................................28

4.1.1Mechatronics........................................................................................................................28

4.1.2EdTech..................................................................................................................................38

4.2SoftSkillscurriculadevelopment................................................................................................43

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4.3CoachingoftheBBVETstudentsduringthecross-bordermobility............................................46

4.4SubsequentimplementationofECVET........................................................................................52

4.5AssessmentandReflexion...........................................................................................................54

5Studentrecruitment..................................................................................56

5.1Definitionofthetargetgroup–BBVETstudentprofile..............................................................56

5.2Applicationprocessforpotentialparticipants............................................................................57

5.3Challengesandachievementsduringthestudentrecruitmentprocess.....................................66

6Dataevaluationandinterpretationofstudentsurveys..............................68

6.1Benefitassessment......................................................................................................................68

6.2Internationalprofessionalcompetenceandtheeffectsofmobilities........................................70

6.3Adviceforlong-termmobility.....................................................................................................75

6.4SoftSkillsMeasurement..............................................................................................................81

7ImplementationofmobilityagenciesintheSouthBalticregions...............90

7.1Existingmobilityagencies...........................................................................................................90

7.2Implementationofmobilityagencies–opportunitiesandchallenges.......................................91

7.2.1Jointproblemanalysis..........................................................................................................91

7.2.2BBVETregionalmodelsolutionsformobilityagencies........................................................95

8Impactandoutlook.................................................................................102

Bibliography...............................................................................................105

ListofAnnexes...........................................................................................107

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Abbreviations

BBVET BoostingBusinessIntegrationthroughjointVocationalEducationandTraining

CV CurriculumVitae

ECVET EuropeanCreditSystemforVocationalEducationandTraining

EdTech EducationalTechnology

GCSE GeneralCertificateofSecondaryEducation

LA LearningAgreement

MoU MemorandumofUnderstanding

ULO UnitofLearningOutcomes

SBR SouthBalticRegion

VET VocationalEducationandTraining

WP WorkPackage

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Listoftables

Table1:Criteriafortheteacher/trainers..............................................................................................14

Table2:Criteriaforthecoaches...........................................................................................................15

Table3:Representationofcountriesbasedontheirfunctions............................................................16




Table7:ContentofnationalMechatronicsVET....................................................................................30

Table8:Sweden,10weeks...................................................................................................................33

Table9:Lithuania,10weeks.................................................................................................................34

Table10:Denmark,10weeks...............................................................................................................36

Table11:Germany,10weeks...............................................................................................................38

Table12:SoftSkillssessionduringaprojectpartnermeeting.............................................................44

Table13:BBVET’scoaches’criteria,responsibilitiesandbenefits........................................................49

Table14:Interviewscarriedoutduringtheapplicationprocess..........................................................59

Table15:AnalysisoftherecruitedEdTechclass...................................................................................64

Table16:AnalysisoftherecruitedMechatronicsclass(1)...................................................................65

Table17:AnalysisoftherecruitedMechatronicsclass(2)...................................................................66

Table18:AssessmentofmobilitybenefitsbyVETstudents,Mechatronics.........................................69

Table19:AssessmentofmobilitybenefitsbyVETstudents,EdTech...................................................70

Table20:Resultsoftheinternationalprofessionalcompetencesurvey..............................................71

Table21:Softskillsmeasurement–datagathering.............................................................................82

Table22:Implementationofthemeasurement...................................................................................85

Table23:Measurementcriteriaofthenationalcontrolgroup............................................................86

Table24:Stakeholderanalysisgroups..................................................................................................91

Table25:Resultsofthestakeholderanalysis.......................................................................................92

Table26:Resultsofproblemtreeanalysis............................................................................................94

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Listoffigures

Figure1:BBVETvalueground...............................................................................................................11

Figure2:ModelformeasuringReturnonInvestment..........................................................................18

Figure3:Overviewofone-yearcross-bordereducationalprogrammeformechatronicsstudents.....25

Figure4:Overviewofone-yearcross-bordereducationalprogrammeforEdTechstudents...............26

Figure5:Overviewof10-weektestbedineachcountry.......................................................................26

Figure6:Thetwodifferentwaysofcurriculumdevelopment..............................................................27

Figure7:HowtodevelopaninternationalMechatronicscurriculum..................................................30

Figure8:HowtodevelopaninternationalEdTechcurriculum.............................................................40

Figure9:Screenshotofthetrainingplatform.......................................................................................45

Figure10:Integralprojectcoachingmap..............................................................................................47

Figure11:BusinessModelCanvas........................................................................................................47

Figure12:SubsequentimplementationofECVET.................................................................................54

Figure13:BBVETmodelsolution..........................................................................................................55

Figure14:Thescoringprocess..............................................................................................................61

Figure15:Mechatronicsstudent,measurement1...............................................................................87

Figure16:Mechatronicsstudent,measurement2...............................................................................88

Figure17:Mechatronicstudent,measurement3................................................................................88

Figure18:Schematicrepresentationofaproblemtree.......................................................................93

Figure19:MobilitycentresinDenmarkmodels...................................................................................95

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1Introduction

TheaimoftheBBVETproject–BoostingBusinessIntegrationthroughjointVocationalEducationand

Training–was topilot two cross-border vocational trainingswith adurationof one yearbasedon

ECVETcomponentsinthevocationalsectorsEducationalTechnology(EdTech)andMechatronics.Fi-

nancedbytheInterregSouthBalticProgrammeandinlinewiththeEuropeanUnionStrategyforthe

BalticSeaRegion,sixprojectpartnersfromfiveSouthBalticcountryregionsinDenmark,Germany,

Lithuania,PolandandSwedenworkedincollaborationtodevelopthefirstEuropeanone-yearcross-

bordercurriculathatincludedlong-termmobilitiesof10weeks.Thiswouldtakeplacefourtimesin

fourdifferentpartnercountries.Inlinewiththeoverallobjectiveoftheprojecttoboostbusinessin

theSouthBalticregion,andinaccordancewiththeEUgoaltoincreasethemobilityrateinVocational

EducationandTraining(VET)byupto10%alongsideimplementinglong-termcross-bordermobilities

inVET,theBBVETconsortiumpresentstheresultsandachievementsoftheprojectinthisreport.

TheBBVETprojectpartnersarelistedbelow:

NetPortScienceParkLtd(Sweden)-LEADBENEFICIARY

TheScienceParkisaTripleHelixorganisationwhichaimstoincreasecooperationamongtheprivate,

publicandacademicsectorsinordertofacilitatesustainableeconomicgrowthintheBlekingeregion.

Itisameetingplaceforpeople,ideas,creativityandknowledge.

CELF(Denmark)

TheCentreforVocationalEducationLollandFalsterisalargeeducationalinstitutionofferingawide-

rangeofstudiesincludinguppersecondary,tertiaryandcontinuingeducationandachoiceoftraining

programmes.CELFhasdepartmentsinthreetownsonLolland-Falsterandhasalargenumberoffacil-

itiesatitsdisposal.

PlungeTechnologyandBusinessSchool(Lithuania)

Thiseducationprovideroffers initialandcontinuingVocationalEducationandTraining. In2016the

schoolopenedadepartmentinRietavas,formallyknownasZemaitijaCollege.Itiswellknownasan

institutionforhavinglongtraditionsandanexperiencedteachingstaffwhotrainhighlyqualifiedspe-

cialistsandpractitioners.

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RietavasTourismandBusinessInformationCenter(Lithuania)

TheCentrewasfoundedbytheMinistryofEconomyoftheRepublicofLithuaniaandtheCouncilof

RietavasMunicipalityin2002.ItisareliablepartnerforentrepreneursworkinginRietavas,andpro-

videsthemwithhigh-qualityconsultation,training,andtechnicalassistance.ClientsaremainlySMEs.

UniversityofRostock–ChairofBusiness,EconomicsandEntrepreneurshipEducation(Germany)

TheChairofBusiness,EconomicsandEntrepreneurshipEducationprovides lectures, research,and

academicconsultantonvarioustopicsofVocationalEducationandTraining.WithafocusontheBaltic

SeaRegion,thechairworksintheinternationalisationofVETwithregardstonetworking,mutualco-

operationandregionaldevelopment.

UniversityofSzczecin(Poland)

TheFacultyofManagementandEconomicsofServicesattheUniversityofSzczeciniscomprisedof18

professorsand3departments.ItactivelyparticipatedintheformerSBTPprojectandasaresultestab-

lishedareliablenetworkofstakeholdersandVETschoolsintheregion.Whilstdoingthis,italsomoti-

vatedstudentsandemployerstoactivelyparticipateintheinternationalisationprocess.

Throughtheassignmentofdifferentworkpackages,theprojectpartnersdistributedtheresponsibili-

tiesamongthemselves.NetportScienceparkwasmainlyresponsibleforthemanagementofthepro-

ject.TheRietavasTourismandBusinessInformationCentrecoordinatedtheTrain-the-Traineractivi-

ties.ThePlungeTechnologyandBusinessschoolwasresponsibleforthetestbeditself,i.e.thepiloting

ofthetwocross-bordercurricula.TheUniversityofSzczecinaswellastheCELFintensivelycontributed

todisseminationandresearchaspects,aswellas,inthecaseofCELF,totheusageofECVETcompo-

nents.TheChairofBusiness,EconomicsandEntrepreneurshipEducationoftheUniversityofRostock

wasmainlyresponsibleforthedevelopmentofthetwocross-bordervocationalcurriculaaswellas

theresearchreport.

Giventheeffortsoftheprojectconsortium,atotalof45studentswereabletosuccessfullyparticipate

inthepilotingofthetwodifferentone-yearcross-bordertrainingprogrammesfromJanuary2018to

December2018.Theachievementsandtheimpactoftheprojectwillbepresentedinthisresearch

report.Thereportisstructuredchronologicallywithregardstotheactivitiesthathavebeencarried

outduringtheproject.Thereportsetsouttoidentifyfromwhichprojectideatheconsortiumwasborn

andhowthenecessaryactivitieswereadaptedtothecurrentsituation.Thereportasawholeadopts

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thecharacterofalabourprocessanalysisbutalsoprovidesempiricalresearchthathasbeenconducted

duringtheproject.Itincludesthemultipleperspectivesofallparticipatingpartnersasthesewerethe

resultsofdifferentworkshopsthathavebeenconductedduringseveralpartnermeetingswithinthe

project.Inadditiontothis,thereportincludesavarietyofinnovativeapproachesthatcanbetrans-

ferredtofurtherdevelopmentand/ortoothersectors/trainingareas.Thepurposeofthereportisnot

onlytopresentresultsandtohighlightachievementsandchallengesbutalsotoraisequestionsand

tointensifythediscussionwithinthefieldoflong-termmobilitiesintheVET.Increasingtheflexibility

ofeducationsystemsinEuropewhilstatthesametimeensuringthequalityofVETwasonemajor

concernoftheprojectconsortiumandthisreportmakesadelicateattempttostimulatefurtherdis-

cussion.

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2Interculturalcooperationwithintheprojectconsortium

Thischapterpresentsthevariousformats(ofmeetings),mediaandfundamentalsofcommunication

withinaninterculturalteam.

2.1Taskmanagement

Withintheframeworkoftheprojectapplication,anoverviewwasdevelopedfortaskmanagement

(seeannex1).

Thisoverviewguidedallprojectpartnersthroughthetermoftheproject.Theoverviewshowsthefive

workpackagesthatneededtobeelaboratedupon:WorkPackage(WP)1:Managementandcoordi-

nation,WP2:CommunicationandDissemination,WP3:TeacherandCoachingTraining,WP4:Testing

pilotandresearchreportandWP5:Mobilityagency.TheorderoftheWPsisalready(generally)struc-

turedchronologically.TheWPsaredefinedbydetailedworktaskswhicharepresentedintherowsof

thetable.Thetablecolumnsspecifythesixparticipatingprojectpartners.Tasksthatarehighlighted

(ingreen)indicatethattherespectiveprojectpartnerisresponsibleforthetask.Thistableensuresa

veryhighdegreeoftransparencyregardingthetasksintheBBVETprojectandprovedtobeagreat

managementtool.

2.1.1Meetings

Partnermeetings

IntheperiodfromSeptember2016toMay2019,therehavebeen20partnermeetingsintotal.The

partnermeetingshave takenplace inall fiveparticipatingproject countriesand,asageneral rule,

representativesfromeachcountryparticipatedineachpartnermeeting.Twoweeksbeforethemeet-

ing theagendawassentout. Itgaveanoverviewabout thedifferent topics thatweregoing tobe

discussedanditalsospecifiedifpartnerswouldneedtopreparecontentforthemeeting.Theleading

beneficiaryalwaysprovidedtheagenda. If therewereadditional files thatweretobeusedfor the

meetings,thentheywouldbeuploadedbeforehandtotheSharePoint,sothatthepartnerswereable

tofamiliarisethemselveswiththedocuments.Afterthepartnermeeting,minutesweresentoutby

theleadbeneficiary.Theminutesdocumentedthedeadlinesandtasksthatthepartnershadagreed

on.

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Specialworkinggroupmeetings

Inadditionto thepartnermeetings,specialworkinggroupmeetings tookplace.Forexample,with

regardstothecurriculumdevelopmenttherewasasmallergroupfromtheprojectconsortiumthat

met indifferent countries todiscuss thedevelopment.Other topics for specialwork groupswere,

amongothers,thegraphicalprofile,softskillsmeasurementaswellasthecooperationofcitycouncils

inaccordancewiththepartnercityagreement.

Nationalmeetings

Inordertobepreparedforthecross-borderpartnermeetingsseveralnationalmeetingstookplace

withotherstakeholders,suchasschools,companies,start-ups,associations,chamberandotheredu-

cationalinstitutionssotoraisetheawarenessoftheprojectandtoestablishnewpartners.

Skypemeetings

Eventhoughtheprojectconsortiumorganisedprojectpartnermeetingsonaregularbasis,additional

skypeconferenceswereneededtoexchangeinformation.Theskypeconferenceswerepreparedand

evaluatedinthesamewayastheprojectpartnermeetings,andtheyhelpedtoimprovetheflowof

informationduringtheproject.TheBBVETprojectbeganwhentheproviderskypelaunchedthenew

versionskypebusiness.Therewerepartnerswhousedthenewversionandpartnerswhocontinued

usingtheolderversion.This,attimes,causedproblemswhenitcametotheconnectivity.

2.1.2Othercommunication

Office365–Sharepoint

Theprojectconsortiumplannedtouseacloudsolutiontosharedocumentsandotherfiles.Office365

wasimplementedinaSharePointhostedbytheleadbeneficiary.Alldigitalfilesthatwereinuseduring

theprojectwereuploadedtotheSharePoint.TheSharePointwasstructuredbydifferentfolderseach

representingtheworkpackagesthathadbeendefinedbytheprojectapplication.

Phonecalls

In extremely urgent cases, the project partners would ring one another. Hence, the partners ex-

changedtheirmobileandofficephonenumbersattheirfirstjointpartnermeeting.Theexchangeof

mobilephonenumbersalsoproved tobe ratherusefulduring skypemeetings if the softwarewas

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malfunctioning so thatpartners could connect to thepersonwhowasabsent - at least viamobile

phone.

Socialmedia

Theprojecthas itsownsocialmediachannelonFacebookand Instagram.This servedasa further

connectionbetweentheprojectpartnersthroughwhichtheycouldcommentonpoststhatweremade

bypartners.Somepartnersalsoutilisedthemessengerfunctionsofthesocialmediaproviderstoex-

changeinformation.Inadditiontothis,theyalsoconnectedonapersonalbasisthroughFacebookand

Instagramandlikedeachother’s’profilesorfollowedoneanother’spersonalaccounts.

Emails

Theprojectpartnerscommunicatedwithoneanotherviaemailonaweeklybasis.Allthenecessary

informationwas forwardedthroughacommonmailing list topartners.Sometimestheemailscon-

tainedattachmentswithfurtherinformationregardingspecialtasksorconceptdevelopments,which

weresimultaneouslyuploadedtotheSharePoint.

Jointconferencevisits

TheprojectconsortiumattendedtheSouthBalticAnnualConferenceandtheDevelopmentForum.

2.1.3Commonvalues

Theprojectpartnersagreedonaseriesofcommonvaluesattheoutsetoftheproject.Theseshared

valueswouldserveasthebasisforfruitfulcooperationandfacilitatetheimplementationofcommon

conceptswithintheprojectconsortium.Thefivecommonvaluesestablishedwereasfollows:

• Trust

• Courage

• Passion

• Curiosity

• Playfulness

Figure1:BBVETvalueground.

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2.2Challengesandachievementsregardinginterculturalcooperation

Challenges

Throughoutthecollaborationperiod,theprojectpartnerswerecontinuouslyfacedwithchallengesfor

whichtheyalwaysendeavouredtofindasolution.

- Cooperationwasbasedonopendiscussion.Thisfacilitatedanatmosphereinwhicheverypart-

nercouldsharetheirpointofview.However,itwasnotalwayseasytofindacommonsolution

(differentapproachesregardinghowtoimplement“cross-bordereducation”;differentunder-

standingofrolesandresponsibilitiesamongteachers,coaches,companies;differentunder-

standingofprofessions).

- Holdingregularpartnermeetingswascertainlysuccessfulintermsoffruitfulcommunication,

giventhat itallowedpartners todirectlycommunicatewithoneanother;however, regular

meetingsalsobroughtaboutmanychallengesasregardsdailyresponsibilities(e.g.findinga

balancebetweendailyworkandpartnermeetings).

- Thecommonvaluesservedasanimportantfoundation,butthesewereseldomembracedor

consolidated.Forinstance,atthebeginningofeachprojectmeeting,projectspartnersshould

havebeenregularlyremindedofvalues.

Achievements

Attheendoftheprojectterm,theparticipantslistedtheachievementsasfollows:

- TheflowofcommunicationgenerallyworkedverywellintheBBVETproject.

- Partnerswere very communicative and honest and addressed institutional challenges in a

timelyandopenmanner.Inthisway,jointsolutionscouldbedevelopedandimplemented.

Therewasnoconflictatanypoint.

- Theprojectteamwassolution-orientatedandextremelyflexiblewhenitcametosolvingprob-

lemsandfindingsolutions.

- Allcountriescontributedtothesamedegree/extent.

- Theleadbeneficiarywasverywellorganisedintermsofplanning.Allmeetingswereheldas

scheduled,andallpartnerswereprovidedwithimportantinformationatalltimes.

- Informalactivitiesthattookplaceduringpartnermeetingshelpedpartnerstogettoknowone

anotherbetterandhelpedtobuildtrust.

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- Thecheck-in/check-outmethodusedateachprojectmeetinghelpedtheprojectteamtoget

toknoweachotherbetterandhelpedparticipantstofeelcomfortablewithintheteam.

- Multiplepartnermeetingswerenecessarytodevelopjointsolutionsandtomutuallysupport

oneanotherwithintheprojectteam.

- Thedatesforthepartnermeetingsweregiveninadvancesothatprojectspartnerscouldor-

ganisethesearoundtheirworkinordertobeabletojointhemeetings.

- Thereweredifferentworkingmethodsandcommunicationstrategiesintheinternationalpro-

jectteam.Ittooktimetounderstandthesedifferentapproaches/strategiesbutitgoteasier

as timewenton.Working inan intercultural teamwasapositiveexperienceandone that

offeredmany insights; working in amulti-cultural environment enriches your ownway of

thinking.Theprojectconsortiumrevealed(cultural)differencesbutalsosimilarities,forexam-

ple,oneofthesebeingthemutualdrivetoimprove.

- Withinthescopeofthecommonvalues,thefocuswasondevelopingconsortiumskillsand

cooperationtechniques.

- Thecommonvaluespermittedtheconsortiumtowork informally,securelyandbasedona

relationshipofmutualtrust.

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3Train-the-Trainerworkshops

Withintheprojectapplication,theprojectconsortiumagreedtoconductTrain-the-Trainerworkshops

forfutureeducationalstafftopreparethemforinterculturalworkasregardsbothhardandsoftskills

(seeannex1).

Duringthepreparationoftheworkshopstheprojectpartnersrealisedthatitwasnecessarytoaddress

teachers,trainersandcoachesasthethreetypesofeducationalstaffwhowereinvolvedinVETinall

participatingcountries.However,theexpressionsof‘teachers’and‘trainers’weregenerallysynony-

mouswithintheworkoftheprojectconsortium;whichiscausedinthedifferencesoftheeducation

systems.

TheprojectconsortiumagreedonthefollowingcriteriafortheparticipantsintheTrain-the-Trainer

workshopsinbothvocationalareas:

Criteria Responsibilities Benefits

1. FluentEnglish2. BasicEdTech/Mechatronics

knowledge3. Flexibility4. Openmindset5. Entrepreneurialthinking6. “Euroness”–focusonEu-

rope7. Connectiontoindus-

try/company

1. Attendanceandactiveparticipa-tionintrainingsessions(3train-ings)

2. Deliveryoftrainingduringtestbedperiod

3. Activeparticipation4. CommunicationwithBBVETpro-jectteam

5. Maintainingcontactwithcompa-nies

6. Drawinguptrainingcurriculums

1. Enhancedqualifications2. Innovationineducation(mod-

els/methods)3. Internationalisation4. Individualgrowth5. Contacts/network-building6. Developmentofschool-com-

panycooperation7. Improvementoftechnical

Englishlevel8. Receiptofcertificate9. Regionalawareness

Table1:Criteriafortheteacher/trainers.


1. FluentEnglish2. Coachingexperience3. Flexibility4. Openmindset

1. Attendanceandactivepartici-pationintraining(3trainings)

2. Deliveryofcoachingduringtestbedperiod

3. Activeparticipation

1. Enhancedqualifications2. Innovationineducation(mod-

els/methods)3. Internationalisation

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5. Entrepreneurialthinking6. “Euroness”–focusonEu-

rope7. Connectiontoindus-

try/company

4. CommunicationwithBBVETprojectteam

5. Maintainingcontactwithcom-panies-buildingbridgesbe-tweencompaniesandtrain-ees/projectparticipants

6. Drawinguptrainingcurriculum

4. Individualgrowth5. Contacts/network-building6. Developmentofschool-com-

panycooperation7. ImprovementoftechnicalEng-

lishlevel8. Receiptofcertificate9. Regionalawareness

Table2:Criteriaforthecoaches.

In2017theBBVETprojectconsortiumconductedfourTrain-the-Trainerworkshopsthatareexplained

inthefollowing.

3.124-28April2017,inKarlshamn/Hässleholm/Malmö/KarlskronaSweden

TheTrain-the-TrainerweekinSweden,hostedbyNetportSciencePark,wasthefirstofseveralcon-

secutivetrainingsessionsfortrainers,teachersandcoaches,whoaretoplaysupportingrolesinthe

BBVETprojectduringthemobilities.Beforetheworkshopbeganasmallbrochurewasgiventopartic-

ipantswhichcontainedthenecessaryinformationforthetrainingsessions,includingtheagendafor

thewholeweek,thepresentationbytheguestspeakerandthatofworkshopleadersandfacilitators.

TheagendawasdifferentasregardsthetwodifferentvocationalfieldsEdTechandMechatronics.In

accordancewiththeparticipationinoneofthetwovocationalfields,theparticipantsattendedpresen-

tationsfromrespectivesubjectexperts.

Inthefirstfewdays,interculturallearning,gettingtoknowoneother,butalsotheprojectgoalsand

fundingstructureswerethemainfocus.Inaddition,coachingmethodswereexplainedandpracticed,

aswellassharedvaluesforfuturecooperation.ForthecoachingpartoftheBBVETtestbedacoaching

manualwasdistributed toall participants (seeannex2). The first twodaysalso includedan initial

presentationoftherelevantEUdocumentsusedduringmobilities:MemorandumofUnderstanding,

AcceptanceLetter,LearningAgreementandGrantAgreement.

OnWednesdayandThursday,allparticipantswereassignedtotheMechatronicsandEdTechproject-

specificoccupationalareas.Inadditiontocompanyandschoolvisitstogetherwithconferencepartic-

ipation,thesedaysdealtmoreintensivelywiththeinternationalcurricula,whichaimedtoprovidethe

basisforthemobilitiesintheBBVETproject.

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Onthelastday,thewholegroupcametogetheragaintodiscussthedigitallearningplatform"Canvas"

andtoagreeontheupcomingsteps.

Thefollowingparticipants (excludingtheprojectconsortiumitself)werepresent fromtherangeof

countriesspecifiedbelow,whichareshowninaccordancewiththeirfunction:

Function Teacher Trainer Coach

Country Mechatronics EdTech Mechatronics EdTech Mechatronics EdTech

Denmark 1

Germany 2 2

Lithuania 2 1 2

Poland 2

Sweden 2 1 1

Table3:Representationofcountriesbasedontheirfunctions.

Duringthefirsttrainingsession,thecross-bordertestbedforbothvocationalfieldswaspresentedto

allparticipants(seechapter4).

Aftertheworkshop,anevaluationofthissessiontookplace(seeannex3).Someoftheanonymous

statementsresultingfromtwoquestionsofthisevaluationcanbefoundbelow:

1:BenefitsofongoingparticipationinTrain-the-Trainerworkshops:

- Internationalinfluences,newknowledge;developmentatmyschool:trainingofemployees,

studentsandmyself;newcontacts

- Improvingunderstandingofinnovativesystems,requirementsforstudyprogrammesandstu-

dentexchanges

- Theprojectwillbringinnovationandchangewithregardstoteachingmethodology,interna-

tionalcommunicationandrelations

- Implementationofnewteachingmethodology

17

- Enhancementofeducationqualitythatstudentswillreceive;internationalisationofstudents,

theeducationprogrammeandtheinstitutionitself

- Internationalisationoftheuniversity,particularlywithregardstothestudyprogramme“Busi-

nessEducation”

- BeinginpossessionoftheinfrastructurewhichisnecessaryforBBVET(medialab,etc)

- Addedvalueforourstudents;reviewofeducationprogrammes;transferofknowledgefrom

differentcountries;bankofknowledgeforbusinesssector

2:Ifyouwanttocontinuethetraining,whattopicsarethepriorityonesforyouinordertocontinue

todevelopourjointcurriculum

• Knowledge,skillsandcompetencesintrainingsessions

• Practicalconcernsconcerningthestudentsthemselves

• Amorehands-onapproach:recruitmentofstudentsetc.

• Programme(contents)forsoftskillsinthefirstweekforeachcountry

• Delvingdeeperintotopicswestartedtodiscussindepthinprevioussessions

• ClarificationregardingallGermanissues

• Morediscussionswith companiesand schools; agreementson responsibilities concerning

curriculumdevelopment;validation+recognitionofeducation(howthe‘officialVET’willbe)

• Persuasionofcompaniestotakepartwhowillbeattractivetostudentsandthatwhowill

providespecialisedknow-how

• Thevalidationoftraining/internshipwhichstudentswillreceive

3.229-31May2017,inNykøbingDenmark

TheTrain-the-TrainerweekinDenmark,hostedbytheCELF,wasthesecondtrainingsessiontotake

placefortrainers,teachersandcoacheswhoweretoplaysupportingroleswithintheBBVETproject

duringthemobilities.

Afterthewelcomesession,theworkthathadbeguninSwedenoncontentthencontinued.Duringthe

firstafternoon,followingthepresentationonthe"EffectMeasurementofEducation"(seeannex4),

theparticipantsdiscussedtheadditionalvaluethatwascreatedbytheBBVETeducationprogramme

andhowthiscouldthenbemeasured.

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Figure2:ModelformeasuringReturnonInvestment.

Source:CELF

MeasurementaspectsdefinedbytheDanishprojectpartnerwereasfollows:

- Bringingresourcesintoacountry(high-scaleeffect)

- ImprovingreputationofVET

- Improvementofquality

- Sustainablestructures

- Influentialdepartments/agencies

- Personaldevelopment

- Organisationaldevelopment(internationalisation)

- Salaries

- Imports+exports

- Creationofnetworks

- Certificate

- Etc.

Formoreinformationaboutthesoftskillsmeasurement,pleaseseechapter6.4.

TheseconddaystartedwithacomprehensivetouroftheCELF–CenterforVocationalEducationLol-

landFalster.Hereteachers,trainersandcoachesfromGermany,Lithuania,SwedenandPolandwere

abletogaininsightsintothetrainingprovidedinDenmark.Duringtheafternoononthesecondday,

19

thegroupswereagainseparatedintothetwoprofessionsofMechatronicsandEdTech.Thiswaythey

wereabletoworkontherespectivecurriculafortheBBVETeducationprogrammes.

IntheareaofEdTech:AfirstdraftofapossibleEdTechcurriculumwaspresentedbyaSwedishcoach

whoisconsideredanexpertinthisarea.Participantsdiscussedtheworkingpaper‘WhyBBVETEdTech

–theneedandtheopportunity’,whichincludedbackgroundinformationonEdTech,theEdTechnet-

workandthepilotprogramme(seeannex5).Theparticipantsusedacontentwishlisttodiscusspos-

sibilitiesandrealitiesinthespecificnationalcontexts.

IntheareaofMechatronics:Representativesfromschoolsandcompanies(teachersandtrainers)were

invitedtopresenttheircountry-specificsituation,explaininghoweducation/trainingiscarriedoutin

theirrespectivecountries.Theyalsoexplainedthewayinwhichshortterm-mobilitiesalreadyoper-

atedandhowtheseachievementscouldbeadaptedtothelong-termmobilities.Theparticipantsspec-

ifiedtheprofessionalfieldstheyworkedinandindicatedthenamesofdifferentexpertstheywould

liketoseeinvolvedinthecurriculumdevelopment.

DuringthisTrain-the-Trainerworkshopthepresentation‘Astructureandguideforavalue-basedand

process-orientededucation’alsotookplace,whichwasconductedbycoachesfromMoveManage-

ment.

Onthelastday,thewholegroupcametogetheragaintofacetheeducationalanddidacticchallenges

ofimplementingadigitallearningplatform.ThekeynotespeechwasgivenbyanITspecialist,whose

functionwasaseducationalITconsultantattheCELF.

Thefollowingparticipantswere(excludingtheprojectconsortiumitself)present fromtherangeof

countriesspecifiedbelow,whichareshowninaccordancewiththeirfunction:

20



Denmark 1

Germany 1 2

Lithuania 2 1 2

Poland 3

Sweden 1 1 1


After theworkshop,anotherevaluation tookplace (seeannex6).Theanonymousstatements that

resultedfromonequestionofthisevaluationarelistedbelow:

1:ThemosturgentquestionsinordertocontinuetheworktoassuresustainabilityofBBVET:

- BeginthediscussionofMobilityCentres

- Theneedforinsurance,particularlyprofessionalliabilityinsurance?

- Theconceptofnationalrecognition

- Logisticsofhowinternshipswillfunction

- Anagreementisneededonthetimeframerequiredfortrainingstudents:4weeksorless?

- ThefinalisedversionsofthejointVETEdTechandMechatronicscurricula

- Clearactionplanandcontinuousstatusupdatesofwhathasbeenachieved

3.38-9November2017inKarlskrona,Sweden

The3rdTrain-the-TrainerWorkshopfocusedonthecompletionofthetwointernationalcurricula.Ex-

pertsinthefieldsofMechatronicsandEdTechwereinvitedtoKarlskronafromallprojectcountries.

21

ThetwocoachesofMoveManagementguidedandhelpedmotivateparticipants,whocontinuedto

workintensivelyonestablishingthenewcurricula.Theconceptofthecoachesusedtoguidethework

oftheteachers,trainersandcoacheswasbasedon‘Wheelan'sIntegratedModelofGroupDevelop-

ment’.

Whileonthefirstdayprioritywasgiventohardskills(knowledge,skills,competences),onthesecond

daybothsoftskills,theirweightingaswellasgeneralstandardsandvaluesofthecurriculaweredis-

cussedanddefined.

ThecoachesofMoveManagementpromisedtoprovidetheBBVETprojectwithanin-housetraining

platformuntilthenextTrain-the-Trainerworkshoptookplace.

Thefollowingparticipants(excludingtheprojectconsortiumitself)werepresent,whichareshownin

accordancewiththeirfunction:



Denmark 1 1

Germany 1 2

Lithuania 1 1 2

Poland 2 1

Sweden 2 1 1


3.44-6December2017inRietavas,Lithuania

LeadingthethreedaysasfacilitatorswasacoachfromMoveManagementtogetherwithhiscolleague

fromNetPortSciencePark.

22

Thetrainingplatformwhichhadbeendevelopedin-houseservedasaworkingbasisforthisTrain-the-

Trainerworkshop.Beforethestartofthetraining,thelogindatawassenttoallparticipantssothat

accesstothedocumentsonthetrainingplatform(developedinKarlskrona)waspossibleatanytime.

Thetrainingplatformincluded12descriptionsofsoftskillsworkshopswhichwouldbeheldin2018for

theBBVETparticipantstoencouragetheirpersonaldevelopment.TheTrain-the-Trainerworkshopin

Rietavasaidedtheparticipantsinfamiliarisingthemselveswiththeworkshopcontent.TheBBVETcon-

sortium,teachers,trainersandcoachessharedtheirvariousexperienceandaidedoneanothers’de-

velopment.

Thefollowingparticipantswerepresent (excludingtheprojectconsortiumitself) fromtherangeof

countriesspecified,showninaccordancewiththeirfunction:



Denmark 1 1

Germany 1 1

Lithuania 1 2

Poland 2

Sweden 1 1


3.5ChallengesandachievementsoftheTrain-the-Trainerworkshops

Challenges

- Unfortunately,therehasnotbeenthepossibilitytorecruitanequalnumberofteachers,train-

ersandcoachesfrombotheducationalfieldsforeveryworkshop.Thismadecreatingthecur-

riculummoredifficult,especiallyintheareaofEdTech.

23

- TheparticipantsfortheTrain-the-Trainerworkshopswerechangingfromworkshoptowork-

shop.Thisresultedinparticipantshavingdifferentbackgrounds.Asolutionforthiscouldbeto

repeatthecontentfromtheprevioussessionsbeforebeginningeachworkshop.

- Duetotheinvolvementofteachers,trainersandcoachesintheirrespectiveeducationalsys-

tems, it could not always be assured that all participants could take part in the Train-the-

Trainerworkshops.

- TheTrain-the-Trainerworkshopswereofdifferentdurationsandweredevelopedason-site

trainingsessions.Theshortestworkshoplastedtwodays,whilstthelongestwasawholeweek.

Addingtraveltimetothis,theparticipantshadtobereleasedfromtheirdailydutiesforthree

days,minimum.Thiswasnotalwayspossible.

- Forsomeoftheparticipantstherehasbeenalanguagebarrier.Thewaythisbarrierwasdealt

withdiffered.Sometimesparticipantswouldaskforaninterpreter/translator,andothertimes

communicationwassuccessfulnonetheless,giventhattheparticipantsconversedincommon

languagesotherthanEnglish.

- Theimplementationofthecompetencesrangewasdifficult,astherewerenoconcretestrat-

egiesforimplementation.

- AlmostoneyearpassedbetweenthesoftskillsworkshopsfromtheTrain-the-Trainerwork-

shopinLithuaniaandtheuseofsoftskillsworkshopswithstudentsfromothercountries.This

is a long time and refreshing the contentswould havemade sense for the teachers/train-

ers/coaches.

- Recruiting teachers/trainers/coacheswassometimesdifficultdue to internalorganisational

structuresandschedules.Thisledtolastminutecancellationsandlesstimeforpreparation.

Achievements

- Theparticipantsengagedinmobilitiesbytheirown.Theylearnedwhatitpersonallymeansto

beabroad,toworkininternational/interculturalteams,torespectotherculturesandtodeal

withlanguagebarriers.

- Theparticipantsweretrainedinsoftskillsworkshops.

- Theparticipantswerefamiliarisedwiththeconceptsofheterogeneouseducationsystemsand

theflexibilityandbarriersthatthisconceptbroughtwithit.

24

- Theparticipantsweremadeawareofhavingacommongoal:thesuccessfulrealisationoflong-

termmobilities.

- Theteachers,trainersandcoachesgottoknoweachotherbeforethelong-termmobilitywas

established.Thatimprovedinternalcommunicationandpromotedtrust.

- Duringthediscussionabouthardandsoftskillswithregardstothecurriculumacommonbasis

wasagreedupon,whichwastobeemployedamongthosecountriesparticipating.Thisbasis

builtthefoundationforthespecial10-week-curriculaofeachcountryperiod.

25

4Developmentof the twocross-border curricula in thevocational fieldsof

EdTechandMechatronics

Theprojectpartnersfirstlyneededtoagreeonthevocationalsectors.Havingcomefromtheapplica-

tiontodevelopingtrainingsinthegreenandbluesector,itwasnecessarytoidentifythespecificoc-

cupations.AnagreementwasreachedonMechatronicsalmostimmediately.Thisagreementwasin

relationtothebluesector,withregardstomaritimeindustries.Inthegreensector,however,thepro-

jectpartners firstlybeganto reflectonmediaanddigitalisationprofessions; they lateragreedthat

trainingshouldfocusontheareaofEdTech,includingaspectsofsustainability,forexample.

Theplanastohowthetestbedwouldbeimplementedwasdevelopedbeforestartingworkonthe

curricula.Itwasdecidedthatthewholetrainingmodelwouldlastforonecalendaryear,i.e.12months.

Thetrainingperiodineachcountrywouldbe10weeksandthestudentswouldreceivetrainingses-

sionsinfourdifferentcountriesovertheyear.

Theone-yeartrainingmodelwasplannedasacombinationofa40weekstrainingwhichwouldbe

providedbyfourdifferentcountries,inaccordancewiththedifferentholidayperiods(spring,summer

andautumnholidays).Theoriginalplanforthepilotprojectcanbefoundbelow:

WEEK

COUNTRY SWEDEN EASTERHOLIDAYS

LITHUANIA SUMMERHOLIDAY

DENMARK AUTUMNHOLIDAY

GERMANY

DATES

15January–16March

03April–08June

01August–05October

15October–19December

1INTROCUCTION

8–14January 03–08April 01–05August 15–21Octo-ber

2

SCHOOL15January–11Feb-

ruary09April–06

May06August–02September

22October–18November

3456

COMPANY12February–11

March07May–03

June03–30Sep-tember

19November–16December

789

10RECAP

12–15March 04–07June 01–04Octo-ber

17–19De-cember

TRAVELHOME 16March 08June 05October 19December

Figure3:Overviewofone-yearcross-bordereducationalprogrammeformechatronicsstudents.

26

WEEK

COUNTRY SWEDEN EASTERHOLIDAYS

POLAND SUMMERHOLIDAY

LITHUANIA AUTUMNHOLIDAY

GERMANY

DATES15January–16

March03April–08

June01August–05October

15Octo-ber–19December

1INTROCUCTION

8–14January 03–08April 01–05Au-gust

15–21October

2

SCHOOL15January–11

February09April–06

May

06August–02Septem-

ber

22Octo-ber–18November

3456

COMPANY12February–11March

07May–03June

03–30Sep-tember

19Novem-ber–16December

789

10RECAP

12–15March 04–07June 01–04Oc-tober

17–19December

TRAVELHOME 16March 08June 05October 19Decem-

ber

Figure4:Overviewofone-yearcross-bordereducationalprogrammeforEdTechstudents.

Themodelforeachtestbed(10weeksineachcountry)wastheinternationaltrainingmodeldeveloped

bytheBBVETprojectpartners:

Figure5:Overviewof10-weektestbedineachcountry.

27

Thefigureaboveillustratestheideasetoutbytheprojectconsortiumatthebeginning,andhowthe

testbedwouldbeimplementedineachcountry.Namely,eachperiodconsistedoffourdifferentele-

ments:theintroductionweek,4weeksofschool-basedtraining,4weeksofcompanybasedtraining

andtherecapweek.Theseelementswouldberepeatedineverycountrytoensureaconsistentap-

proach.Thecross-bordertrainingswerebuiltonthisbasicframework,towhichcontentwouldthen

beadded.

Thedifferentstepsarepresentedinthefollowingmodel:

Figure6:Thetwodifferentwaysofcurriculumdevelopment.

Thisoverviewshowsthatthetwocross-bordervocationalcurriculaweredevelopeddifferently.The

reasonforthetwodifferentapproacheswasthatthecross-bordercurriculumforMechatronicswas

basedonanationalcurriculumthatalreadyexistedinthefieldwhereastheEdTechcurriculumwasa

newlydevelopedinnovativecurriculumforwhichnorelatedlegaldocumentswereinplace.Thecur-

riculumforMechatronicswastheresultofcontentsthatallparticipatingpartnercountrieswouldbe

abletodeliver.

28

ThecurriculumforEdTech,resultingfromtheinnovativeapproachinthisvocationalfield,wasdevel-

opedasanadditionalqualificationtobeimplementedinlinewiththeEuropeanQualificationFrame-

work(abbreviatedtoEQF)level5.ThisismainlygivenduetoitsconnectiontohighereducationVET

schoolsaswellasuniversitiesthatprovidethetrainingcontent.

Thecross-bordercurriculuminMechatronicswerespecifiedtorefertoEQFlevel4,becauseitwas

mergedbyusingnationallegalMechatronicstrainingdocumentsthatalreadyexistedinthepartici-

patingpartnercountriesanditconsistedofdualstructures.

Thecurriculumdevelopmentprocessincludedthreedifferentelements:

- Definitionofthehardskillsinthecurriculum(cross-border(1year)/national(10weeks))

- Definitionofthesoftskillsinthecurriculum(cross-border(1year)/national(10weeks))

- Definitionof theroleof thecoachwho is responsible for thepersonaldevelopmentof the

BBVETstudent

Anexplanationofthesedifferentcomponentscanbefoundindetailbelow.Regardingthehardskills,

thetwodifferentcross-bordercurriculawillbeexplainedseparately.Withreferencetothesoftskills

developmentandthecoaching,thisexplanationtakesplacetogetherastherearenomajordifferences

here.Followingonfromthis,thesubsequentimplementationofECVETwillbesummarised.Finally,

thechapterconcludeswithanassessmentandanumberofreflections.

4.1HardSkillscurriculadevelopment

4.1.1Mechatronics

ThecurriculuminMechatronicswasdevelopedwiththehelpofthefourpartnercountrieswhowould

putthecurriculumintopracticeduringthepilotingstage.Thefourcountrieswereasfollows:Sweden,

Lithuania,DenmarkandGermany.

Thedevelopmentprocessinmilestones

- Definitionofabasiccurriculumfortherespectivefield(mechatronicsandmedia)

o Seekingouttrainingornationalregulationsthatoverseetherespectiveprofessional

training,includingthelearningfields/modules

o TranslationofthedocumentsintoEnglish

29

- Comparisonoftherespectivedocuments

- Descriptionof similarities anddifferences in the respectiveVETeducation (trainingperiod,

learningunits,EQFlevels,etc.)

- Decisionofwhichlearningfields/modulesshouldbeincludedintheinterregionalcurriculum

- Developmentofthelearningobjectivesofthecross-bordercurriculumwithregardstorespec-

tive learning fields /modules by specifying the knowledge, skills and competencies to be

achieved

- Integrationofthe learningfields/modules intothetestbed(4x10weeks infourcountries)

includingthespecifiedlearningobjectives(knowledge,skillsandcompetences)

- Translationofthelearninggoalsasregardsknowledge,skillsandcompetenciesintolearning

outcomes

- Definitionoflearningunits

- Establishmentofproceduresfortheassessmentoflearningunits

- AllocationofECVETcreditsforlearningunits

- SubsequentimplementationofECVETin:

o Partnershipagreements(MoU)

o Learningagreements(LA)

o Personalperformancereports(Europass)

Contentgeneration

EachpartnerwasrequiredtoseekoutthenationallegaldocumentsinwhichthenationalVETeduca-

tionregulationswereagreed.ThepartnershadtotranslatethesedocumentsintoEnglishandprovide

theworkinggroupforcurriculadevelopmentwiththisinformation.Inordertoensurethateachpart-

nerwasprovidingthesameinformation,theworkinggroupforcurriculadevelopmentprovidedatem-

plateforallpartnersinordertohaveanoperationalbasicframeworkfortransnationalcomparison.

30

Thetemplateincludedthefollowingcontent:

Country:

Occupationalfield:

Duration:XXyears

EQFLevel:X

Learning Field/

subject/ mod-

ule

Learning out-

comes

(knowledge,

skills, compe-

tences)

Duration

(hours)

1st year

of train-

ing

2ndyear

of train-

ing

3rd year

of learn-

ing

4th

year of

learning

1 •

... •

Total

Table7:ContentofnationalMechatronicsVET.

Thisapproachisvisualisedinthefollowingmodel.

Figure7:HowtodevelopaninternationalMechatronicscurriculum.

ThedarkblueboxeswithintheSwedishcurriculum,theyellowboxeswithintheGerman,theredones

withintheDanishandthedarkgreenboxeswithintheLithuaniancurriculumrepresenttherespective

31

nationalcontentfromwhichpartsofthisaretransferredtotheinternationalcurriculum.Ineveryna-

tionalcurriculum,therearespecialities,indicatedbythelightblueboxes,thatwerealsotransferred

totheinternationalcurriculumtoenrichtheeducation.Thelightgreenboxesintheinternationalcur-

riculumrepresentthenewcontentsthatwereaddedandthathaveaconnectiontointerculturaland

softskills.Ultimately,theinternationalcurriculumconsistsofacombinationofnationalcommoncon-

tent,nationalspecificcontentandnew–interculturalcontent.

Havingagreedonacommonthemewithintheone-yearcross-bordercurriculum,thepartnersthen

hadtofocusonthespecificsoftheten-weekprogrammethatwouldbeconductedintheircountry.

Thepartnerswererequiredtocarryoutthefollowingsteps:

- Define the timeframe (10weeks) in accordancewith the international trainingmodel (see

above)

- ElaborationoftheWelcomephase(1week)

- ElaborationoftheRecapphase(1week)

- Elaborationofthe8weeksoftheteachingphaseinto4weeksofschool-basedlearningand4

weeksofcompany-basedlearning

- Definethetrainingprioritiesforeachofthe8weeks(usingthenationalcurriculathathave

beensentasabasis)

- Definethetrainingpriorities intermsofknowledge,skillsandcompetencesfortheschool-

basedpartusingthenationalcurriculaasthebasis

- Establishthetasksthatwillbecarriedoutbythetraineesatthecompaniesinquestionand

definethetrainingprioritiesintermsofknowledge,skillsandcompetencesforthetimespent

workingatthecompany

- IntegratetheSoftSkillsworkshops

32

Content-relatedresultsofthecurriculadevelopment

Toincreasethedegreeoftransparency,theprojectpartnersalsodevelopedatemplateforeachpe-

riod.Thefinalcurriculumwasdevelopedasseenbelow.Eachpartnercountrywasresponsibleforone

moduleoutofthefourandfocusedonlyononearea.

weeks contents

1 Introduction(teambuilding,safetyrequirementsetc.)

4 SCHOOL

26h/week=104–130hours

Control system I (basic programming, industrial communication, preventative mainte-nance)+electricalsystems(4weeks)

TheaimofthecourseisforthestudenttolearntoprogramPLCsystemsanddevelopthecapacity tounderstandandanalysehowaPLC systemworkswith theuseofperipheralapplications. The student shouldalso,usingbasicdrawings in the formofelectricaldia-gramsanddescriptionoffunctions,learntoconnectindustrialelectricalcomponents,mo-torsandoperatingsystemstoafunctionalunitandalsocarryouttheassignedtasksinthecorrectmannerinlinewithsafetyandregulations.

Knowledge

- Automaticcontrolterms,conceptsandcomponents- ApplicationprogramsforprogrammingofPLCsystems- Numbersystems,variablesandtypesofdata- Digitaltechnologyanddigitalinputsandoutputs- Industrialcomponents,theirfunctionandrangeofuses- Readingofelectricaldrawings

Skills

- CreatingnewprojectsinapplicationprogramsforPLCsystems- IntegratingaPLCsystemandtransferringprograms- Connectingandbuildinganelectricalcontrolpanelforautomatedsolutions- Carryingoutcircuitconnectionsinawaythatiselectricallysecure

Competences

Basedonadescriptionoffunctions,thestudentwillbeabletocreatealogicalandstruc-turedprogramandensurethefunction,flexibilityandfutureprospectsofitsmaintenance

33

andadd-ons.Thestudentwill carryoutaprojectbybuildinganelectricalcontrolpanel,settingthisinmotionandtrouble-shootinganyproblemsbasedonadescriptionoffunc-tions

4 COMPANY

inconnectionwithteachingcontent

1 Recap

Table8:Sweden,10weeks.

weeks contents

1 Introduction(teambuilding,safetyrequirementsetc.)

4 SCHOOL

26h/week=104

ControlsystemII(Troubleshootingandrepair)+MechanicalSystems4weeks

Thecourseaimsforthestudenttoacquireknowledgeontechnicalmaintenanceandrepairofmechanicalsystems,technologicalprocessesofmaintenanceandrepair,andtounder-standhowtoperformelectronicdiagnosticsusingbreakdownservices,performtrouble-shooting,localiseerrorsandrectifymalfunctions.

Knowledge

- Structure,propertiesandareasofdeploymentofthematerialsandauxiliarymate-rials

- Mechanicalworkproceduresinpreventivemaintenance- Technologicalprocessesoftechnicalmaintenanceandrepair- Electronicdiagnosticdevicesandservices

Skills

- Readingstructuraldrawings- Obtaininginformationfromtechnicaldocumentation- Outliningsectionsfromthedrawingsandmodifyingthem- Testing,settingandmakingadjustmentstomechanicalsystems- Documentingresults

Competences

34

- Learnersareable toplanacost-effectiveuseof thematerialswhilstconsideringenvironmentalandhealthaspects.

- Learnerscanperformpreventivemaintenanceandrepairworkofthemechanicalsystems.

- Learnersareabletoperformtroubleshooting,localiseerrorsandrectifythemal-functions.

4 COMPANY


1 Recap

Table9:Lithuania,10weeks.

weeks contents

1 Introduction(teambuilding,safetyrequirementstec.)

4 SCHOOL


ControlsystemIII(regulationtechnique)

Knowledge

- Thestudenthasabasicknowledgeofcontroltechnologyincludingthemostcom-montypesofregulators,regulationcircuitsandinstrumentation.

- Thestudentunderstandstheprinciplesbehindtemperature,pressure, flowandlevelmeasurements and can distinguish between static and dynamicmeasure-mentaccuracy.

Skills

- Learnerscanmakeadjustmentsto/optimisethePIDregulatorataprocessplantanddocumentthetransitionalphaseviatherecordingequipment.

- Learnersareabletotest/commissiontheindividualcomponentsincludedintheoverallcontrolloopandcanoperateandcalibratetheinstrumentsusedinthepro-cess.

- Learnerscaninstallandcommissionthemeasuringcircuitandthecontrol/cali-brationcircuitusingportablemeasurement/calibrationequipment,whilsttakingintoaccountthesignallingpathwaysassociatedwithEMC,voltagedrop, imped-anceetc.

35

- LearnersareabletousethePIDcontroller'sbasicparametersforcommissioningandoptimisingacontrolloop,andapplythehandbookrulestodefinetheparam-etersofthecontroller.

Competences

- Learnersareabletobuild,operate,calibrateandoptimisetheprocessplant.- Learnersareabletotroubleshootanddebugthemodulelevelofsmallprocessing

plantsandassessprocessstability,includingoptimisationofthecontrollerparam-eters.

- Learnerscancontroltheindividualcomponentsinthecontrolloop,andmakethenecessaryadjustments/improvementsandusethemfortroubleshootingandtorepairprocessplantsbyusingthecorrespondingdocumentation

- Learnerscanexplainthesafetyaspectsthatmayoccurwhenthereisaninterfer-encewithautomatedprocessesduringdebugging/direction.

Hydraulics

Knowledge

- Learnerspossesstheknowledgeofconventionalhydrauliccomponentsandsys-temsincludingpumpsandmotorswithfixeddisplacementandcanperformpumptests.

- Learnerspossessknowledgeofviscosity,additivesandviscosityindexandcanas-sessthechoiceofhydraulicoilaswellasprovideproperstorageofoils.

- Learnerspossessknowledgeontheimportanceofahydraulicsystemandcancre-atereplacementfilters.

- Learners understand the special safety and environmental requirements of hy-drauliccomponentsandsystems.

Skills

- Learnerscanmaketheconnectiontoandunderstandthefunctionofdiagramsforsmallerhydraulicsystemsusingtheapplicabledrawingstandard(egISO1219).

- Learnersareabletousecharts,nomogramsanddocumentation,sizeandmountpipes,hosesandfittingsonahydraulicsystem,andmakeuseofdocumentationetc.ThisisstipulatedbytheDanishstandard.

- Learnersareabletoassembleandcommissionthehydrauliccomponentssuchasdirectionalvalves,flowcontrolvalves,cylindersandengines.

Competences

- The student canperformpreventivemaintenanceonoperationalhydraulic sys-tems.

36

- Thestudentcanperformchangestothedesignofahydraulicsystem,andcandoc-umentthesechanges.

- Studentsareabletobuild,operate,maintain,performtroubleshootingofandde-bugautomaticmachinesandsystemswhichcontainhydraulicandpneumaticcir-cuits.

Pneumatics

Knowledge

- Thestudentpossessestheknowledgeaboutthestructureandfunctionofdifferenttypesofcompressorsystemsandpneumaticandelectro-pneumaticcomponents.

- Thestudentcanidentifyandunderstandthefunctionandtechnicalcharacteristicsofpneumaticcomponents,whicharecommonintheindustry, includingvariouscontrolforms.

- Thestudentunderstandsthespecialsafetyandenvironmentalrequirementsforpneumaticandelectricpneumaticcomponentsandsystems

Skills

- Studentscanselectinstrumentsandconductsystematictroubleshootingandde-buggingatcomponentlevel,aswellasreplaceandrepaircomponentswithavail-ableevidence

- Thestudentcanunderstandapneumaticdiagramaspartofmachinedocumenta-tionviaknowledgeoftheapplicabledrawingstandard(egISO1219)

Competences

- Learners can produce documentation and operating instructions in connectionwithchangesmadetopneumaticandelectric-pneumaticplants

- Learnerscanrefertospecificationsforpneumaticandelectric-pneumaticsystems,performcontrolmeasurements,anddocumenttheinstallationaccordingtocur-rentstandardssothatthedocumentationcanbeusedtoinstructusers

Thestudentcanperformpreventivemaintenanceonoperationalpneumaticandelectric-pneumaticplants.

4 COMPANY


1 Recap

Table10:Denmark,10weeks.

37

weeks contents

1 Introduction(teambuilding,safetyrequirementsetc..)

4 SCHOOL


ControlsystemIV(measuringandtestingofelectricalquantities)

Theapprenticespossessprofoundknowledgeoftheeffectsofelectricalenergyinman-ageabletechnicalprocesses.Theyunderstandthebasicelectricalengineeringcircuits,canpresentthemandanalysetheirmodeofaction.Theyareabletoapplytheirknowledgetotheselectionoftheelectricalequipment.Forthispurpose,theycanperformmathematicaloperationsandusespreadsheetsandformulastosolvespecificpracticaltasks.Theyun-derstandthehazardsinconnectionwiththeuseofelectricalenergy,forbothhumansandtechnology.Theycomprehendtheprotectivemeasuresnecessarytoensurethesafetyofthetechnicalfacilitiesandadheretotheknownregulations.Theyareabletoselectandutilisethetestequipmentrequiredandalsothemeasuringdevicesnecessary.Theycanextractinformationfromtheworkingdocumentation,andintegratechangesifnecessary.

Knowledge

- Studentslearntohandlemeasuringinstrumentssafely- Theygainknowledgeofvariousmeasurementmethodsandunderstandtheirop-

erationalpurposes- Theygainexpertknowledgeonhowtoevaluatemeasurementresults- Theywilllearnhowtoassessmeasurementerrors- Theygainunderstandingofdependenciesbetweenelectricalparameters,suchas

voltage,electricity,resistorsandpowerinbothdirectandalternatingcurrentcir-cuits

- Theygainknowledgeaboutvoltage-,light-andtemperature-dependentresistorsandtheirdifferentreactions

- Theygainanunderstandingofthecompositionandstructureofdigitalandana-loguesignals,theirsignalbehaviourandthedatatransmissionviaData-BusSystem

- Theylearnaboutcircuitsymbolsinrelationtoelectricalengineeringandthepro-gramsusedfortheconstructionofcomplexcircuits

- Theygainknowledgeaboutmeasuringmethodsusedtoverifyafixedinstallationandtheirimportance

Skills

- Studentswilllearnhowtointerfacethemeasuringinstrumentscorrectly- Theywilllearntoselecttherelevantmeasuringrange

38

- Theylearnhowtoperformmeasurements- Theylearntodesignvariousexperimentalcircuitsinserialorparallelconnections- Theylearnhowtorecordthemeasurements- Theylearntomeasurevarioussignaltypesviameasuringinstrumentsandtotrans-

ferthemeasurementresultsintotherelevantquantitymeasured(e.g.pressure,temperature,speed,filllevel,switchstatus)

- Theylearntodesignandevaluatecomplexcircuitrywithuseofthecomputer- Theylearntodevelopandconstructcircuitsindependently,applytheirknowledge

of thecorrectusageofmeasuring instruments,anddetectandeliminateerrorsindependently

- Theylearnhowtoexecutetheinitialtestingofafixedinstallation(visualinspec-tion,measuring,recording,performancecheck)

- Theylearntohandoverthecompletelyinstalledandtestedunittoaclient

Competences

- Studentslearnhowtohandleelectriccurrentresponsibly- Theylearntorecordmeasurementdataprecisely- Theylearntoworkcarefullywhilerecordingmeasurements- Theylearntoworkindependentlyduringthesetupoftheirowncircuits- Theylearntoworkinteamsandtomaintaincollegialrelationshipswithassociates- Theylearntoplanandperformsequencesofstructuredactions- Theylearntointeractwithcustomersinapoliteandfriendlymanner

4 COMPANY

inconnectiontoteachingcontent

1 Recap

Table11:Germany,10weeks.

4.1.2EdTech

ThecurriculuminEdTechwasdevelopedwiththehelpofthefourpartnercountrieswhowouldberesponsibleforthecurriculumduringthepiloting.Thesecountrieswereasfollows:Sweden,Poland,LithuaniaandGermany.

Thedevelopmentprocessinmilestones

- Definitionofabasiccurriculumfortherespectivefield

o Identificationofrelevantsubjects,needsandstakeholders

39

o Establishmentofadialoguewithpotentialtrainingproviders,whowereakeyresource

fortranslatinginsightsintoconceptsinthecurriculum

- Invitingdifferentactorssuchassectorrepresentatives,teachersandclusterassociationsto

Train-the-Trainerworkshopsanddiscussingcontents

- Discussionoftheworkingpaper‘WhyBBVETEdTech–theneedandtheopportunity’bypar-

ticipants.

- Decisionofwhichlearningfields/modulesshouldbeincludedintheinterregionalcurriculum

- Developmentof the learningobjectivesof thecross-border curriculumwith regards to the

learningfields/modulesintermsofknowledge,skillsandcompetenciestobeachieved

- Integrationofthelearningfields/modulesintothetestbedperiod(4x10weeksinfourcoun-

tries),includingthelearningobjectivesspecified(knowledge,skillsandcompetences)

- Translatinglearninggoals intermsofknowledge,skillsandcompetencies intolearningout-

comes

- Definitionoflearningunits

- Establishmentofproceduresfortheassessmentoflearningunits

- AllocationofECVETcreditsforlearningunits

- SubsequentimplementationofECVETin:

o Partnershipagreements(MoU)

o Learningagreements(LA)

o Personalperformancereports(Europass)

Thisapproachisvisualisedinthefollowingmodel.

40

Figure8:HowtodevelopaninternationalEdTechcurriculum

TheapproachregardingthedevelopmentoftheinternationalEdTechcurriculumwasdifferentfrom

theapproachfortheMechatronicone.InEdTechtherewerenoalreadyexistinglegaldocumentthat

couldhavebeenusedforacomparison.Forthisreason,thedemandofthemarketwastakeninto

accountprimarily.Thefirstcommonagreedcontentshavebeendiscussedwithstakeholdersandsev-

eralsubjectshavebeenadded.Thiswasdoneineverycountry.Thecombinationoftheseresultswas

thefundamentforthecontentsrelatedtohardskillswhichareindicatedwiththedarkblue,red,dark

greenandyellowboxesforSweden,Poland,LithuaniaandGermany.Afterthis,similartotheprocess

regardingtheMechatroniccurriculumsoftskillshavebeenadded,indicatedinlightblueboxes.

Generationofcontents

AstherewerenodocumentswhichcouldhavebeenusedasreferenceintheareaofEdTechitwas

importanttocontacttheactorswhowerealreadyworkinginthisfield.Theseactorswerecontacted

inordertoexchangeinformation.

ThefirstdraftofapossibleEdTechcurriculumwaspresentedbyaSwedishcoachwhowasconsidered

tobeanexpert inthisarea.Thepaperprovidedafirstoverviewofthemaincurriculumgoals,and

41

includedbackgroundinformationonEdTech,thenetworkandthepilotprogramme(seeannex5).The

participantsdiscussedthepossibilitiesandrealities fromacontentwish list in thespecificnational

contexts.

Followingon fromtheTrain-the-Trainerworkshop,adraftof thecurriculumwasdrawnuptogain

understandingofthedifferentsubjectsthatwouldbenecessary.Thedraftwasshowntovariousex-

pertsworkinginthisfieldwhowerefromarangeofdifferentcountries.

Expertsvaluedthefollowingcontent:

- learningcurve

- iterativeprocessesthroughouttheprogramme

- acombinationprogrammewhichincludedscienceoflearning,technologyandbusiness

- digitalisationandchangemanagement

Contentsthatexpertsdeemedtobeunfitwereasfollows:

- alargerblockofphoto/filmproduction

Themainpurposeofthecurriculumasawholewasforstudentstogainnewknowledge,skillsand

competencesandputtheseintopracticesimultaneouslywhilstworkingalongsidecompanyclients.In

thisway,thepracticeandtheorywouldcometogether,andstudentswouldalsobeabletoestablish

theirownnetworkduringtheirtraining. Furthermore,expertsalsoendeavouredtoteachmodules

interactively.Followingclarificationofwhichpartnerwouldprovideeachspecific learningunit, the

nextstepwastoidentifythetimeframes.

42

Content-relatedresultsinrelationtocurriculadevelopment(seealsoannex12)

Sweden

Purpose: Familiarising oneself with the

EdTech field andbriefly touchingon the

required subjects (Science of Learning,

Technology&Business)

Poland

Purpose:Delvingdeeper into functional-

ity of digital learning(design), project

managementandbranding,andbuilding

aconcept/serviceforacompany

Lithuania

Purpose: Consolidating knowledge in

terms of technology and software and

buildingaconcept/serviceforacompany

Germany

Purpose: Delving deeper into business

and having students start their own

EdTech businesses to demonstrate com-

petencelevel

Followingonfromthisstep,theprojectconsortiumstillintendedtoincludefurtheraspectsonpeda-

gogy,learningsciencesandgamification.Thefinalcurriculumistheproductofacombinationoffeed-

backfromexpertsinthefieldandoftheopportunitiesthatwereavailabletotheprojectpartnersat

thetime.Hence,thecurriculumdependedonwhichpartnerwasabletoprovidethecontentinques-

tionandtheextenttowhichhecouldprovideit.Theparallelstructureofdevelopingthecurriculum

withintheTrain-the-trainerworkshopsandseekingoutpotentiallecturers,teachersanddocentsat

thesametimealsoprovedtobeagreatchallenge(notably,asthecurriculumwasnotfinalisedatthat

point).

43

FollowingthesuccessfulcompletionoftheBBVETcross-borderprogramme,studentsareequippedto

workinthefollowingareas:

- EdTech Coordinator: EdTech Coordinators work with teachers and administrators to plan,

manageandmaintaintechnologyforuseinclassroomsandschoolcomputerlabs.Theytrain

andmentorteachersonhowto integratedigitalcurricula,classroommanagement, lessons

planning toolsandotherEdTechproducts into their classrooms.Theexact titleof the role

variesaccordingtothedistrictandrespectiveschoolandisknownasTechnologyCoordinator,

InstructionalTechnologistandBlendedLearningManager.

- EdTechSolutionDeveloper:Thispositioninvolvestakingonanactiveroleinprojectsinorder

toidentifyopportunitiesanddevelopEdTechsolutionsincollaborationwithaninternational

companynetworkintheEdTechcluster.

- EdTechEntrepreneur:Duringtheprogrammethestudentswereabletodeveloptheirentre-

preneurialskills,includingdevelopingtheirownbusinessideas.Followingonfromthecross-

bordertrainingstudentsareoffereda6-monthprogrammeinthebusinessincubatorBBIin

Sweden.

4.2SoftSkillscurriculadevelopment

Theprojectconsortiumagreedtofocusbothonhardandsoftskillstosupportpersonaldevelopment

andkeycompetences.

Paralleltothedevelopmentofthehardskillstraining,whichinvolveddifferentprocessesdepending

ontherespectivevocation,therewerealsodiscussionsonsoftskills,whichwereultimatelythesame

forbothcross-bordercurricula.Thesoftskillsweretobeincludedduringthewelcomeweek,therecap

weekandovertheeightweeksofschoolandcompanytraining.

Theprojectpartnersstartedwithbrainstormingsessions.Followingthis,duringtheTrain-the-Trainer

workshops, coaches ofMoveManagement established a training platform to provide all teachers,

trainersandcoaches(whowereinvolvedintheBBVETtestbedperiod)withalltherelevantinformation

onsoftskillsworkshops(seefurtherinformationchapter3).

Thefirstbrainstormingcontentsarepresentedbelow:

44

PERSONALIDENTIFICATION

- Personalexpectationsandfears

- Talkabout importanceof students in the

project

- Apersonallettertomyself

- Personal presentation (company, school,

teachers,trainers,coaches)

- Presentationofoutcomes

- Differentpersonalitytraits

- Steppingoutsideofone’sinvisiblelimits

CULTURALAWARENESS

- Whoispresent?Aretheothercountriessimilar

ordifferent?

- Howdoweseeourownculture?

- Inductiondays- factsabouteachcountryand

thesocialbehaviourassociatedwiththecoun-

try in question. Typical behaviour seen in the

countryitself,school,company

- CulturalIntelligence

- Learningaboutbehaviourataworkplace,infor-

malapproachatwork,what’sappropriateand

what’snot.Rulesandlimits

- BalticSeaRegion

- Educationsystemineachcountry

- Historyofthecountry.Studyvisits,sightseeing

INTRODUCTION TO THE LEARNING STYLES,

RULESANDAIMSINEACHCOUNTRY

- BBVETcontents,background,assessment,

validation

- Introduction to study plan of 10 weeks,

goalsandtaskstoundertake

- Look at development aims over the 10

weeks

- Assessmentofstudentslearningstyle

- Howdoesthestudentlearn?

- Individuallearningstyle

- Contactpersons(emergencycases)

GROUPDEVELOPMENT

- Jointsocialactivities.

- Meeting with local organisations (youth club,

students)

- Joint teambuilding activities for students,

coachesandtrainers,photoopportunities,joint

meals,hiking,cyclingactivities

- Homestayineachcountry

- IMGD(groupdevelopmenttool),Wallnut,Idran

Window

- Conflictmanagement

- Creativity

- Feedback/Reflexion/filming

Table12:SoftSkillssessionduringaprojectpartnermeeting.

45

Thetrainingplatformforteachers,trainersandcoachesinvolvedwasmadeavailableonline.Eachpar-

ticipant received their personal login data. The training platform is now available online

(https://bbvet.teamtrainer.se).

Theplatformwasdividedintothefollowingsections,primarilyinaccordancewiththeplanningsched-

uleoftheinternationaltrainingmodel:

- Welcome

- Ourbeliefs

- PeriodI

- PeriodII

- PeriodIII

- PeriodIV

- Designtips

Figure9:Screenshotofthetrainingplatform.

Eachcountryperiod(10weeks)includedthreesoftskillsworkshopsthatwouldbeconductedbythe

respectivenationalprojectpartnerresponsibleoverthecourseofthe10weeks.Thedescriptionsof

theworkshopsalwaysfollowedthesamestructure.Firstly,theoverallpurposeoftheworkshopwas

explained,includingifanyspecificconditionswerenecessary.Theworkshopswerealwaysorientated

aroundCheck-InsandCheck-Outsinconnectionwiththemainpurposeoftheworkshop.Thetaskfor

46

theworkshopswasexplainedindetailsoitwaseasyenoughfortherespectivefacilitatortocomplete

thetask.

4.3CoachingoftheBBVETstudentsduringthecross-bordermobility

In addition, coaching alsomadeupan importantpartof the curriculumdevelopment. Initial brain

stormingsessionsdefinedcommongoalsofthecoaches,theideaofcross-bordercoachingrelations,

thefocusonindividualcoachingandtheprovisionoflocalcoaches.

Coachinghelpsstudentstobecomeself-awareanddevelopindividualproblem-solvingabilitiesinor-

dertoachieveagoal.Insteadofcounsellingorprovidingprofessionalanswersandrecommendedac-

tions, the coachasksquestions inorder toguide students, so that theyareable to find theirown

answersandplanactionsthemselveswhichwillinturnleadtogoalachievement.Coachingrequiresa

certainattitudeonthepartofthecoach-asitisthestudent(andthecoachhimself)whoisatthe

centreofthedevelopmentprocess.Thecoach-studentrelationshipmustbebuiltontrust,whichis

tobemaintainedthroughouttheprocess,nomatterhowdifficultthismaybe.Itisimportantforthe

coachtousespecificmethodswhichareappropriatetothestudent’ssituation;he/shemustpossess

distinctskillssuchasanactivelisteningability.TheBBVETconsortiumproposedthatBBVETcoaches

usedatoolcalledanintegralprojectcoachingmap,whichhelpstomonitoranddocumenttheprocess,

usingallperspectives;italsoprovidesseveralchecklistsandmemosthatarehelpfultothestudent.

Theapproachisbasedonthemethodof integralcoaching.Theterm„integral” inthesenseofKen

Wilbergoesfarbeyondthatwhichisgenerallytermed„systemic”.Inshort,itmeanstakingonallpos-

sibleperspectiveswithoutfavouringanyofthem,togetaholisticpicture–forexampleofaperson

andtheirissues.Thedifferentperspectivescanbedividedintofivecategories:quadrants,levels,lines,

statesandtypes.1Eachpersonhasfoursides(alsocalledquadrants).Thepersonisboth:anindividual

andamemberofmanysystems.Theindividualandhissystemsinfluenceeachother.Inaddition,the

individualcanlookateverythingfromanoutsideperspective(it-perspective)orfromaninsideper-

spective(me-orwe-perspectives).Thiscreatesfourquadrants:

1SeeIntegralCoachingCanadaInc.(2015),w.p.

47

Figure10:Integralprojectcoachingmap.

Theseperspectivesweretakenintoaccountduringthecoachingprocesswiththestudentsandthey

werefurtherdevelopedovertheone-yearcross-bordermobility.AnothermethodthattheBBVETpro-

jectconsortiumrecommendedwastheBusinessModelCanvas.

Figure11:BusinessModelCanvas.

48

Usingthebusinessmodelcanvasmethod,businessideasandmodelscanbevisualisedandstructured.

Itservesasananalyticaltoolforconceptualisingandtestingstart-upideas.Thebusinessmodelcanvas

isdividedintoninebuildingblocks:keypartners,keyactivities,valueproposition,customerrelation-

ship,customers,revenueandbenefits,channels,keyresourcesandcosts.Thesebuildingblocksare

intendedtohelpstudentstoconsiderimportantaspectswhenstructuringtheirownideas.

Coachingusedasamethodofengagementisthereforeverydifferentwhencomparedtoothermeth-

odssuchasconsultingorlecturing.Thecoachshouldseektomaintaintheperspectiveatalltimesand

helpthestudenttobebothspecificwhilstactinginrelationtotheproject,butalsoopentochange

dependingonhowthesituationunfolds.Acoachmovesthroughthisdelicateterrainbyaskingques-

tionsandnotgivingready-madepiecesofadvice,thusstimulatingthestudentsontheirownpremises.

Therelationshipwhichisbuiltonmutualtrustbetweenthestudentandtheircoachallowsthecoach

toaskmorepersonalquestions,andchallengeandmotivatethestudent-whichis,ofcourse,needed

intimesofchange.Finally,acoachcanhelptobalanceseveralperspectivesatthesametime.

Themost important issuewhen coaching is to ask questions yet resist the urge of self-response,

prompts,suggestionsandtoavoidjudgingstudents’ideas.Thetaskistolistenactivelyandaskques-

tionsthatstudentswillthenanswerthemselves.

Havingdecidedonthegeneralcoachingapproachtobeworkedwith,suitablecoachesmustthenbe

recruited.Duringabrainstormingsessionatapartnermeeting,theprojectpartnersagreedonthe

followingcriteriaforthecoaches.Thecriteriaweredrawnupinconnectionwithseveralresponsibili-

ties.Thestudentistofurthertheirdevelopmentduringthecoachingsessions,butthecoachtoo(who

is trained by the BBVET consortium during the Train-the-Trainerworkshops)will benefit from the

coachingfunction.Thisisdemonstratedinthetablebelow:

49


- FluentEnglish- Coachingexperience- Flexibility- Openmindset- Entrepreneurialthinking- “Euroness”–i.e.focus

onEurope- Connectiontoindus-

try/company

- Attendanceandactivepar-ticipationintrainingsession

- DeliveryofcoachingduringBBVETtestbedperiod

- Activeparticipation- CommunicationwithBBVET

projectteam- Maintainingcontactwith

companies-buildingbridgesbetweencompa-niesandtrainees/project

- Producingtrainingcurricu-lum

- Enhancedqualifications- Innovativeeducationalpro-

gramme(models/methods)- Internationalisation- Personalgrowth- Establishingcontacts/network- Developmentofschool-com-

panycooperation- ImprovementoftechnicalEng-

lish- Certificate- Regionalawareness

Table13:BBVET’scoaches’criteria,responsibilitiesandbenefits.

BeforetheBBVETtestbedbegun,coacheswereselectedfromallparticipatingcountries.Theproject

consortiumdecidedthatthecoacheswouldberesponsibleforstudentsfromtheirownspecificcoun-

try.Therewereatleasttworeasonsforthis:firstly,studentswerealreadystressedhavingtodealwith

somanyculturesandtheconsortiumdidn’twanttoincreasethestudents’stresslevelsbyinvolving

themincross-bordercoaching;secondly,availabilitywasanissue.Ongoingcross-bordercoachingses-

sionswouldhavebeendifficulttoarrange.

Mechatronicscoaches

Atotalof4mechatronicscoacheswererecruited,onefromeachparticipatingcountry(Sweden,Po-

land, Lithuania,Germany). TheBBVET class contacted all BBVET coacheswhile participating in the

testbed.EachcoachaimedtosupportthesoftskillsdevelopmentoftheBBVETclassitselfduringeach

countryperiod.Additionally,thecoachescarriedout individualcoachingsessionsforstudentsfrom

theirowncountry.TheagreementamongtheBBVETconsortiumwastoholdatleast3coachingses-

sionsduringeachcountryperiod.Foreachcoachingsession,aprotocolwouldbedrawnup.

50

EdTechcoaches

Intotal,6EdTechcoacheswererecruited,twowereselectedeachfromLithuaniaandPoland,while

SwedenandGermanywouldselectonefromeachcountryoneachoccasion.TheBBVETclasscon-

tactedallBBVETcoacheswhileparticipatinginthetestbed.Eachcoachwouldsupportthesoftskills

developmentof theBBVETclass itselfduring thespecific countryperiod.Additionally, thecoaches

wouldholdindividualsessionsforstudentsfromtheircountryonly.TheagreementamongtheBBVET

consortiumwastoholdat least3coachingsessionsduringeachcountryperiod.Foreachcoaching

session,aprotocolwouldbedrawnup.

Suggestionsthatweremadebytheprojectconsortiumforthefirstcoachingsessionwere:

- establishstudent’sdreamsandgoals,

- questionwhatthestudentwasdoingtoachievethem

- whatstepshe/sheistaking

- thestudent’senvironmentanddiscusswithwhomhe/sheworksandcooperateswell

- whatactionsandwhatresulthe/shewishestoachieve

Challengesandachievementsofthecross-bordercoaching

Challenges

- Therewasaneedforacommonstructureofthecoachingintermsoftheappointmenttime

itself,thetimeframeofthecoachingsessionsandthecontent.Aprotocol,whichwasdevel-

opedincollaborationwiththeprojectpartners,wouldhavebeenusefulhere.

- Distancecoachingalwaysposesavarietyofchallengessuchastechnicalproblems,timedif-

ferencesandafeelingofthelackofhumancloseness.

- Themethodologyandtheprocesswasnotfullycomprehendedbyallcoaches;thiswaspossi-

blyduetothedifferences inattendanceduringtheTrain-the-Trainerworkshops.Measures

shouldhavebeenputinplacetoguaranteethateverycoachreceivedthesameleveloftrain-

ing.Additionalwebinarsmayhavepreventedsuchdifference.

51

- Itwasnotalwayseasytokeepprofessionaldistance.Fromtimetotimecommunicationwould

turntopersonalissues.Itwasquitedifficultforcoachestosticktoprofessionaltopicsasthey

feltitwerealsonecessarytoaddressstudents’personalproblems.

- Duetoindividualcommitments,itwasdifficulttoagreeonanappointmenttime,andoften

appointments were rescheduled, even after the appointment had been previously agreed

upon.Awayofresolvingthiswouldhavebeentoscheduletheappointmentsintothepro-

grammeitself,makingsuretoalwaysscheduletheappointmentatthesametime,forexample

byholdingthesessiononthefirstMondayofeverymonthintheafternoon.Havinghadafixed

slotinthetimetablewouldhavemeantthatthesessionswouldhavealsobeenmorehighly

valued.

- Increasedcommunicationwasneededbetweenthecoachesthemselves.Duringthetestbed,

therewaslittleofexchangeofinformation.Thispreventedcoachesfrombeingabletolearn

fromoneanother.

Achievements

- Withtheaidofthecoaches,studentswereabletofeelmoresecure,asitmeanttheyhada

contact personwho they could trust at their side throughout thewhole year, evenwhilst

changingcountries.

- Theprojectconsortiumwasabletoinvolvemanycoachesfromallpartnercountries.

- Thestudentshighlyvaluedhavingacoachfortheone-yearcross-bordermobility.

- Ontheonehand,theBBVETstudentsandcoachesestablishedaverygoodrelationshipbased

ontrust,whichwas,ofcourse,anextremelypositiveaspectofthecoachingsessions.However,

on theotherhand, this crossedover intopersonal issues, and therefore coachingwasnot

solelyfocussedonprofessionalissues.Awaytosolvethisproblemcouldhavebeenbyhaving

anewcoachineachcountryratherthanhavingacoachfromone’shomecountryfortheen-

tiretyoftheyear.Byhavingacoachfromthecountryofexchangemayalsohavesolvedprob-

lemsinthattherewouldnothavebeenanytechnicaldifficultiesorchallengesposedinterms

ofthedistancefeltthroughvideoconferencing.

- Theprojectconsortiumdevelopedrulesforthehand-overregardingcoachingachievements

withinonecountryperiod.Thisapproachwasusefulandoughttobedevelopedfurther.

52

4.4SubsequentimplementationofECVET

Whilstdevelopingthecross-bordercurricula,EuropeanframeworkswereconsideredsuchastheEu-

ropeanQualificationFramework(EQF)andtheECVETsystem.Mainlyresponsibleforthedevelopment

ofthetwocross-bordervocationalcurriculawastheChairofBusiness,EconomicsandEntrepreneur-

shipEducationoftheUniversityofRostockincooperationwiththeDanishprojectpartner,whowas

officiallyapprovedasECVETexpertinDenmark.Tosecurethetransferprocess,thefollowingthree

documentsweredrawnup.

TheMemorandumofUnderstanding(MoU),whichnormallyservesasabilateralagreementbetween

thesendingandreceivingorganisation,wasusedasamultilateralagreementbetweentheparticipat-

ingpartnerinstitutions.TheMoU,whichwassignedbyallpartners,gavedetailedinformationabout

thepartiesinvolvedandspecifiedgeneralagreements,whilststipulatingindividualresponsibilitiesof

partiesandguaranteeingthequalityassuranceoftheirwork.Furthermore, italsospecifiedaspects

regardingtheassessmentofthelearningoutcomesaswellasvalidationandrecognitionofthese.The

documentcanbefoundunder:www.bbvet.eu/toolkit.

TheprojectconsortiumalsousedthetemplateforLearningAgreements(LA)providedbytheEUand

adjustedthisdocumentforproject-specificpurposes.TheLAservedasanindividualagreementbe-

tweentheparticipatingstudent,thesendinginstitutionandthereceivinginstitution.Itspecifiedall

partners involved, thedurationof themobilityand informationonthestudent’squalificationsand

progress.TakingintoconsiderationwhatwasagreedonintheMoU,therewerealsodescriptionsin

theLAoftheassessmentprocedures,includingdocumentation,validationandrecognition.Duringthe

one-yeartestbed,thestudentsstayedfor10weeksinonecountry,beforetravellingontothenext.In

aperiodoftwelvemonths,theystayinfourdifferentcountries,whichmakeuptheirone-yearEuro-

pean cross-border training in its entirety. For each10-weekmobility periodone individual LAwas

drawnupbetweenthestudentandthe institutions involved (see figure12).Thedocumentcanbe

foundunder:www.bbvet.eu/toolkit.

Forthestudent’sTranscriptofRecord,theBBVETconsortiumselectedtheEuropassMobilitydocu-

ment.Thisdocumentisacommonlyrecogniseddocumentbothintheeducationalsectorandonthe

53

labourmarket.TheEuropasscoversthestudent’slearningachievementsfromthewholeoftheone-

yeartraining.Thedocumentcanbefoundunder:www.bbvet.eu/toolkit.

Besidesthetechnicalaspectsofthetransferprocess,thisdocumentguaranteestransparencyinterms

ofthestudent’squalifications.Theimportanceoftransparencybecameparticularlyclearduringthe

developmentprocessofthetwovocationalcurricula.ThecurriculumforEdTech,highlyinnovativein

thisparticularvocationalfield,wasdevelopedasanadditionalqualificationtobeimplementedatthe

EQFlevel5givenitsconnectiontohigherVETschoolsaswellasuniversitiesprovidingtrainingcontent.

Thecross-bordercurriculuminmechatronics,whichwasmergedusingnationallegaldocumentsfrom

mechatronicstrainingthatalreadyexistedintheparticipatingpartnercountries,wasduetotheim-

plementationofdualstructuresatVETschoolsandcompanies,specifiedtorefertoEQFlevel4.

InconnectiontotheLA,UnitsofLearningOutcomes(ULO)weredevelopedthatspecifiedthecontent

andstructureofthequalification.ThespecificcharacteristicoftheULOintheBBVETprojectwasthat

eachdocumentcorrespondedtoonefourthoftheentirequalificationastheoneyeartrainingcon-

sistedoffourlong-termmobilities.Thedocumentspecifiedthenameofeachrespectiveunit,theref-

erencetothequalificationasawhole(intermsofBBVETtoEdTechorMechatronics),identifiedthe

areaoftasksandspecifiedthe locationoftheEQFaswellastherespectivenational level.Thekey

aspectof theULOwas thespecificknowledge, skillsandcompetencesacquiredduringeachcross-

bordermobility.Thedocumentcanbefoundunder:www.bbvet.eu/toolkit.Itwasagreedbythepro-

jectconsortiumthatthestudentwouldreceive1.5creditsperweek ineachcountryandthateach

creditwouldcorrespondtoaworkloadof27hours.ThatmeantthattheBBVETcurriculumdeveloped

foraqualificationinEdTechorinMechatronicswouldhaveavalueof60credits.Theworkloadwas

notspecifiedintheULOastheparticipatingcountriesdealtdifferentlywiththecreditingsystem.

After thesuccessful completionof the long-termmobility,validationwould takeplace in students’

homecountries.Followingeachlong-termmobility,learnerswouldreceiveaBBVETcertificateandthe

Europass.

TheBBVETconsortiumadmitsthattheuseoftheECVETcomponentsworkedreallywellanditgave

thelong-termmobilityahighlevelofquality.TheBBVETconsortiumreallyrecommendstouseECVET

especiallyincross-bordereducationcontexttocreateacommonrecognisedframework.Withinthe

projectthetemplatesthatareprovidedwithintheECVETtoolkitwereused.ECVETisatooltoexpress

thevalueofeducationthathasbeengainedabroad.

54

Figure12:SubsequentimplementationofECVET.

4.5AssessmentandReflexion

RegardingthetechnicalcomponentsofECVETthepartoftheaccumulationprocesswasthemostdif-

ficultone.Theknowledge,skillsandcompetencesindicatedintheULOwereassedandrecordedsep-

aratelyineachreceivingpartnercountryandassignedtotherespectivelevelofcompetenceinthe

EQF(seeAnnex13).

Also,thereflectionbythestudentshasbeenanimportantpartoftheassessmentprocessasthisis

onekeycompetencethathasbeenfocussedonwithinthesoftskillseducation.Thereflectionincluded

e.g.:

- Visualpresentationonwhathasbeenachievedandwhatnextstepsshouldberealised

- Reflectionsonthepersonallearningjourney

- Presentationofsuccessstories

- Reflexionsfromstudents,teachersandcompanies.

- Feedbacktoclass/teammates

- Coachesfeedback

55

- Presentationstoclients

- Identificationwiththeroleofambassador

Afterhavingdefinedthetwocross-bordercurricula,thestudentmarketingstarted.Theprocessthat

followedisshowninthegraphicbelow.

Figure13:BBVETmodelsolution.

56

5Studentrecruitment

Aboutthe“BBVETstudent”:Inthisreport,theexpression‘student’ismainlyusedtoindicatepartici-

pantsinBBVETinternationalVETprogrammes.Toensurethetermisproperlyunderstood,afewfur-

therexplanationsshouldbeprovided.

Theterm‘student’isnotmeantinanacademiccontext.InregardtoBBVET,participantsarealways

calledVETstudents.Forexample,VETstudentsareusuallycalledapprentices inGermanybecause

theyarehiredbythecompanyaspartofthetrainingagreement,althoughinaschoolcontexttheyare

alsocalledVETschoolpupils.This isalso thecase for theDanish trainees. InPolishandLithuanian

educationalVETcontexts,participantsarealsousuallycalledpupils.Asexplainedearlier,theconsor-

tiumalwaysreferstothemasstudentsintheBBVETcontext–VETstudents.BBVET(VET)studentsand

traineesareusedsynonymouslyinthisreport.

5.1Definitionofthetargetgroup–BBVETstudentprofile

Whilstthecurriculawerebeingdeveloped,therewereseveraldiscussionsaboutthepotentialtarget

groupfortheinternationaltrainingprogrammesatthesametime.

Thecommonentryrequirementsforapplicantsofbothtrainingprogrammesagreedwiththeproject

partnerbeforethemarketingandrecruitmentphasestartedwereasfollows:

Formalqualification:

- GeneralCertificateofSecondaryEducation(GCSE)

Additionalskills:

- Creativity

- Understandingoftechnologicalprocesses,

- Abilitytoplan,organiseandimplementlearningactivities

- Logicalandcriticalthinking

- Analysisanddecisionmaking

- Abilitytoapplymathematicmeasures

- AbilitytouseandapplyconceptsandthelawsofPhysics

- Abilitytouseinformationandcommunicationtechnologies(ICT)

- GoodcommandofEnglish(B1)

57

Theorderofthebulletpointsdoesnotexpressanypreferences.Recruitmentmainlytookplacefrom

1Septemberto15November2017(butcarriedoninto2018)accordingtothecriteriaandrequire-

mentssetbytheBBVETprojectconsortium.

ThepossibilitytoapplyforthesetwointernationalVETprogrammeswascommunicatedbytheproject

consortiumthroughdifferentchannels,forexampletheBBVETwebsiteitself,thenationalwebsitesof

theprojectpartnersandtheBBVETFacebookandInstagramaccounts.

5.2Applicationprocessforpotentialparticipants

Thestudentselectionprocedureconsistedoffourdifferentsteps:

1. Thestudent’sapplicationformshouldbefilledoutelectronically,printed,signedande-mailed

(orusetypeform)totheindicatedcontactpointfortherelevantcountry(alongwithattached

copiesofGCSEcertificates,personalIDandCV).

2. Interviews–motivationaldiscussionsandEnglishlanguageproficiencychecksarepreferably

carriedoutthroughSkype/face-to-faceinterviewsconductedbytheresponsiblepersonsfrom

thehomeinstitution.Recommendedrecruitmentquestionsareused.

3. Theapplicantmustprovideavalidmedicalstatementconfirmingtheapplicantmaytakepart

intheprogramme.

4. Assoonasthedocumentsmentionedabovehavebeenreceivedandtheapplicanthasbeen

matchedtoaBBVETprogramme,theLetterofAcceptanceisissuedbythehomeinstitution.

Adraftapplicationformwascreatedandusedtobuildtheonlineapplicationformusingthesoftware

“Typeform”. Digital texts on Typeform forMechatronic and EdTech educationwere created, with

whichstudentsobtainedinformationabouttheprojectactivity,providedbackgroundinformationon

theirpersonalitiesandattachedthedocumentsrequired(CV,coverletter).Theapplicationformcon-

sistedofthefollowingmainaspects(seeannex7):

- Studentpersonaldata

- Thestudyprogrammebeingappliedfor

- Educationalqualifications

- Languageproficiency

58

- Motivation

- Workexperience

Optionalattachmentsthatcouldbeadded:

- Acopyofsecondaryschoolcertificate,maturitycertificateordiploma

- CopyofpassportorID

- CV

AdmissionlimitsforinternationalBBVETprogrammeswereasfollows:

- 20studentsintheMechatronicclass(studentsfrom5countrieswith4studentseach)

- 20studentsintheEdTechclass(studentsfrom5countrieswith4studentseach)

Thestudentsalwayshadaccesstotheimportantfinancialinformationtheyneeded:

Notuitionfees:thestudent’sprogrammes,travelcostsbetweentheprogrammecountyandanother,

accommodationand livingcostswerecoveredbythe InterregSouthBalticprogramme,projectno.

STHB.04.01.00-SE-0019/15“BoostingBusinessIntegrationthroughjointVET.”

ApplicationthroughTypeform–quantitativeanalysis

Intotal,therewere45applicationsforEdTechand67applicationsforMechatronics.Inthefollowing

section,someoftheapplicationindicatorsarepresented.

EdTech

29%ofallapplicationswerefromSweden,18%fromPolandandLithuania,7%fromGermany,and

13%fromothercountries.Regardingtheareasofinterest,bothDesignandTeaching&Psychologyhad

thehighestinterestat26%,EntrepreneurshipandBusinesswasratedat24%,programmingat17%,

and“others”at9%.36%ofapplicantshadabachelor’sdegree,27%amaster’sdegree,22%anupper

secondaryschoolqualificationand2%avocationaldegree.Theexperiencesalreadymaderegarding

EdTechwererankedquitemoderately,withanaveragevalueof4.8outof10.Thepassionforlearning

howtocreateEdTechexperienceswasratedquitehighlywithanaverageof8.91.

59

Mechatronics

12%ofallapplicantswerefromGermany,9%fromLithuaniaandSweden,1%fromDenmarkand69%

fromothercountries.ThebiggestareasofinterestweremainlyTechnologyat27%,followedbyRobots

at25%andMechanicsat24%.Additionally,therewasinterestshownincars(15%),metalworks(11%)

andshipsandboats(10%).5%alsoshowedinterestinotherareas.Themostcommondegreewasa

bachelor’s(42%),followedbyanuppersecondaryschoolqualificationat30%;6%hadthecompulsory

schoolleavingqualificationand6%amaster’sdegree.Theresthadotherqualifications.Allapplicants

ratedthemechatronicsskillsalreadyobtainedatanaverageof5.31outof10.Thepassionforlearning

wasratedatanaverageof8.75.

Interviews

Afterhavingadeeperlookintotheapplicationforms,skypeorpersonalinterviewsfortheselection

wereconducted.Theinterviewslasted30minutes.FortheBBVETprogrammetobeasuccessandto

recruitpotential learners, theprojectpartnerswantedtoknowmoreabout thestudents’attitude,

careerdevelopment,ethics,problemsolvingskills,education,leadershipexperienceandaboveallin-

dividualpersonalityfeatures.

Intotal,therewere46interviewsinallcountries.

Denmark Germany Lithuania Poland Sweden

EdTech - 4

14

Nodata 14

Mechatron-

ics

1 13 - Nodata

Table14:Interviewscarriedoutduringtheapplicationprocess.

TheBBVETconsortiumdevelopedguidingquestionsfortheinterviews,e.g.:

Goals

- HowwillaBBVETtrainingprogrammeprepareyouforyourfuturecareergoals?

Motivation

- WhatdoyouknowabouttheBBVETprojectandtheMechatronics/EdTechinternationaltrain-

ingprogrammes?

60

- WhatwouldyouliketoknowaboutBBVET/Mechatronics/EdTech,blueandgreen?

- Whatdidyouenjoydoingmostatschoolorcollege?

- Whenyou’renotworking,whatdoyouenjoydoing?

Personalityfeatures

(preferablytohavesomeonewhowillbringpositiveenergytotheteam)

- Howwouldyourbestfrienddescribeyou?

- Whatareyourvaluesasaperson?Givetheapplicantanopportunitytoshareastory– let

themknowthatthey’llbeencouragedtobringtheirwholeidentitytotheBBVETteam.

Educational/extracurricularexperience

- Whichsubjectsdidyouenjoymostatschool?Why?

- Tellusaboutyourextracurricularactivities.Howhavetheypreparedyouforthisinternship?

- Whatwouldyourfavouriteteachersayaboutyou?

- Whatwouldyourleastfavouriteteachersayaboutyou?

Ethics

- Duringyourworkexperience,tellmeaboutatimewhenyoudemonstratedyourabilityand

desiretoworkeffectivelywithyourco-workers.

- WhatexcitesyouabouttheBBVETinternationaltrainingprogramme?

Problemsolving/analyticalabilities

- Whatstepsdoyoutaketostudyaproblembeforemakingadecision?

- Tellmeaboutatimewhenthingswentwrongatschoolorwhilstworkinginagroup,andhow

youfixedtheproblem?

- Whatweresomeofthetypicalproblemsyouexperiencedatschool?Howdidyoudealwith

them?

- Whathaveyoulearntfromyourmistakes?

Communication

- Whattechnical-basedcommunicationskillsdoyouuse?Whatplatformsareyoufamiliarwith

besidesFacebookandTwitter?

- Doyouworkwellwithotherpeople?Whatbothersyouaboutotherpeoplearoundyou?

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Leadership/interpersonalskills

- Whatarethethreemostimportantvaluesyoudemonstrateasaleader?

- Whattypeofpeopledoyouworkbestwith?

Thewayinwhichtheinterviewswereevaluateddifferedbetweencountries.TheSwedishmodelfor

theEdTechapplicationprocessshouldbeexplainedalittlebitdeeper.

TheSwedishpartnerscoredeachstudentbasedon:

- EdTechskills(scored0-3)

- Background(tech/designer/business/teacher)and

- Businessexperience(Y/N)

Thegoalwastochoosestudentsthatcomplementedeachotherandcamefromdifferentbackgrounds.

Thescoringwas0(notagoodmatch),2(okmatch),4(goodmatch)or6(verygoodmatch).Thestu-

dentswerescoredindividually.Afterwards,theresultswerecompared.

Figure14:Thescoringprocess.

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Selectionoftheapplicants

As soonas thedocumentsmentionedabovewere receivedand theapplicantwasmatched to the

BBVETprogramme,theLetterofAcceptancewasissuedbythehomeinstitution.Therespectivena-

tionalprojectpartnerwasinregularcontactwiththepartnerorganisationinordertostayup-to-date

aboutthehostcountry,hostcompanyandlogisticalaspects,andsharedtheinformationwiththestu-

dents.Facetofacemeetingswereorganisedwiththestudentstoinformthemandprovidethemwith

clearinformationabouttheplannedactivityandtosignthemobilitydocuments.Somecountriesalso

heldworkshopshostedbycoachesbeforethemobilitystarted.

TheLearningAgreementsweresignedbythethreeparties–thestudent,thesendinginstitutionand

thehostInstitution.

TheFinancialAgreementswereconcludedbythestudentandtheinstitutionthatfinancedthemobility

periodabroad.InthecaseofBBVET,thatwasthehostinstitution(theBBVETstudent’sreceivingpart-

ner).Thehomeinstitutionhadtoprovidetheoutgoingstudentswithaninsurancepackagecovering

health,travel,stay,emergencies,repatriationandaccidents.Detailsabouttheinsurancepackageare

alsoindicatedintheFinancialAgreement.

EdTech

- Sweden:fivestudentswereaccepted,ofwhichsomedeclined.Thismeantnewstudentswere

accepted,whowereinformedbyacceptanceletters.Intotal,9acceptancelettersweresent

outand5studentsparticipatedintheprogramme.5applicantsdidnotgettheacceptance

offer.

- Poland:noinformationavailable.

- Lithuania: the Lithuanianproject partner received 14 applications and conducted 14 inter-

views.3studentswereacceptedintheareaofEdTech.

- Germany:outofthefourinterviewsconducted,threestudentswereselectedandsentanAc-

ceptanceLetterinformingthemthattheyhadbeenchosentoparticipateintheBBVETinter-

nationalprogramme.

Mechatronics

- Sweden:noinformationavailable.

- Lithuania:Lithuaniareceived14applicationsandconducted14interviews.9studentswere

acceptedintheareaofMechatronics.

63

- Denmark:noinformationavailable.

- Germany:theparticipantswerechosenbythecompanies.Thechoicedependedonthelearn-

ingyearandperformanceintheVET.Thedemandfromthestudentsthemselveswashigher

thanthestudentsthatwereeventuallyselected.Intotal,13studentshavebeenacceptedin

Mechatronics.

Analysisoftherecruitedtargetgroup

AnoverviewofbothBBVETclassesisprovidedonthefollowingpage.Thecharacteristicsoftheclasses

canbeconcludedusingthefollowinginformation.

EdTech

FortheEdTechclass,19studentsoutof20wererecruited.TheclassstartedinJanuary2018with18

membersbutanewcomerjoinedinthesecondcountryperiod.Afterthesecondcountryperiod,two

studentsdroppedout,followedbyanotherafterthethirdcountryperiod.16classmemberssuccess-

fullycompletedtheirinternationaltrainingprogrammeafteroneyear.Theclassconsistedof10males

and9femalestudents.Theageduringtheapplicationprocessrangedfrom20to35.Fourclassmem-

berscamefromSweden,ninefromPoland,threefromLithuania,onefromGermany,onefromAustria

andtwofromGeorgia.14of19classmembersalreadyheldacademicdegrees.

Mechatronics

DuetothefactthattheGermanparticipantsexchangedbetweencountries,theclassmembersdif-

feredfromcountrytocountry.InSwedenandLithuaniatherewere17members,inDenmark18and

inGermany13,astherewerenoGermanparticipantsduringtheGermanperiod.Theclassconsisted

completelyofmaleparticipants,andnofemales.Nostudentsdroppedoutinthisclass.Theageduring

theapplicationprocessrangedfrom18to24.ThreeclassmemberscamefromSweden,ninefrom

Lithuania,onefromDenmarkandatotalof13fromGermany.17of27hadanuppersecondaryschool

qualification.

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Analysisoftherecruitedtargetgroup

EdTech

Applicants P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19

Sex M F F M M F M F M F M F M M M F M F F

Ageat

application

23 24 38 28 35 24 20 22 33 31 29 21 23 26 24 26 24 29 21

Country PO PO GE SW LI LI SW SW SW LI PO PO PO Other SW Other PO Other PO

Highest

formal

qualification

BA BA MA MA Other BA Other UP Other MA MA UP BA MA UP MA BA BA BA

Table15:AnalysisoftherecruitedEdTechclass.

65

Mechatronics

Applicants P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19 P20

Sex M M M M M M M M M M M M M M M M M M M M

Ageat applica-

tion

23 20 20 20 24 24 20 21 20 19 22 18 21 22 20 19 19 19 19 19

Country LI SW GE GE GE LI LI GE GE GE GE LI SW LI LI SW DE LI LI LI

Highest

formal

qualification

BA UP UP UP UP BA UP UP UP UP UP VO CO BA UP VO CO UP UP UP

Table16:AnalysisoftherecruitedMechatronicsclass(1).

66

Applicants P21 P22 P23 P24 P25 P26

Sex M M M M M M

Ageatappli-

cation

22 20 19 - 18 19

Country GE GE GE GE GE GE

Highest

Formal

qualifica-

tion

UP UP UP CO CO UP

Table17:AnalysisoftherecruitedMechatronicsclass(2).

5.3Challengesandachievementsduringthestudentrecruitmentprocess

Theprojectconsortiumheldabrainstormingsessionduringoneprojectpartnermeetingtocollect

challengesandachievementsfromdifferentperspectives.

Challenges

- Moretimewasneededtodevelopthecurriculumthanwasoriginallyplanned.Therefore,the

timeforrecruitmentwasshortened,whichmadeitdifficulttofindsuitablecandidatesforthe

long-termmobilities.

- DifferentVETsystems:

o Thevocationalschooldidnotknowhowtointegratethemobilityperiodintothestudy

process(Lithuania).

o Differences innationalVETsystemscausedbigdifferences intheeducationalback-

groundsofthestudents.

o ItwashardtorecruitbecausethisVETdoesnotexistineverycountryandthetarget

groupwaspartiallyunclear,especiallywhenitcametoEdTechstudents.

o InterestinEdTechandknowledgeaboutthetopicwasverydifficulttodistinguishbe-

tweenthestudents.

- Aclearcandidateprofileshouldhavebeendevelopedtofacilitatetherecruitmentprocess.

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- ChangesinDanishlegalframeworksduringtheprojectperiodmadeit impossibletorecruit

students.

- Theonlinesystemdoesnotbringoutthestudent’spersonal“touch”inimportantinformation;

confidenceisneeded

- Duringtherecruitmentprocess,onespecialcircumstancewasraised.Itwasquicklybecoming

obviousthat,duetothedualeducationsysteminGermany,theGermanMechatronicsstu-

dentswantingtoparticipateinBBVETwereonlyallowedtoparticipateforonecountryperiod

bytheircompanies,i.e.10weeks.Afteroneperiod,theyhadtoreturntotheirhomecountry

andtheircompanytocontinuetheirformaltraining.Thestudentswerereplacedfromcountry

tocountrysothattherewereGermanparticipantsinthreeofthefourperiods.

- Unfortunately,itwasnotpossibleforGermanMechatronicsstudentstoalsoparticipateinthe

Germanperiod.

Achievements

- ThedemandformobilitiesincreasedsignificantlyaftertheBBVETstudentscameback.

- ThecompanieswereconvincedbytheBBVET internationalpilotandsensitisedfor interna-

tionalisation.Mechatronicsstudentshadbeenrecruitedthroughdirectcontactwiththecom-

panies(Germany).

- Interviewswereimportantandusefultofindmostmotivatedstudents.

- BBVETpartnerswereflexibleandmotivatingeachotherintherecruitmentofstudents.

- Existingnetworkscouldbeusedtorecruitstudents.

- Newmarketingchannelscouldbetapped(Jobcenter,otherVETschools,etc.).

- Aboveall,directcontactwithcandidatesandFacebookgroupswereperceivedasthemost

successfulrecruitmentstrategies.

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6Dataevaluationandinterpretationofstudentsurveys

Theimplementationoflong-termmobilitiesduringVETisassociatedwithdifferentpositiveeffectsand

benefits for the students, the companies, the economy in general and the countries.

Duringthelasttenweeksofthelong-termmobility,whichtookplaceinGermany,thestudents–for

boththeMechatronicsandEdTech–wereaskedwhicheffectsandbenefitsareconnectedtoanin-

ternshipabroadfromtheirindividualpointofview.Thisincludedbothasurveyontheassessmentof

benefitsandasurveyontheinternationalprofessionalcompetenceandeffectsoflong-termmobili-

ties.Thestudentswerealsoaskedtogiveadviceforfuturelong-termmobilitystudents.Inthefollow-

ingsection,anoverviewofthemostimportantresultsofthethreesurveysisgiven.

6.1Benefitassessment

Thestudentsweretaskedwithranking17aspectsregardingthebenefitsofa long-termmobility in

VET(seeannex8).TheseaspectsrefertothestudyofFriedrichandKörbel(2011)andarelistedbelow:

- Generaljobmarketopportunities

- Professionalknowledge

- Informationaboutthecountry’seconomy

- Opportunitiesinmyjob

- Gettingtoknownewtechniques/practices

- Greatertolerancetowardsforeigners

- Workingindependently

- Abilitytohandlenewtasks

- Hasmotivatedmetoworkabroadinthefuture

- Increaseswhenapplying

- Linguisticproficiency

- Abilitytodealwithpeople

- Self-confidence/self-esteem

- Betterunderstandingofforeigncultures

- Knowledgeofcountry/peopleingeneral

- Careeropportunities

- Earningpotentialatwork

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Eachnumber/rankcouldonlybeawardedonce.Number1meant“highestbenefit”,number17meant

“lowestbenefit”.ThetaskwascarriedoutinEnglish,whichisaforeignlanguageforallstudents.When

consideringtheresultsoftheevaluation,potentialproblemsunderstandingthevocabularyorscaling

mustthereforebetakenintoaccount.

TheresultsoftheMechatronicsstudentsareshowninthefollowingtable:

Table18:AssessmentofmobilitybenefitsbyVETstudents,Mechatronics.

Thetableshowstheindividualresultsofall13Mechatronicsstudentssurveyed,aswellasthecalcu-

latedaverageandmedian.Threeaspectswere ratedparticularlyhighlyonaveragebymostof the

Mechatronicsstudents.“Professionalknowledge”and“opportunitiesinmyjob”wererankedhighest

(average4.15),closelyfollowedby“careeropportunities”(average4.62).Thisisalsoreflectedinthe

calculationof themedian.A fourthaspectalsohasahighly rankedmedian: „getting toknownew

techniques/practices”(median4).FortheMechatronicsstudentssurveyed,themainfocusisappar-

entlyonbenefitsdirectlyrelatedtotheirprofessionandtheirprofessionalcompetence.Theoppor-

tunitytopursueacareerabroadinthefutureisalsoimportanttothestudents.Possiblebenefitsin

connectionwith language,cultureandcountrywereputat thebottomof the listaccording to the

averageandmedian:“linguisticproficiency”(average12/median13),“greatertolerancetowardfor-

eigners”(average12.15/median13),“informationaboutthecountry’seconomy(average13.08/me-

dian16).

70

Table19:AssessmentofmobilitybenefitsbyVETstudents,EdTech.

Anotherpictureispaintedbytheresultsofthe16EdTechstudentssurveyed.Theyratedtwobenefits

particularlyhighly,whicharerelatedto theirprofessionalcompetencesandtheir self-competence.

“Gettingtoknownewtechniques/practices”wasratedhighestwithanaverageof3.00.“Self-confi-

dence/self-esteem”insecondplace(average4.23)alsostandsoutclearlyinfrontoftheotheraspects.

Thisisfollowedby“professionalknowledge”and„linguisticproficiency”(average6.92).Incomparison

totheMechatronicsstudents,linguisticskillsseemtoplayabiggerrolefortheEdTechstudents.In

termsofcultureandcountry,thetrendissimilartothatoftheMechatronicsstudents:“information

aboutthecountry’seconomy”(average13.54),“greatertolerancetowardsforeigners”(average11.15)

and“knowledgeofcountry/peopleingeneral”(average11.08)playalessimportantrole.

6.2Internationalprofessionalcompetenceandtheeffectsofmobilities

Thestudentsthenfilledoutaquestionnaireon“internationalprofessionalcompetenceandtheeffects

ofmobilities”.Inthissurvey,thestudentshadtoevaluatetheirowninternationalvocationalcompe-

tence,whichconsistsofinternationalhardskills,foreignlanguageskills,interculturalcompetence,net-

workcompetenceandsoftskills.TheyalsoevaluatedtheeffectsofBBVETlong-termmobilityontheir

personalskills,knowledge,professionalskillsandprofessionalchances,aswellas itseffectsonthe

71

attractivenessofVET.Therearenineaspectsintotal.Thestudentswereaskedtoratedifferentstate-

mentsontheseaspectsfrom1to5.1meant“stronglyuntrue”and5meant“stronglytrue”.Forex-

ample,thefirstaspect“internationalhardskills”includedthestatements:“Iamabletointerpretde-

scriptions,informationandtextsinEnglish”,“Iamabletowritedescriptions,informationandtextsin

English”, “I canunderstandprofessional terms in English”, “I canuseprofessional terms in English

orally”,“IcanuseprofessionaltermsinEnglishinawrittenway”,“Icanconductcustomerconversa-

tionsinEnglish”and“IcanconductcustomerconsultationsinEnglish”(seeannex9).Theaspectsand

statementsarerelatedtoWordelmann(2009)andNABIBB(2018).

Theevaluationresultsarepresentedbelow.Thevariousstatementsonthetenaspectsarealsopre-

sented.ThefollowingtableshowstheoverallaverageofthetenaspectsdividedbetweenMechatron-

icsandEdTechstudents:

Table20:Resultsoftheinternationalprofessionalcompetencesurvey.

Aspect OverallMechatronicsAverage OverallEdTechAverage

Internationalhardskills 3.41 3.14

Foreignlanguageskills 3.85 4.44

Interculturalcompetence 3.63 4.21

Networkcompetence 3.60 4.02

Softskills 3.68 4.39

Personalcompetence 3.76 4.14

Knowledge 3.98 4.19

Professionalskills 3.87 4.30

Professionalchances 3.83 4.11

AttractivenessofVET 3.92 4.28

72

Significantdifferences in the ratings canbe seenbetween the two studentgroups. Ingeneral, the

overallaveragescoresoftheEdTechstudentsarehigherthanthoseoftheMechatronicsstudents,

withtheexceptionof“internationalhardskills”.Furthermore,thestudentsplaceddifferentweightings

ontheaspectsandstatements.TheresultsoftheMechatronicsstudentsareconsideredfirst,followed

bytheresultsoftheEdTechstudents.

TheMechatronics studentsmainly classified the ten aspects in the between3 and 4 ("neutral" to

"true"),meaningtheoverallaverageliesbetween3.4and4.Aratinghigherthan4isespeciallycom-

moninstatementsrelatedtoprofessionalcompetence.

Thestudentsgavethestatementson“internationalhardskill”lowerratings,meaningthattheoverall

averageof3.41isthelowestofall–aswiththeEdTechstudents.Thisaspectincludesknowledgeof

lawregulations,Europeaneconomicandsocialsystems,internationalpaymenttransactions,European

marketsandforeigntrafficconnectionsandinfrastructure,aswellasgeographicalknowledge.

“Foreignlanguageskills”includesthefollowingstatements:

- Iamabletointerpretdescriptions,informationandtextsinEnglish.

- Iamabletowritedescriptions,informationandtextsinEnglish.

- IcanunderstandprofessionaltermsinEnglish.

- IcanuseprofessionaltermsinEnglishorally.

- IcanuseprofessionaltermsinEnglishinawrittenway.

- IcanconductcustomerconversationsinEnglish.

- IcanconductcustomerconsultationsinEnglish.

Theoverallaverageis3.85.Whenitcomestointerpretingandwritingdescriptions,informationand

textsinEnglish,thestudentsseethemselvesascapable,andclassifythesefirsttwostatementsatan

overallaverageof4.31and4.15.Incontrast,studentsratedtheoveralluseoftheEnglishlanguage,

notjustwritten,muchlower.

Thelastthreeaspectsofinternationalprofessionalcompetenceare“interculturalcompetence”,“net-

workcompetence“and“softskills”.TheMechatronicsstudentsratedtheseaspectsbetween3.6and

3.68.“Interculturalcompetence”includesthefollowingstatements:

- Iamgoodinworkingininternationalteams.

- Dealingwithpeoplefromotherculturesiseasyforme.

73

- Icanconsidersignificantpolitical,economic,culturalandhistoricalcircumstances.

- Iamsensitizedtoothercultures,religionsandmentalities.

- Icanadaptwelltoforeigncultures.

Interactingwithandadaptingtoforeignculturesismorehighlyregardedthanconsideringsignificant

political,economic,culturalandhistoricalcircumstances.Theoverallaverageis3.63,forthenetwork

competence3.6.“Networkcompetence”includesknowledgeofdatabases,networksandcommuni-

cationsystems,usageofonlineservicesandnetworksforinformationexchangeandshopping.Only

thestatement“Ishoponline”wasratedwithatotalaveragevaluehigherthan4.

“Softskills”includesstatementsabouttheabilitytoorientateoneselfinnewplacesandtotravelin-

dependentlythroughEurope,aswellastherelevanceoffeedbackandreflectioninthestudent’sdaily

(working)life.Thestatementsweremostlyrated2or4("untrue","true"),resultinginanoverallaver-

ageof3.68.

Inadditiontoquestionsabouttheirowninternationalprofessionalcompetence,thestudentswere

askedabouttheeffectsthattheBBVETlong-termmobilityhadonthempersonally.

For“personalcompetence”,which includesstatementsabout increasedmotivation, independency,

responsibility, theability towork in teams,understanding foreigncultures, toleranceof foreigners,

interactingwithpeopleandself-esteem,thestudentsratedthestatementsverydifferently,mostly

between3and5,makinganoverallaverageof3.76.

Incontrast,thestudentsrated“knowledge”thehighestoverallwithanaverageof3.98.Thisaspect

includesthefollowingstatements:

- Ihavegainedprofessionalknowledge.

- Ihavegainedknowledgeaboutcountriesandpeople.

- Ihavegainedknowledgeabouttheeconomyofthecountries.

- Iimprovedmylanguageskills.

Thefirsttwostatements,whichtargetprofessionalknowledgeandknowledgeaboutcountriesand

people,wereratedparticularlyhighlybytheMechatronicsstudentsat4.23.

“Professionalskills”and“professionalchances”comprisestatementsonimprovementregardingcon-

sideringcoursesofaction,handlingnewtasks,workingininternationalteamsandacquiringnewwork-

ingtechniques,whichthestudentsratedatanaverageof3.87and3.83.

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Finally,thelastaspectfocusesontheattractivenessofVETandincludesfourstatements:

- MobilityasanintegralpartofVETmakesVETmoreattractive.

- Thepossibilityofmobilitiesincreasestheattractivenessofoureducationcomparedtoanac-

ademicstudy.

- Thepossibilityofmobilitiesincreasestheattractivenessofoureducationcomparedtoanother

VETeducation.

- Inthefuture,aneducationwithoutmobilitycannolongerexist.

ThemajorityoftheMechatronicsstudentsagreedwiththefirstthreestatements,ratingthematan

averageof4.However,thestudentswereneutralonthelaststatement“inthefuture,educationwith-

outmobilitywillnolongerbeabletoexist”andrateditatanaverageof3.46.

Incontrast,theEdTechstudentsmostlyratedthedifferentstatementsmorehighly,apartfrom“inter-

nationalhardskills”.Theoverallaverageforthestatementsregardinginternationalhardskillswasnot

onlylowerthantheresultsfromtheMechatronicsstudents,butalsothelowestoverallaveragefor

EdTechstudents.Withanaverageof3.14,theyclassifiedtheirinternationalhardskillsasmoderate.

Bycontrast,theEdTechstudentspredominantlyratedtheirforeignlanguageskillshighly(4to5).The

statementsrelatedtotheEnglishlanguageandtolistening,readingandspeakingskillshadanoverall

averageof4.44,thehighestcomparedtotheotheraspectsamongsttheEdTechstudents.

Thestudentsrated“interculturalcompetence”relativelyhighlywithanoverallaverageof4.21,similar

to“softskills”at4.39.Onlythestatementfor“interculturalcompetence”regardingtheconsideration

of“significantpolitical,economic, culturalandhistorical circumstances”was ratedbelow4several

times(average3.69).Regarding“softskills”,onlythestatement“Icanfindmywayaroundanewjob

quickly”hasanaveragelowerthan4(3.94).

Finally,thestudentsclassifiednetworkcompetence–thelastaspectofinternationalprofessionalcom-

petence–atanaverageof4.02.Inthisway,theyagreedwiththefirsttwostatementsregardingthe

knowledgeofdatabasesandtheusageofdatanetworksandcommunicationssystems(average3.31,

3.81)lessthantheydidwiththelasttwostatementsregardingtheusageofonlineservicesandinfor-

mationexchangenetworks,aswellasonlineshopping(average4.38and4.56).

TheEdTechstudentsalsoevaluatedtheeffectsofmobilitybasedonthegivenaspects.Inthestate-

mentsonpersonalcompetence, theyparticularlyagreedwiththoseregarding improvedteamwork

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competenceandagreaterunderstandingofforeigncultures.Theoverallaveragefor“personalcom-

petence”was4.14,similarto“knowledge”at4.19.Regardingthesecondaspect,thestatement“Ihave

gainedknowledgeabout countriesandpeople”was solely approvedwith valuesof4 ("true")or5

("stronglytrue"),withanoverallaverageof4.69.

Asfortheaspects“professionalskills”and“professionalchances”,mostoftheEdTechstudentsagreed

ortotallyagreedwiththestatements(4to5),makingtheoverallaverages4.3and4.11.

Finally,regardingthelastaspect“attractivenessofVET”,themajorityofthestudents(totally)agreed

withthefirstthreestatements:

- MobilityasanintegralpartofVETmakesVETmoreattractive.(4.63)

- Thepossibilityofmobilitiesincreasestheattractivenessofoureducationcomparedtoanac-

ademicstudy.(4.69)

- Thepossibilityofmobilitiesincreasestheattractivenessofoureducationcomparedtoanother

VETeducation.(4.75)

Similarly, totheMechatronicsstudents,theEdTechstudentshadanegativeorneutralattitudeto-

wardsthelaststatement,“inthefuture,aneducationwithoutmobilitycannolongerexist”,resulting

inanoverallaverageof3.06.

6.3Adviceforlong-termmobility

Inathirdsurvey,thetwostudentgroupswereaskedtogiveadviceforfuturelong-termmobilitypar-

ticipants.ThissurveywasconductedattheendofthefinalstayabroadinGermany.Thestudentswere

presentedwiththefollowingscenario:

“Justimagine,inthenextsummer,afteryouhavesuccessfullycompletedBBVET,youwillmeetacol-

leaguewhoalsohastheopportunitytoparticipateina long-termmobility.Whatwouldyouadvise

him/heraboutthefollowingaspectsorwhichtipswouldyougivehim/her?”(seeannex10)

Thestudentsweregivendifferentaspectsandquestionsrelatingtotheorganisationofalong-term

mobility(targetcountry,financialissues,duration,organisation,school/company),aswellastopossi-

blechallenges(culture,language,etc.)andthepersonalimpactitcouldhave(benefits,personalde-

velopment/softskills,hardskills).Intotal,tenaspectsandquestionsweregiven:

- Targetcountry: Whichoneshouldhe/shechooseandwhy?

- Financialissues: Howshouldhe/shefinancehismobility?

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- Duration: Howlongwouldyousuggesttostayandwhy?

- Organisation: Whatisimportantregardingtheorganisation?

- Culture: Whatisimportanttoknowregardingtheforeignculture?

- Language: Howfluentshouldhe/shebeinaforeignlanguageandwhy?

- Benefits: Whatarethebenefitsfromalong-termmobility?

- School/company: Whataretheimportantthingstodiscusswitheducationalinstitutions?

- Personaldevelopment/softskills:Whatdoyoulearnaboutyourself,whenyouareabroad?

- Hardskills: Whatabouttheprofessionaldevelopment?

Thestudentswereaskedtoanswerthequestionsbasedonthisscenario.Ontheonehand,theresults

providerecommendations for therealisationofa long-termmobility fromthepointofviewof the

participating students.On theotherhand,adifferentiated insight into theadvantagesandbenefit

categoriesisgiven,whichthestudentsattributetocross-bordermobilityinVET.Ofcourse,theresults

shouldbeassessedagainstthebackgroundofthelong-termmobilitythathastakenplaceinthecon-

textofBBVET.Consequently,thereisnocomparisongroupsofar.Thesurveywascarriedoutforthe

firsttimeandprovidesimportantinsights.Inthefollowingsection,theresultsofbothgroupsofstu-

dentswillbepresentedtogether.

Withregardtothechoiceoftargetcountry,thestudentsnameddifferentcriteria,eithermentioning

specificcountries,whichthenrepresentedtheBBVETcountries,ornamingrelevantcriteriaofchoice.

Thesecriteriawerethedesignoftheeducationsystem,livingcosts,industry,jobperspectivesandthe

levelofdevelopmentinthetargetcountry.Whileonestudentadvisedchoosingacountrywiththe

sameeducationsystemandlanguage,anothersuggestedchoosingacountrywithawell-differentiated

and high-quality education system.Germany’s dual system, on the one hand,was positively high-

lightedbyseveralstudents.Thestudentsparticularlylikedthepracticallearningapproachesandwork-

inginthecompanies.TheBBVETlearningactivityinSweden,ontheotherhand,waspraisedforits

high-qualityorganisationandimplementation.Withregardtofinancingthemobility,attentionshould

bepaidtothelivingcostsofthepotentialdestinationcountry.Accordingtotheinterviewedstudents,

trainingintheindustryofinterestshouldbewelldevelopedinthetargetcountry.Thereshouldalso

bepre-existingjobperspectives.Finally,somestudentsalsoreferredtothelevelofdevelopmentin

thepotentialtargetcountryingeneralasarelevantpieceofcriteria.Inordertobeabletomakethe

mostoffree-timeexperiencesduringthelong-termmobility,twostudentsadvisedthattheywould

77

recommendchoosinganarea/cityinthetargetcountrythatoffersleisurefacilitiesandopportunities,

ideallyacitywithmorethan500,000inhabitants.Onestudentpointedoutthateverycountryisinter-

estingandcanprovideimportantandinterestingexperiences.

Thestudentsdidnotgiveconcreteadviceonfinancingalong-termmobility,whichcouldbebecause

participantsintheBBVETprojectdidnothavetofinancealong-termmobilitythemselves,andthus

hadnoexperiencewithfundingstrategiesaspartofthisprojectframework.Ingeneral,thestudents

advised finding a sponsor (grant, donors, scholarship). Another suggestionwas that the internship

companyshouldpayasalary,oratleastcovertravelandaccommodationcosts.However,somesur-

veyed students also suggested saving money in advance themselves, which would also promote

greatermotivation and engagement during the long-termmobility (“paying for it yourself creates

greaterengagement”).Onelastsuggestionwastotakeastudentloan.Twostudentsalsogaveadvice

regardingthestayitself:searchforlowprices,cookfoodyourself,travelbytrain/busratherthancar,

etc.

Thestudents respondedverydifferently to thequestion“how longwouldyousuggest to stayand

why”.Somestudentsdidnotprovideageneralperiod,butsaidthattheamountoftimetobechosen

isdeterminedbycertainfactorslikethe(amountof)content,structureoftheeducationsystem(at

homeandinthetargetcountry),family/socialcontextinthehomecountry,etc.However,mostinter-

vieweesindicatedaspecificperiodoftimeforalong-termmobility,rangingfrom“aslongaspossible”

to“10weeksareenough”.Thiscanbeusedtoidentifytheindividualexpectations,ideasandneedsof

youngadults,whicharerelevantinthecontextofcross-bordermobilitiesandmustbetakenintoac-

count.Aquarterofthestudentssuggestedadurationofbetween5and12months(necessarytoadapt

toandunderstandtheforeignenvironment,togetusedtotheculture,contactsandwayoflifeandto

adoptnewhabits).Fivestudentsrecommendedastaylastingbetween2and4months(“toseeifit's

worthcontinuing”,“notbeingawayfromhomefortoolong”).Anotherstudentalsorecommendeda

mobilityindifferentcountries,similartoBBVET'slong-termmobility:firstaperiodof2months,fol-

lowedbyasecondperiodof3-4monthsin2countrieswithoutgoinghome.

What is importantwhen it comes toorganisation?The studentsgavemanydifferent,mismatched

recommendations,presumablybecausethestudents interpretedthequestiondifferently:eitheras

theorganisation inchargeofan internship,orasorganisation inthesenseofplanninga long-term

mobility.

78

Regardingtheorganisationinchargeofaninternship,thestudentsstatedthatthetraineeshouldal-

waysbepolite,openandinterested.Goodcommunicationisveryimportant.Somestudentssaidpay-

mentfromtheinternshiporganisationshouldberequired.Twostudentsalsohighlightedtheintern-

shiporganisation'sreputationasimportant:“theorganisationneedsagoodreputationandyoushould

knowwhat theyprovide” (mechatronics interviewees),“highstatusandexperience indealingwith

foreignersinneweducationalandworkingenvironments”(EdTechinterviewees).

Asfororganisingandplanningalong-termmobility,thestudentsregardedthefollowingaspectsas

relevant:

- alwayshaveaplanifsomethinggoeswrong

- itisnecessarytoprepareeverythingbeforestartingthemobility

- beawareofyourownexpectations

- beopentothepeoplewhocanhelpwithorganisationalmatters

- certainty

- submitdocumentsontime

Thestudentswerealsoaskedwhatwasrelevanttothemintermsofforeigncultureandhowtodeal

withit,citingboththeneedforexpertise,especiallyintermsoflegalbasics,andcountry-specifictra-

ditions, structure and hierarchy (“knowledge about culture helps you to adapt to society faster”).

Threestudentsalsomentionedlanguageskillsasarelevantaspect.Finally,certainaspectsofselfand

socialcompetencesweredescribedasbeingimportantwhendealingwithforeigncultures:politeness,

respect,opennessandhelpfulness.

Whenitcomestohowfluentlythetraineehastospeakaforeignlanguagetobeabletosuccessfully

completealong-termmobility,twoopposingopiniongroupscanbeidentifiedamongstthestudents.

Onegroupofstudentsemphasisestheneedfor languageskills - therecommendationsrangefrom

“knowingtechnicalterms”to“levelB2(beingabletohavegoodandunderstandableconversations)”.

Theothergroupratedbasiclanguageskillsassufficient,astherestcouldbelearnedduringthestay:

“fluencyisnotasimportantasthewillingnesstolearn”.Twostudentsalsohighlightedtherelevance

of technology/internet to helpwith communication and language learning. The students explicitly

pointedouttheimportanceofEnglishlanguageskillsseveraltimes.

79

Studentswereaskedaboutthebenefitsoflong-termmobilities.Fiveaspectscanbehighlighted.The

numberinbracketsrepresentsthenumberofstudentswhomadethisstatement.Intervieweeswere

abletoselectmultipleanswers:

- personalgrowth(6)

- gainingnewinspirationandmotivation(2)

- gainingknowledgeandnewperspectives(14)

- makingnewfriends(3)

- makingnewcontacts(2)

Withregardtothemainaspectof“personalgrowth”,thestudentsnamedincreasingself-confidence

andopenness,beingopen-mindedandbecomingindependent.Twostudentsstatedthatyoucould

generallygainnewinspirationandmotivationthroughalong-termstayabroad.Themainaspect“gain-

ingknowledgeandnewperspectives”coversdifferentdimensions:

- gaining knowledgeof andnewperspectivesonyourself andyourpersonality (explained in

moredetailunder“personaldevelopment/softskills”)

- gainingknowledgeofandnewperspectivesontheculture(culturalinsights,understandingof

country-specificdifferences)

- gainingknowledgeofandnewperspectivesonworking culture (suchas technical content,

standards)

- gainingnewpointsofview(“onlargeandsmallthings”)

Inthiscontext,astudentemphasisedthattheyfeelmoreinternationalthankstotheirinternational

long-termmobility.Theyarealsoabletousetheknowledgegainedineverydaylife.Forthreeother

students,makingnewfriendsandcontactsarebigbenefits.

The two student groups gave very different statements regarding the question “What are the im-

portant things todiscusswitheducational institutions?”TheMechatronics studentspredominantly

emphasisedagreementsregardingthenecessarypreparations,scheduleandcooperationbetweenthe

schoolandthecompany.Theynamedpersonalcounsellingandsupportfromtheeducationstaffre-

gardinghowtosuccessfullyaccessthelabourmarket,howtoreachyourpersonalgoals,howtoim-

provesoftskillsandhowtolearninthebestway.TheEdTechstudentsinterpretedthisquestionas

80

what training content andprofessional knowledgemustbediscussedwith theeducational institu-

tions/staff:

- encouragethemtobeprogressive/earlyadoptersofEdTechsolutions

- convincethemtointroduceneweducationalmethods

- it is important to know the reasons and purposes behind the design of educational pro-

grammes

Thestudentswereaskedwhichsoftandhardskillscanbeobtainedduringalong-termmobility.With

regardtosoftskills/personaldevelopment,fivemainaspectswereidentified.Thenumberinbrackets

representsthenumberofstudentswhomadethisstatement.

- improvingself-developmentandself-consciousness(12)

- improvingself-confidence(7)

- improvingteamwork(3)

- maturingandbecomingmoreindependent(3)

- improvinglanguageskills(2)

Themostimportantdimensionsofsoftskillsarethe“improvementofself-developmentandself-con-

fidence”.Essentialaspectsarediscoveringunknownskills,passions,valuesandgoals;learninghowto

reach goals; discovering expectations, needs, strengths andweaknesses; learning how to improve

strengths;developingtrustinskills;andincreasingreflectioncapacities.Anotherkeydimensionisthe

“improvementofself-esteem”.Forthestudents,thisislinkedtointeractingwithforeignpeople,feel-

ingcomfortableabroadandbecomingmorecommunicative. Inadditionto“improvingteamwork”,

threestudentsalsodescribed“improvingandbecomingindependent”asanothermajordimension.

Theintervieweessawindependencyasdistinctfromtheirownfamilyandthehomecountry’sframe-

work foraction.Twostudentsalsodescribed“improving languageskills”asa relevantaspect.This

couldalsobecountedasahardskill.

For the lastquestion“Whataboutyourprofessionaldevelopment?”,several studentseitherdidn’t

respondorgaveanunspecificanswer.Thismightbedowntohowthequestionwasformulated.Two

studentsstatedthatthedevelopmentofhardskillsisdependentonthespecificexchangeprogramme

and they thereforecannotbenamedspecifically.Onestudent rated thedevelopmentof soft skills

morehighlyduringlong-termmobilitiesthanduringshort-termmobilities.Ninestudentsemphasised

81

thattherewasmuchtolearninthecontextoflong-termmobilitiesandthattheycouldbroadentheir

expertise(e.g.gaintechnicalknowledgeofnewtools,technologysolutions,videos,graphics,proto-

typing,coding,howEdTechisimplementedindifferentcountries,etc.).“Thebestchancetogrowpro-

fessionallyistoseetheforeignaspectsofyourjob.”

6.4SoftSkillsMeasurement

DevelopedbyCELF

In2017,theBBVETconsortiumfocusedonthedevelopmentofinterregionalVETcurriculawithininitial

VET,withregardtocarryingVETstructuresforwardintheGreenMediaandBlueMechatronicseco-

nomicsectors.In2018,thetwoEdTechandMechatronicsinternationalVETcurriculawerepiloted.

TheVETcurriculaconsistofauniquemixtureofhardandsoftskilldevelopment,respectingtheex-

traordinaryinternationallearningexperience.Tobeabletoshowindividualpersonalsoftskilldevel-

opmentthroughouttheentirecross-borderBBVETyear,theprojectisusingtheSoftSkillsMeasure-

mentTool,whichwasdevelopedbyDanishprojectpartnerCELF.

TheBBVETconsortiumdecidedtotakeintoaccountareferencegroup(forqualityassurance)tobe

abletounderlinesimilarordifferentdevelopmentlevelsbetweennationalandinternationalstudents.

Therefore,notonlydidtheBBVETstudentsusethetool,butalsoanationalreferencestudentgroup

ineachpartnercountry(Denmark,Germany,Lithuania,SwedenandPoland).

Thatmeanstworeferencegroupswereneededineachpartnercountry:oneforEdTech(iftherewas

noadequatenationaleducationwithintheregion,agroupfromthefieldofmediashouldbetaken)

andoneforMechatronics.

Thereferencegroupshouldhavethefollowingcharacteristics:

- Coherentclass

- Approximately20students

- MeasurementafterthefirstperiodinJanuaryandinDecemberwiththesameclassandas

manyofthesamestudentsaspossible

- Studentsshouldhavehadsomelearningexperiencebefore(ideallyintheir2ndlearningyear)

- Eachstudentneedsauniquecode

82

Datagathering–schedule

Thefollowingtableshowstheplanneddifferentpointsofaction.

EDUCATIONALTECHNOLOGY(EdTech)

Sweden Poland Lithuania Germany

BBVET

class

Everybody takes

the test at the

startofperiod1

Everybody takes

thetestattheend

ofperiod1

Only newcomers

take the test at the

startofperiod2

Everybodytakesthe

testattheendofpe-

riod2

Only newcomers

takethetestatthe

startofperiod3

Everybody takes

the test at the end

ofperiod3

Only newcomers


startofperiod4

Everybodytakesthe

testattheendofpe-

riod4

National

reference

group

Everybody takes

the test at the

startofperiod1

Everybody takes

thetestattheend

ofPeriod1

Everybodytakesthe

testattheendofthe

Period4

MECHATRONICS

Sweden Lithuania Denmark Germany

BBVET

class

Everybody takes

the test at the

startofperiod1

Everybody takes

thetestattheend

ofperiod1

Only newcomers


startoftheperiod2

Everybodytakesthe

testattheendofpe-

riod2

Only newcomers

takethetestatthe

startofperiod3

Everybody takes

the test at the end

ofperiod3

Only newcomers


startofperiod4

Everybodytakesthe

testattheendofpe-

riod4

National

reference

group

Everybody takes

the test at the

startofperiod1

Everybody takes

thetestattheend

ofperiod1

Everybodytakesthe

testattheendofpe-

riod4

Table21:Softskillsmeasurement–datagathering.

83

Withthenationalreferencegroup,thetestaftertenweeksisdoneonceineverycountrytocollect

similardatathatcanbeanalysedandcomparedwiththedatafromtheinternationalstudents,who

onlytookpartinBBVETforonecountryperiod(theGermanMechatronicsstudents).Duringdataanal-

ysis, thefivedifferentnationalgroupswillbemerged intoonemultinationalgroupforcomparison

withtheinternationalgroup.Theanalysisshouldbedoneonindividual,institutional(schoolorcom-

pany)andprogrammelevel.Itisusedanonymouslyandconfidentially.

Introductiontothemeasurementtool

ThetoolwasadaptedforBBVETbytheDanishprojectpartner,whichhasan“impactofeducationon

CELFmeasurements” project. The idea of the tool was tomeasure the educational achievements

withindifferenteducationalcontexts,e.g.inschools,incompanies,throughVETproviders.Thetool

focusesontrainingsoftskillsandattemptstomeasuretheindividualdevelopmentofeachstudent

withtheDanishVETprovider.ThemeasurementisbasedontheReturnonInvestmentapproach,and

respectsthatallthedifferenttargetgroupsintheVETsystemshavedifferentexpectationsregarding

education.

ThemeasurementtoolmeasuredsixsoftskillsidentifiedbytheDanishprojectpartner.

- Communication

- Cooperation

- Learning

- Sociability

- Maturity

- Problemsolving

Theaimofthemeasurementisnotonlytoidentifythedevelopmentofthesoftskills,buttoalsogive

themamanifestationvaluewhichissplitintofourdifferentlevels:

1."Attitudes"(levelofmotivationandthereforeabilitytosolvethetask),

2."Knowledge"(knowledgethepupilneedsinordertobeabletosolvethetask),

3."Behaviour"(actionsthelearnerdisplaysinordertobeabletosolvethetask)

4."Results"(overalllevelandabilitytosolvetasks,i.e.theresultofthefirstthreelevels).

84

Theoverallideaisthattheprofessional(non-)formaltrainingcombinedwiththepersonal“softskills”

profilecreatesapictureoftheskilllevelandtheeffectoftheentiretraining.Thiseffectisrelatedto

thebaseapproachofhowhightheReturnonInvestmentforeachindividualstudent,thecompany

andtheschoolis.

Thequestionnairethatneedtobeansweredwasprovidedonline.Usingthenamesofthestudents

andtheirpersonalemailaddresses,uniquecodesforeachstudentwerecreated.Theuniquecodewas

notonlyneededtologintothesurvey,butalsotosecuretheanonymityoftheparticipants.

Thequestionnaireincluded72questionsintotal,dividedintosixsectionsinaccordancewiththeiden-

tifiedsoftskills.Thewholequestionnaireisattachedtothisreport(seeannex4).

Thequestionnaireconsistedoffourdifferenttypesofquestions:

A. Position-basedquestion("Ithoughtthat...")

B. Knowledgebasics("Ialwaysknowhow...")

C. Behaviour-relatedquestions("I[do]...")

D. Result-basedquestions("Ialwayshavesuccesswith...")

Eachquestioncouldbeansweredonascalefrom1to6.

1 2 3 4 5 6

Completely

disagree

Disagree Partly

disagree

Partlyagree Agree Completely

agree

Thesurveyisconductedelectronicallyandusesthe"Relationwise"toolfordatacollectionand"Excel"

fordataprocessingandgeneratingthereport.Thus,aquantitativedatacollectionisrealised.

85

Implementationofthemeasurement

Thefollowingtableshowstheactualcompletedmeasurementsinthepartnercountries.

EDUCATIONALTECHNOLOGY(EdTech)

Sweden Poland Lithuania Germany

BBVET

class

13measurements

inFebruary

Nodata

10 measurements

inJune

10measurementsin

October

National

reference

group

Nomeasurements

MECHATRONICS

Sweden Lithuania Denmark Germany

BBVET

class

16measurements

inFebruary

10measurementsin

June

18 measurements

inAugust

16measurementsin

October

National

reference

group

Measurement

conducted with

twoGerman clas-

ses in January

2018

Measurement con-

ducted with two

German classes in

January2019

Table22:Implementationofthemeasurement.

NATIONALREFERENCEGROUPS

TherewasonecontrolgroupmeasurementinGermany.Themeasurementwasconductedtwice,in

February2018andJanuary2019,withthesameclasses.Twoclassestookpartinthemeasurement.

86

Comparisonofthemeasurementcriteriaandtheparticipants.

Dateof

measurement

06.02.2018 07.02.2018 22.01.2019 23.02.2019

Coherentclass Yes, 1st learning

year

Yes, 2nd learning

year

Yes, 2nd learning

year

Yes, 3rd learning

year

Approximately20students

13students 15students 16planned

10realised

17planned

14realised

Measurement inJanuary

February2018

No

January2019

February2018

No

January2019

February2018

No

January2019

February2018

No

January2019

Afterthefirstpe-riod (March2018)

Measurement inDecember2018

Some learningexperience

yes yes yes yes

Uniquecode yes yes no no

Table23:Measurementcriteriaofthenationalcontrolgroup

Resultsofthesoftskillsmeasurement

Unfortunately,thereisnodatathatcanbeanalyseswhichwouldhavevalue.Thishasseveralreasons.

RegardingtheEdTechgroup.Thereisnodataavailablethatcanbeanalysed.Thedatawasincomplete

andirregular,asnostudentansweredallsurveysatallmeasurementpointscompletely(seetable22).

RegardingtheMechatronicsgroup.TheGermanstudentshavebeenexcludedfromtheanalysisbe-

causetheyonlyparticipatedintheBBVETprogrammefor10weeksandtherewerenoGermansinthe

fourthperiod.AfterexcludingtheGermanparticipants,thedatawascheckedforcompleteness.Un-

fortunately,onlythreestudentshadcompletelyansweredthequestionnaireateverymeasurement

point.Itseemslikethereasonforthisweretechnicalproblemsasthestudentsneededtocomplete

87

thesurveycompletelyandagreetosendintheirdatatoberegisteredonthelastpage.Iftheydidn’t

dothis,theirdatawasnotavailable.

Evenifastudentansweredallthesurveysandacomparisoncanbemadethroughthewholeyear,

thedatadoesn’treallyshowanydevelopment.Thisisindicatedinthefollowingexamplebyoneran-

domlypickedMechatronicsstudentthatansweredallthreesurveys.Thefiguresshowtheresultsof

themeasurements,separatedbythesixmeasuredsoftskill:Communication,Cooperation,Learning,

Sociability,Maturity,Problemsolving.

Figure15:Mechatronicsstudent,measurement1

88

Figure16:Mechatronicsstudent,measurement2

Figure17:Mechatronicstudent,measurement3

Thefactthatthedataisn’treallyshowinganydevelopmentcanhavedifferentreasons:

- Itisunclearwhetherthestudentsunderstoodthevalueofthescale.Astheyhadalreadyan-

sweredwithquitehighvaluesattheverybeginning,adevelopmentprocessishardlyvisible.

89

- Itisalsounclearwhetherthestudentsunderstoodthepurposeofthesurvey.Theideaofthe

Danishprojectpartnerwastousethismeasurementtoolattheschooltomonitorindividual

learningpacesandtoadapttheindividualneedstothelearningschedule.TheBBVETstudents

sometimescommunicatedthattheydidnotunderstandthepurposeofthesurvey.

- Sometimesthedatalookslikethatthestudentsevaluatedtheirownperformanceduetoa

countryperiodinsteadofcompletingaself-assessmentontheirpersonalsoftskillsdevelop-

ment.

AsthereisnovaliddataexistingforthetwoBBVETgroupsEdTechandMechatronicsthecomparison

withthenationalcontrolgroupisobsolete.

Itneedstobestatedthatthesoftskillsmeasurementcouldn’tdelivertheresultsthattheprojectcon-

sortiumexpected.Butnevertheless,itwasatrymakethedevelopmentofthesoftskillsduringcross-

bordermobilitiestransparent.TherewillbeabitmoretimeneededtoadaptthismodelofCELFfor

cross-bordermobilities.TheBBVETconsortiumwillworkonthefurtherdevelopmentandgiveadvice

forfutureuse.

90

7ImplementationofmobilityagenciesintheSouthBalticregions

Thischapter includesdifferentapproachesonhowto implementmobilityagencies intheSBR.The

projectpartnershavehadacloserlookatpre-existingmobilityagencies,whattheyofferandhowthey

work.Followingproblemanalysis,ajointproblemtreefortheSouthBalticregionhasbeendeveloped

aspartofthecollaborationanddifferentmodelshavebeendiscussed.Thepartnerstriedtoapproach

potentialresponsiblefuturemobilityagencyimplementerstakeholders,inseveralwaysandprovide

anoverviewoftheirexperienceswithinthischapter.

Onemobility agencywill bepresented in the following section especially. The “Arbeit und Leben”

agency,locatedinHamburg,wasoneoftheplannedcollaborationpartnersoftheproject.

7.1Existingmobilityagencies

Inthefollowingsection,the“ArbeitundLeben”mobilityagencywillbepresented,asitwasoneofthe

BBEVTcollaborationpartnersthatinspiredthelobbyworkdonewithinBBVETintheSBR.Ofcourse,

therearealsootherexistingmobilityagencies.Thisdescriptionisnotguaranteedtobecomplete.

“ArbeitundLeben”Hamburge.V.sponsoredbytheGermanTradeUnionConfederation(DGB)Ham-

burgandtheHamburgAdultEducationCentre(VHS).

“ArbeitundLeben”Hamburgisanon-profiteducationalinstitution.Nodepartmentsareprofit-ori-

ented.Thedepartmentsare:

- Politicaleducation

- Mobilityagency

- Districtwork

- Consultationcentrehandicap

- Consultationandfurthereducation

- ArbeitundLebenHamburgBildungswerkGmbH(independentnon-profitinstitution)

The“ArbeitundLeben”Hamburgassociationaddressesworkers,theunemployed,youngandelderly

peopleandsociallydisadvantagedgroups. Itwantstoempowerthesepeopletoco-determination,

co-responsibilityandtoshapesocietaldemocracy.

91

Tothisend,itorganisespoliticalandintegrativeeducationeventsathomeandabroad,andpromotes

interculturalcompetencesthroughnetworkinginEuropeandEuropeanmobilityactivities.Theagency

organisescross-bordermobilities,short-termorlong-term,inotherEuropeancountriesforappren-

ticesandgraduates.TheprogrammesareusuallyfundedbytheEU.Thisgivestheparticipantsfinan-

cialsupportfortheircross-bordermobility.Forteachers,trainersandotherprofessionalsinthefield

ofeducationand training, theagencyorganisesprofessionalexchangesandoffers comprehensive

adviceoninternationaltraineeshipprogrammes.

Ingeneral,themobilityagencyisthecontactpointforeveryinterestedpartyregardingcross-border

mobilities. Itconsults, increasesthesensibilityregardinginternationalisation,organisesnetworking

eventsandstrengthenstheinternationalisationoftherespectiveregion.2

Therearedifferentfundingprogrammesthatcanbeofferedbyapotentialmobilityagency.Someof

themarebrieflypresentedinthefollowingsection.Thelistingisnotguaranteedtobecomplete.

7.2Implementationofmobilityagencies–opportunitiesandchallenges

7.2.1Jointproblemanalysis

Thepointofdeparturefortheplanningprocessistheproblemanalysis,whichleadstotheobjectives

andmakes itpossible tochoose the relevantactivities.Hence,beforemakinganactivityplan, it is

necessarytoanalysetheproblemsandobjectives.

Stakeholderanalysis

Theprojectconsortiumstartedwithananalysisofpossiblemobilityagencystakeholdersbyusingthe

logicalframeworkapproach.Stakeholdersarepeoplewhoareinfluencedbyandexertaninfluenceon

theproject–directlyorindirectly.

Theconsortiumfocusesonfourmaingroups:

• Beneficiaries/targetgroup • Implementers • Decision-makers • Financiers

Table24:Stakeholderanalysisgroups.

2SeeArbeitundLeben(2019a),w.p.

92

Allofthemhave important informationtogivetothe“mobilityagency”project.Theresultsofthe

BBVETconsortium’sjointstakeholderanalysisreflectingonallfiveparticipatingSBRcountriesisshown

below.Theresultsvarybetweenmoregeneralanswerstospecificinstitutionsorresponsiblepersons

thatarealreadycollaboratingwithsomeoftheBBVETprojectpartners.

Beneficiaries/targetgroup Decision-makers

VETstaffandVETlearners

Companies

(VET)schools

VETserviceproviders

Students

Teachers/trainers/coaches

Youthcentres/associations

Workagencies

Universities

Networks

VETproviders(dept.headsorinternationalcoor-

dinators)

Principals

Teachers/trainers

Chambers

Networkmanagers

Fundingprogrammemanagers

PAEUSBSReducation

InterregSouthBalticcontactpoint

Unions/Employerassociations

Implementers Financiers

VETproviders(internationalcoordinators),Feh-

marnBeltmobilityoffice

Multipliers

BBVETconsortium

BBVETstudents

BBVETtrainers/teachers/coaches

Schools/Companies

Recapsguests

Contactsatstudyvisits

‘ArbeitundLeben’association

ERASMUS+KA1(mobility),Interreg.+owncon-

tribution(mobilityoffice)

FundingProgrammes:

-Erasmus+

-ESF

-“BerufsbildungohneGrenzen”

-Companies

-Municipalities

-Voluntaryservices

Nationalagencies

MinistryofEducation

Unions

Youthorganisations

Table25:Resultsofthestakeholderanalysis.

93

Problemtree-problemanalysis

Aftercompletingthestakeholderanalysis,theprojectconsortiumcarriedoutaproblemanalysis.This

problemanalysiswasdonebydrawinga“problemtree”(seeannex11).

Figure18:Schematicrepresentationofaproblemtree.

Thebasicquestionsthatneededtobeansweredandthatguidedtheprocesswere:

- Whatisthemain/focalproblemthatistobesolved?

- Whatcausedthisproblem?

- Whataretheeffectsofthisproblem?

- Whoisaffectedbytheproblemandwho’sproblemisit?

Thecausesarerepresentedbytherootsoftheproblemtree;thefocalproblemis indicatedbythe

trunkandtheeffectsrepresenttheleaves.

Theprojectconsortiumidentifiedthemainproblemthatisrelevantforallprojectpartners:TheSouth

BalticRegionhas“a lowlevelof internationalisationinVET”.Topaintaclearerpictureofthemain

problem,thecausesandeffectswereindividuallyidentifiedbyeachpartnertoindicatewhyisitnot

possibleforthemunicipalities/regionstosolvetheproblemaloneandwhyinternationalcollaboration

isneeded.

Theresultsfromtheprojectconsortium’sworkareshowninthefollowingfigure.

94

Effects

Microlevel Mesolevel Macrolevel

- Studentslackintercultural+languageskills

- Motivationforlong-term-

mobilityisverylow

- Qualificationfor“mobility

coaches”needstobedevel-

oped/advertised

- Interestedpeopledonotknowwhere/howtostart

- Nodoor-openerorcontactpersons

- Nostablenetwork- Noonefeelsresponsibleforincreasinginternationalisa-

tion

- Mismatchbetweentheedu-

cationdeliveredbyVETpro-

vidersandtheneedsofthe

labourmarket

- Toolittlecommunication

withpoliticalstakehold-

ers/decision-makers

- Onlyunsustainableshort-termsolutions

- Lowercompetitivity

- Specialstructuresinsmaller

regionsneedtobecreated

- Nocollaborationandnosyn-ergiesareused

- Scepticalattitudetowardsforeignneighbours

Causes

Microlevel Mesolevel Macrolevel

- Lackingmotivation

- Notahighpriorityforstu-dents

- Lackofinterest+knowledgeofthecountries

- Poorcommunication

- Languagebarrier- Fearoftravelling/distance- Fearoftheunknown- Apprentices/studentsareforcedtogaininternational

experienceintheirholidays

- More“mobilitycoaches”are

needed

- Notahighpriorityforstaff

- Lackofresources(finan-cial/staff)

- Companiesinsmallerregions

needinformationandsup-

port

- DisconnectionbetweenVETproviders’internationalstrat-

egiesandtheirday-to-day

operations

- Schoolsdon’thavean”inter-national”culture–regional

focus

- Therearenomobilitycentres

inourregions

- Thereisnoexistingstrongnetwork–nocontacts

- Noassociationmembership

- Teachers/trainersdon’tknowaboutthepossibilities/oppor-

tunities(applicationfor

grants)

- Historicalissues- Legallimitsforlong-termmo-

bility

- Nolong-termstrategy

- Lackofnationalpoliticalinter-est/priority

- Lackoffunding/management

attractivetotheinstitutions

- Nationallyfocusedcurricula

Table26:Resultsofproblemtreeanalysis.

95

7.2.2BBVETregionalmodelsolutionsformobilityagencies

ActivitiesinDenmark

ProjectpartnerCELFinDenmarkalreadyhasamobilitycentre,butithasbeenbuiltupdifferentlyto

howitwasenvisionedfortheBBVETproject.

Ontheonehand,there istheFemernBælt-Uddannelseskontor3,which isacollaborationbetween

CELF,IHKLübeck,LübeckChamberofTrade,LübeckEmploymentAgency,LollandMunicipalityand

GuldborgsundMunicipality.TheofficeispartiallyfundedbyInterreginadditiontoitsownfunds.

Figure19:MobilitycentresinDenmarkmodels.

Ontheotherhand,thereisalreadyanexistingnationalmobilityconsortium,ZealandLearningMobil-

ity4,which isacollaborationbetween fiveVETschools in theRegionofZealand.This is supported

financiallywithERASMUS+KA1funding.

SocialFundfundingiscurrentlynotanoptionformobilitycentresinDenmarkduetotheprioritiesof

theDanishBusinessAuthoritythatoverseestheESFinDenmark.

Whathavetheprojectpartnersachievedinthisfield?

3SeeIHKzuLübeck(w.y.),w.p.

4SeeCelf(w.y.),w.p.

96

DuringtheBBVETprojectperiod,theCELFmobilityagencyhasalsobeenworkingonimplementing

long-termmobilityintoexistingmobilityactivities,andhasalsoincludedBBVETpartnersinthem.In

connectionwiththislong-termmobilityimplementationprocess,CELFhasalsoseenacloserconnec-

tionbetweenthetwoabovementionedunits.Meaning,thatmembersofZLMarealsojoiningFeh-

marnBælt-Uddannelseskontoerspeciallytoimplementmorelong-termmobilities.

CELFscommitmenttotheBBVEThasalso ledtothattheprojectmanagerClausBrandtKristensen

whoworkedastheBBVETECVETexperthasbecomeamemberoftheDanishECVETexpertteam.

TheCELFisnowworkingtogetherwithYHSydonaninternationalmechatronicseducationapplication

withintheSwedishYHsystem.

ActivitiesinGermany

TheGermanpartner,theChairofBusiness,EconomicsandEntrepreneurshipEducationattheUniver-

sityofRostock,hasmademanyeffortstoimplementamobilityagency.Forexample,theChairorgan-

isedaroundtableevent in June2018–anexchangebetweenstakeholdersandanchor long-term

motilitiesinVocationalEducationandTraining–andalsoparticipatedinanotherroundtableevent

inLübeckthathasbeenorganisedbyCELF.Keyregionalandnationalactorswerebroughttogetherto

discuss theneedsandstrategies in the fieldofVET internationalisation.During theseroundtable,

several letterof intentionswassignedforcollaboratingwithmobility initiativesbydifferentstake-

holders.

InGermany,therearealreadyseveralmobilityagenciesthatarecoordinatedandpromotedbythe

“BerufsbildungohneGrenzen”(“VETwithoutborders”orBOG).Nationwide,thereareover40mobil-

itycounsellingcentres,mostlylocatedintheChamberofCommerceandIndustryandtheChamber

ofTrade.5TheprogrammeisfundedbytheFederalOfficeofEconomicAffairsandExportControl.The

programme’sobjectiveisthetopreserveandconstantlyexpandanationwide,business-orientedcon-

sultingstructure.Aspartoftheprogramme,around40mobilityconsultantscurrentlyinform,moti-

vateandprovidesupportfortheorganisationandimplementationoflearningstaysabroad.6Legally,

internationallearningactivitiesduringVEThavebeenpossiblesincetheamendmentoftheVocational

5SeeBOG(w.y.),w.p.

6SeeBOG(2017),p.11.

97

TrainingAct in2005.But themobility rate inGermanyhasonly slightly risen,whichcanbepartly

attributedtothelackofawarenessamongstcompaniesandVETstudentsregardingthistopic,aswell

asalsotothelackofpracticalimplementationstrategies.Thisprogrammehashelpedtosignificantly

increasetheimportanceandawarenessofinternationalmobilityforVETstudentsinrecentyears.7

Indetails,mobilityconsultingasaserviceincludes:

- Informationonfundingopportunities

- Supportinapplyingforfunding

- Supportinthesearchforpartnercompaniesabroad

- Coordinationbetweenthekeyplayersinvolvedintheexchange:companies,VETstudents,

vocationalschools

- Mediationandorganisationofpreparatorymeasuressuchaslanguagecoursesandintercul-

turaltraining

- MediationandpreparationofcompaniesfortheaccommodationofVETstudentsandyoung

professionalsfromabroad(incomingmobility)

- Pressandpublicrelationsworktoincreaseawareness8

ItisindicativethatthereisstillnomobilityagencyinthefederalstateofMecklenburg-WesternPom-

erania. InMecklenburg-WesternPomerania, thereare threeChambersofCommerceand Industry

(Schwerin,NeubrandenburgandRostock)aswellasseveralChambersofTrade.TheChairisinactive

exchange,mostlywiththeIHKzuRostock,especiallyintheChamberofCommerceandIndustry.With

thisChamber,theChairhasconsideredaninitiativeintheBOGprogramme.Forstructuralandper-

sonnelpolicyreasons,itisnotcurrentlypossiblefortheIHKzuRostocktoestablishaninternational

projectoffice.However,theChamberhasofferedtocooperatethroughtheBOGprogrammetogether

withtheChairofBusiness,EconomicsandEntrepreneurshipEducation.Forthisreason,theChairsub-

mittedaprojectapplicationinOctober2018incollaborationwiththeIHKzuRostockunderthetitle

"EstablishmentofamobilityagencyinMVforSMEbusinessconsultancy,increasingtherateofshort

and long-termmobilityactivities indualvocational trainingandpromoting internationaleconomic

collaboration.”Ontheonehand,theaimwastoincreasethecross-bordermobilityrateoftraineesin

7Ibid.,p.4.

8SeeBOG(2017),p.15.

98

MVincommercialandtechnicaloccupationalfieldsthroughcompany-specificandregionalconsulta-

tionandsupportforSMEs,trainersandVETstudentsintherealisationoftheirlong-termmobility.On

theotherhand,theaimincludedthescientificmonitoringandevaluationoflong-termmobilitieswith

theintentionofamedium-termexaminationoftheircurricularrootsintheregulatorydualvocational

trainingsystem.Perspectively,mobilitymeasuresshouldbeprofessionalisedandimplementedbyac-

quiring, consulting,qualityassuringandmonitoringa regionalmobilityagencyasa regionaloffer.

Several lettersof intent from importantpartners supporting thisproject in the federal statewere

collected,suchasfromEcovisEuropeAG,Liebherr-MCCtecRostockGmbH,NeptunWerftGmbH&

Co.KG,NordexEnergyGmbHand theEntrepreneurAssociationNorthernGermanyMecklenburg-

Schwerine.V.TheChair’sBBVETprojectstaffalsocompletedapreparatorytwo-dayadvancedtrain-

ingcourseonmobilityguidanceinNovember2018.

InDecember2018,however,theprojectwasrejectedbytheFederalOfficeofEconomicAffairsand

ExportControl.Thiswasjustifiedbythefactthat,accordingtofundingguidelines,auniversitycannot

becountedamongorganisationsprovidingbusiness-relatedadviceandsupport,forwhichthefunding

wasdesigned.

InthefederalstateofMecklenburg-WesternPomerania,nouniforminternationalisationstrategyis

currentlybeingpursuedwithallmajorplayersandinstitutions.Evenso,theChairofBusinessEco-

nomicsandEntrepreneurshipEducationwasincontactwiththeMinistryofEducationofMecklen-

burg-WesternPomeraniaandattendedconsolidationmeetingswiththeirinternationalaffairsrepre-

sentativeinJune2018.TheMinistrydidn’tacceptinvitationstofollow-upeventssuchastherecapof

theGermantestbedperiodinDecember2018orthefinalBBVETeventinApril2019.WhentheChair

wasinformedthattheMinistrywouldbeconductinganetworkingeventtowhichallrelevantstake-

holdersandinterestedpartiesinVETinternationalisationwouldbeinvited,theChairaskedforper-

missiontoattend,butwasunfortunatelyrejected.

Nevertheless,theGermanpartnerhasalsoattendedmeetingswithArbeitundLebenSchwerinaswell

astheInternationalHouseattheUniversityofRostocktodiscusspotentialfuturestrategiesforthe

implementationofamobilityagency.


99

AlthoughtheimplementationofamobilityagencyinMecklenburg-WesternPomeraniahasnotyet

beensuccessful,theChairhashadmanysuccessfulachievements.ThetopicofVETinternationalisa-

tioninthefederalstatewasfundamentallyfurtheradvancedbyraisingawarenessofimportantstake-

holdersandplayers.ImportantnetworkpartnerscouldbeestablishedduringtheBBVETprojectpe-

riodforfutureexchangeactivities–bothlocalpartnersinMecklenburg-WesternPomeraniaandim-

portantactorsfromtheBOGprogramme(suchasTamaraMoll).Asaresult,incooperationwiththe

IHKzuRostock,theChaironceagainmadeanefforttosubmitaprojectapplicationtoBOGin2019.

Therewillbeanewfundingdirectivenextyearwiththeopeningofthebeneficiarygroup.

TheMinistryoftheInteriorandforEuropewasabletoattendthefinalBBVETeventinApril2019and

promisedfollow-upevents,whichareplannedforAugust2019.TheMinistryoftheInteriorandfor

EuropealsotriedtoupdatetheMinistryofEducationabouttheBBVETachievementsinMecklenburg-

WesternPomeraniaandstrengthenthecollaboration.TheChairofBusiness,EconomicsandEntre-

preneurshipEducationisstillinclosecontactwiththeInterregSouthBalticProgrammecontactpoint

inordertostayup-to-dateonnewfundingdevelopments,aswellaswiththePriorityAreacoordinator

forEducationinHamburg.

ActivitiesinSweden


ForSweden,anapplicationforErasmusStrategicalPartnershipwashandedininMarch2019.Sweden

hasselectedtheDanishmodeltoworkwithsettingupamobilityagencyinfrastructure,bypiloting

mobilityprojects.NetPortandHyperIslandtogetherwith4otherpartnercountriescontinuetointe-

gratethemobilityideasintotheregionandtheScienceParkbyimplementingthemobilityideasby

pilotingdifferentmobilityprojectsconnectedtothefocusareas.TheErasmusStrategicalPartnership

applicationwasapproved17June2019,withabudgetof409.000Euro.

ParalleltherewillbenewmeetingswithpoliticiansandotherstakeholderstakingplaceafterBBVET

endsinMay2019.ThefirstmeetingwilltakeplacewithadelegationofMayorsfromLithuania,Ger-

manyandSweden19thJulyinKarlshamn.Theintentionofthismeetingistodiscussthemulti-func-

tionalEducationalCentreinRietavasandhowitwillbepossibletocollaboratecross-border.

OthermeetingswithRegionBlekingeandthePACoordinatorAndersBergströmarealsoplanneddur-

ingSept-Novbothlocallyandnational.

100

ActivitiesinLithuania The mobility centre for Lithuania is under development and will be a combination of multifunc-

tional/educationalcentreandwill finditsfundingbybothnational initiatives,crossborderprojects

andErasmus+.Thisishalfayeardelayedduetopoliticalinfluenceandithasbeentakenlongertime

thenestimated.


ThesignificantachievementisthatRietavasmunicipalitypoliticiansareengagedintheprocessofde-

velopingmultifunctionaleducationcentre–bothintermsofcontentbutalsocaringofinfrastructure.

InfrastructureisrelatedtothefacilitiesthatusedtobeZemaitijaCollege,whichwasclosedin2016

andPlungeTechnologyandBusinessSchooltookovertheassets.PlungeSchoolisnotusingfullcapac-

ityofinfrastructureandRietavascommunitytakestepstoconverttheexistinginfrastructureintoed-

ucationalcentre.Thereareseriesoflobbyingmeetingswithministriesofeducationandagriculture,

LithuanianParliamentmembersareengaged.InDecember2018,theconferencewasheld,initiated

byRietavasmayor,whichhighlightedtheattitudesandinsightsofvariousstakeholdergroups.Swedish

experiencewasalsoshared–MarieBjörckpresentedNetPortdevelopmentandtrendsespeciallyre-

latedtoEdTechsector,andMarieHåkanssonWahlströmsharedexperienceofHaldaDevelopment

Centre(Karlshamnmunicipality).

Regardingtheconceptandthecontentoftheeducationalcentrethestakeholderscameupwiththe

conceptof“RietavasOginskiScienceandInnovationValley”,andthecontentisunderdevelopment.

RietavasTourismandBusinessInformationCentremanagedtoachievethatcrossborderaspectisalso

includedandthecentreisgoingtooperatewithcross-borderperspective.Lettersofintentiontoco-

operateinthisfieldaregoingtobesignedwithNetPortSciencePark(SE),CELF(DK)andAbsalonUni-

versity College (DK). A workshop will be held on the 19th of July by NetPort and the Mayor of

KarlshamnwithadelegationfromRietavas,includingRietavasMayortodiscusshowthecross-border

collaborationwillberealisedinthisarea.

Processofdevelopingtheeducationalcentre includingmobility function ismanagedandmobilised

stakeholdersfromRietavasmunicipalityandengagednationalauthoritiesandcrossborderpartners.

Another activity is connected to Rietavas Gymnasium. An Erasmus+ application for staffmobility

"EdTechSolutionsatSchool"wasapprovedasastrongBBVETimpactonRietavasGymnasiumthat

wasahostingpartnerforEdTechstudentsinRietavas.Erasmus+fundsubsidywasgrantedforRietavas

101

Gymnasiumteachingstaffmobilityandthatwillprovidefurtherteachersskillsdevelopmentinthe

EdTecharea.6teachersfromGymnasiumare goingtoimproveEdTechknowledgeandskillsinPoland,

inGermanyandItalyinautumnthisyear.

NextstepwillbeaStrategicalPartnershipwithotherschoolsinterestedindigitalizationandEdTech.

Besides,thecontactsstartedinMobilityroundtablesinLübeckandRostock,resultedinpartnership

betweenRietavasGymnasiumandBeruflicheSchuleWirtschaftRostock,Germany.Twoteachersfrom

GermanywillperformmobilityinRietavasinautumn2019.

TheoriginallyideaoftheBBVETconsortiumwastocreatesomehowafranchisemodelof‘Arbeitund

Leben’ inHamburgas this isavery successfulmobilityagencynot faraway fromtheSouthBaltic

region.ButtheBBVETconsortiumunderestimatedthepoliticaldimension.Withoutthesupportofthe

politiciansasystemchangecan’tberealized.Thisiswhyallindividualpartnerregionsfoundandare

stillworkingontheirindividualsolutions.Duetothepoliticalinfluence,allpartnersneedtimetoan-

chorthisprocessesandstructures,butthemostimporthasbeendonethroughtheBBVETinitiative

anditis;findingmotivationforregionalactorstobemorepro-activeindesigningthemobilitystruc-

turesintheirregion.

102

8Impactandoutlook

Theplannedprojectactivitiesweresuccessfullyimplemented,butnotallprocessescouldbeplanned

andforeseenduringtheproject’sdevelopment.BBVEThadsomepreviouslyunmentionedsideeffects

thatcanbepositivelyhighlightedinthefollowingsection,arrangedbycountry.

Germany

- ClassificationofVETat level5 in theEuropeanqualifications frameworkwasan innovative

approachfortheGermanprojectpartners,sinceVETinGermanyisclassifiedatlevel4atthe

highest.

- TheinflexibilityoftheGermaneducationsystemwasmadeclearbyseveralprocesses.Inthis

sense,itwasusefulfortheGermanpartnerstobecomefamiliarwithabottom-upapproach

ofhownewqualificationsshouldbedevelopedinnationaleducationsystems,aswellasto

implementeducationwithoutthesupportofresponsiblenationalinstitutions(ISQ).

- ThereisademandforskilledEdTechstaffinGermanschools,companies,etc.,whichwasnot

knownbefore.

- Newnetworksandcollaborationscouldbe initiated–ata local, regionaland international

level.Therehasbeenanincreaseinthedegreeofinternationalisationonalocalandregional

level(forexamplethroughthecompanies).

- TheGermanprojectmembersthoughtupmanyideasfornewprojectapplications.Aspecial

focusplacedwillbeonlong-termmobilities.

Lithuania

- TheEdTechtrainees inspiredtheschooland itsteacherstodevelopaprojectforErasmus+

fundinginthefieldofEdTech.

- Atwin-citycooperationbetweenKarlsmannandRietavashasbeensetup.

Sweden

- BBVET has made the EdTech cluster stronger, created new business relations and raised

awarenessaboutthemarketsituationineachcountry.

103

- Municipalitieshavebeenintroducedtoandinvolvedincross-borderandinternationaltopics.

BBVETactivitiesplacetheminaninternationalenvironmentandcreateanopennesstosuch

topics.

- BBVETincreasesthe levelof internationalisation levelforcompanies,schools,studentsand

teachers.

Denmark

- BBVETcreatedabetterunderstandingofhowto formalizecross-bordermobilityaspartof

normalstandardeducation.

- Thefocusondevelopingthestudents’softskillswasrewardingfortheDanishpartner.They

willensuresoftskillsaremoredeeplyintegratedintoeducationdelivery.

Overthelast2.5years,theBBVETprojectconsortiumhasbeenabletoachievemanymilestonesthat

werenotexpectedatthebeginning.Theconsortium,managedbyNetportSciencePark,developed

newtoolstodeveloptheexchangeofinformationandtobuildtrustamongthepartners.Allpartici-

patingpartners from the SBRwerededicated to the topic and committed to succeeding, not only

withintheprojectconsortiumbutalsowithregardtothespecialneedsoftheirregionsandthefurther

developmentof theirorganisations.Thenetworkofallparticipatingteachers, trainersandcoaches

establishedthroughtheTrain-the-Trainerworkshopsisfulloftrust,sharedexperiencesandideasfor

thefuture.ThisnetworkwillstillexistaftertheBBVETprojectperiodandcollaborationonnewprojects

andideashasalreadybegun.AsBBVETwasmoreofadevelopmentprojectthanaresearchproject,

theresearchresultsthatarepresentedinthisreportareonlythebeginning.Itstillneedstobestated

thatthelevelofresearchinthisareaoftraining,especiallyregardinglong-termmobility,isverylow

whenitcomestorelationships.Thereisstillalackofresearch,whichneedsbeelaboratedinthefuture.

Nevertheless, theprojectpartners,associatedpartnersandcollaborationpartners like schoolsand

companieswereallimpressedbythehighqualityofthecross-bordermobilities.Theprojectconsor-

tiumisconvincedthatthedocumentsusedandthetechnicalECVETcomponents,werethemaincon-

tributortothehighquality.Thedocumentsconveyreliabilitynotonlyforthestudents,butalsoforthe

participating schoolsandcompaniesand theproject consortium.TheECVETprinciples representa

greatopportunitytoincreasetheflexibilityofVET,bothnationallyandinternationally.Tounderstand

life-longlearning,eachpieceoftheeducationpuzzleneedstohaveavalue,andmustberecognised

104

onaEuropeanlevel.IntheBBVETproject,theconsortiumwasabletoprovethatitisworthdefining

UnitsofLearningOutcomes,providingLearningAgreementsandagreeingoncommonqualitystand-

ardswithin long-termmobilities in aMemorandumofUnderstanding. TheBBVET consortiumalso

provedthatitispossibletodevelopcross-bordermobilities,eventhoughVETeducationineachcoun-

tryorregionwasatdifferentEQF-levels.Theconsortiumprovedthatthereisaveryhighdemandfor

long-termmobilitiesamongVETstudents,andthattheyarealsoopenregardingcross-bordermobili-

ties.

Toconclude, theBBVETconsortiumestablishednewnetworks,boostedbusiness integrationwhilst

improvingexchangebetweenprivatecompanies,VETschools,universities,researchinstitutionsand

otherstakeholders,and jointlydevelopedtwocross-borderVETprogrammes involving45students

fromsevencountriesduringthepilotingtoattractyoungtalentstotheregions,toincreasetheattrac-

tiveness,qualityandflexibilityofVETandtochallengeeducationsystemsintheSBR.

105

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ListofAnnexes

Annex1: ManagementoftaskinBBVETproject

Annex2: BBVETcoachingmanual

Annex3: EvaluationsummarytrainthetrainerSweden2017_04

Annex4: Effectmeasurementofeducation

Annex5: WhyanEdTechTraining

Annex6: EvaluationsummarytrainthetrainerDenmark2017_05

Annex7: BBVETstudentrecruitmentapplicationform

Annex8: BenefitassessmentofmobilityinVET

Annex9: Questionnaire«internationalprofessionalcompetenceandtheeffectsofmobility»

Annex10: Questionnaire«adviceforlong-termmobility»

Annex11: Problemtree

Annex12: CurriculumdescriptionoutlineEdTech

Annex13: AssessmenttemplateMechatronicsexampleLithuania

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