Conditions of young people is still alarming in several EU Member States, including some of the project consortium’s members. And the situation risks to go worse if we consider that people with low (or no) formal qualifications will find it more difficult to get a job in the future. According to Eurostat, in fact, in 2013 early school leaving accounted for 12%, the average rate of NEET aged 15-24 reached 13.1% in 2012 while the youth unemployment rate was 22.9% in the EU28 in Feb.2014. The broad scope of ‘Mobile Learning in VET towards 2020’ (Mo.L.VET 2.0.20) is foster m-learning pedagogy, to help reducing early school leaving, decreasing the number of 15-year-olds under-skilled, contributing to the development of the so-called 21st century skills such as ICT literacy, collaborating, communicating, creativity, problem solving and ultimately to support modernization of education and training systems (responding to Europa 2020 as well as Erasmus+ goals). The underlying rationale of Mo.L.VET 2.0.20 is that mobile-learning pedagogy and tools are a key lever for more effective learning and to reducing barriers to education and training. Students attending training at partner organisations are often disaffected towards formal education and activities, live in troubled families, may have already experienced failure in school, score worse performances, risk more to be excluded from the labour market and the society. Mo.L.VET 2.0.20 concerns FORMAL LEARNING with the aim of complying with official education/training curricula; nonetheless, mobile devices allow ubiquitous access to learning contents, outside the school too, and open up learning to new contexts and experiences. This is a challenge for both the students and the teachers who have to plan and facilitate these processes. The innovative aspect of the project’s approach is letting trainers/teachers and learners become CO-PRODUCERS of contents and tools and not only USERS; Mo.L.VET 2.0.20 aims at rebuilding the concept of formal learning and PEDAGOGY. Roles of trainers/teachers and learners change. The project will move from a grass-root research comparing the Consortium members’ mobile learning or ICT-based learning practices to results of main researches on the matter; the result will be a Guidebook on M-Learning being the basis of the training of the trainers and the development of the mobile-learning unit models, that is the planning of the mobile-based activities to be done with students during classes in the following sectors: Tourism, Electrics/Electronics, Entrepreneurship, Beauty and Wellness, Mechanics, Graphics, ICT, English, Photography and Cooking. These activities will lead to the production of mobile learning artefacts. Main expected results are: - 1 Guidebook for teachers/trainers in partners’ languages. - 10 mobile learning unit models (related to the above mentioned sectors/topics). - 10 mobile learning unit artefacts (related to the same sectors/topics listed above): around 150 students involved. - A joint staff training event hold in the UK: 16 trainers/teachers trained and 3 University teachers involved. - 2 public conferences organised at mid-term in the UK (during the training of the staff) and at the end in Italy; around 100 people involved. - Around 2,000 students aged 14-25 participating in the public presentations made by their mates to showcase their m-learning artefacts. - Around 150 professionals joining in the internal meetings to be organised by each participating organisation: these are teachers, tutors but also local stakeholders such as VET officials etc. The project and its main products and results will be publicised through: 2,000 printed project promotional cards available in partners’ languages, 4 newsletters, the project website and Facebook page. A BLOG dedicated to trainers/teachers involved in the project will be open to other professionals too. Due to the fact that most of the project's Outputs will be available on the website, the consortium agrees that all resources, as described, will be transferred to partners’ websites where they will stay for 5 years more after the project's ending. For some of the partners, Mo.L.VET 2.0.20 is complementary to on-going initiatives or investment plans promoting innovation of didactics and learning programmes. Mo.L.VET 2.0.20 is promoted by a group of 8 partners from 6 different Member States (Sweden, the UK, France, Spain, Italy and Turkey) representing education, vocational training, further education, higher education, industry, and VET professionals. Project consortium members are: Scuola Centrale Formazione, Formatech srl and the University of Milan-Bicocca (Italy), Dirección Xeral de Educación, FP e Innovación Educativa (Spain), Coleg Cambria (the UK), Innovative Educators Association (Yenilikci Egitimciler Dernegi, Turkey), Lichron Teknikgymnasium (Sweden), and Fondation Auteuil Lycée Professionnel Privé Victorine Magne (France).
In the last years, education and VET systems have often been depicted negatively, with high level of early school leaving rates, poor attractiveness of vocational education and training, reduced appeal for educational professions, very low levels of digital skills even among young people, and mismatch, even in this sector, between the education and training provided and the requests of the labour market. In such a framework, MoLVET aimed at innovating the pedagogical approaches adopted in Vet centres by means of technologies and digital devices, tools and applications. In MoLVET, technology represented an opportunity to implement more learner-centred approaches, promoting inquiry-based learning, participative learning, learning-by-doing, problem solving and creativity. The aim was to put the learners at the centre of the learning process, following their own pace, giving them the opportunity to create, use and share resources whenever and wherever they needed, enhancing their engagement and motivation, even having fun. MoLVET involved 9 partners in 5 countries, combining different expertise and competences: - Scuola Centrale Formazione (national network of VET providers), with 2 of its 45 members in Italy: Civiform and Fondazione Opera Montegrappa -Galician Regional Government-DEXFPIE, with 1 school: CIFP A Farixa (Spain) -Innovative Educators Association (national) and 2 Technical and Vocational High Schools in Turkey: TÇMB and ZHT -Coleg Cambria (UK), public further education institute -Fondation Auteuil-Lycée Victorine Magne (France), private VET provider -Bicocca University (Italy) -FORMATECH (Italy), TECH company. 351 leaners and 55 teachers/trainers directly involved in the development and implementation of new multidisciplinary learning units (more than 13000 training hours delivered). As a result of learning processes and activities, learners produced a variety of digital outputs (03), and in particular: - France: a set of 8 video, in English, on cooking and service; - Spain: 10 quizzes (each one composed, on average, of 10 questions) on Entrepreneurship using Kahoot to play alone or in a group; - Italy: a video subtitled in English on the Prosecco Land; an eBook on facial massage, a mind-map (both in Italian and English) on main printing processes, with videos subtitled in English accessible through QRCodes and Aurasma; an eBook as well as an instruction booklet, both subtitled in English, about how to install a domotic system; - UK and Turkey: homework made by students (on Construction Joinery & Brickwork in the UK and on ICT in Turkey), using videos, uploaded on YouTube and send to teachers through QRCodes; - Turkey: 2 videos in Turkish describing electric circuits; a video (in Turkish) presenting the school. Learners were young people aged 15-32, attending formal training and education programmes, some of them belonging to groups with high level of educational difficulties (like migrants, people with learning disabilities, dropout from mainstreaming education). 1312 more learners and 337 teachers were involved in the events and showcases of information, and dissemination organized by their colleagues, to share the knowledge and experiences gained thanks to MoLVET. The outputs of the project included a model enabling users to design and plan the learning units, available in English (O2), with examples of the units tested by partners (the shortest being of 24 hours and the longest of 80 hours). O2 also contains a list of useful APPs utilized by partners during their activities with the learners (to create maps, quizzes, videos, researches, QRCodes; to manage the classroom, for evaluation; etc.). MoLVET partners developed plans for further activities to be implemented in the future. A Guidebook on mobile learning (O1) was also elaborated and made available in English, French, Italian, Spanish and Turkish. O1 includes: - A literature review of the research developed so far on the use of ICT in education, underlining which pedagogical strategies with ICTs and mobile devices particularly encourage more learner-centred approaches; - MoLVET partners’ experiences described and analysed in the light of the main results of the literature review; - A set of practical instructions guiding and supporting those involved in the task of “digitalize” education and VET. Questionnaires are also proposed, to investigate learners’ and staff’s inclination on ICTs as well as staff’s inclination to more interactive and constructivist learning approaches. All MoLVET outputs are freely accessible at http://molvet.formatech.biz. A promotional card and a link to the project Facebook page are also available. During MoLVET meetings, open and success days, demonstrations, show cases and conferences were organised, thus connecting about 2531 people in partners’ countries and more through radio and TV broadcastings. MoLVET final conference was included in the European Vocational Skills Week 2016.