GO.TO.WORK.IN.EUROPE intende aumentare la qualità di un apprendimento basato sul lavoro attraverso la definizione di un modello innovativo, modello ECLI, (acronimo di Expert, Classroom, Laboratory e Individual Experience) volto a promuovere e a mettere a sistema un insieme di percorsi integrati di WBL, progettati, attuati, verificati e valutati da parte delle istituzioni scolastiche in collaborazione con le imprese e altri stakeholder (associazioni di categoria, enti pubblici e privati, camera di commercio, ecc.). Il modello ECLI mira a strutturare le esperienze di seguito elencate: Expert: rappresenta il caso dell’esperto che entra in classe e aiuta gli studenti alla comprensione di particolari processi produttivi; Classroom: sono i casi in cui le classi hanno la possibilità di effettuare visite in azienda per avere una migliore comprensione dei processi produttivi e anche dei compiti e ruoli svolti dai profili professionali di interesse;Laboratory: sono i casi i cui l’azienda entra a scuola e alcuni processi produttivi vengono riprodotti e/o i casi in cui le aziende mettono a disposizione della scuola dei laboratori all’interno delle proprie strutture. Individual Experience: sono le esperienze di on-the-job learning svolte dai singoli studenti all’interno dell’azienda. Il progetto, di durata triennale, coinvolge Paesi in cui il sistema duale non ha ottenuto alti livelli di sviluppo ed implementazione per diversi motivi (culturali, giuslavoristici, produttivi, ecc,) al fine di realizzare un modello innovativo condiviso a livello transnazionale che permetta di strutturare, all’interno di un percorso ben definito e sistematico, le diverse esperienze di WBL attuate nei Paesi coinvolti (Italia, Spagna, Romania e Svezia). Il modello ECLI, inoltre, intende essere sperimentato attraverso, l’individuazione di classi ECLI che lavoreranno e si confronteranno, sia virtualmente sia in presenza grazie ad attività di modalità condivisa, su attività e obiettivi comuni al fine di favorire un approccio di cooperazione internazionale. I risultati attesi attraverso il progetto sono i seguenti: • Modello di Governance per l’integrazione dell’alternanza scuola-lavoro all’interno dei percorsi scolastici mediante una cooperazione sinergica istruzione e formazione e mondo del lavoro • Modello innovativo condiviso a livello transnazionale per favorire il WBL come parte integrante dei percorsi di istruzione • Formazione del personale della scuola sulla didattica e sulle procedure di valutazione relative al work-basedteaching e al work-basedlearning • Miglioramento dei curricula dei percorsi formativi relativi al settore manifatturiero attraverso una più specifica declinazione, valutazione e certificazione delle competenze in linea sia con le necessità del tessuto produttivo locale sia con le trasformazioni del settore in atto a livello internazionale. GO.TO.WORK.IN.EUROPE intends to increase the quality of work-based learning thought the definition of an innovative model, the ECLI model, (acronym of Expert, Classroom, Laboratory and Individual Experience). The model attempts to promote and create a systemic system composed by set of integrated pathways of WBLin cooperation with business and other stakeholders (industry associations, public and private organizations, chamber of commerce, etc.). The ECLI model aims to structure the experiences listed below: Expert: it represents the case of the expert who enters the classroom and helps students understanding specific production processes; Classroom: it is the casewhere classes have the opportunity to visit companies in order to have a better understanding of both production processes and professional profiles; Laboratory: it is the cases when the “company goes to school” and some production processes are reproduced and/or the case when companies provide schools with the access to their laboratories; Individual Experience: it represents the individual on-the-job experience undertaken by individual students. The project, lasting three years, involves countries where the dual system has not achieved high levels of development and implementation due to several reasons (cultural tradition, law, labour market, etc.). The ECLI modelinstead aims to create and develop an innovative model recognized at the transnational level, especially within the involved countries (Italy, Spain, Romania and Sweden). ECLI classes will be identified within the IVET institutions. The ECLI classes experienced the model in each different phase through a blended mobility, working on common projects. The project results are the following: • amodel of governancefor the implementation of a WBL approach in IVET institutes based on the cooperation between schools and enterprises; • the ECLI model as a integrated form of a WBL approach; • Increasing professional development of IVET teachers; • modernising VET by adapting to skillsneeds and integrating work basedlearning in the Manucaturing Sector.
Work-based learning (WBL) is a fundamental element of Vocational education and training (VET) that promotes the individual employability and increases economic competitiveness. The VET's mission is to encourage students to acquire knowledge, skills and competences essential for their working life and it is considered a main asset to increase life standards by EU. In Europe there are 3 main WBL modes: 1) the apprenticeship, known as the "dual system", in order to realize integration of companies as training providers together with education/training institutes; 2) On-the-job training periods in companies incorporated as an element of VET programmes leading to formal qualifications; 3) the alternation integrated into the school curriculum that allows a "real life” work environments simulation and presupposes a close collaboration with the labor market and local businesses. The last WBL model include a complex governance, involving schools and VET providers with the complicity of territorial stakeholders, in order to structure a training proposal "on the job". In Europe there are differentiated levels of integration according to the countries’ regulatory system: some Countries have an advanced stage, others are still struggling to improve new opportunities. The project aimed to enhance WBL standards in 3rd type of VET activities, integrated into the scholastic curricula, implementing an innovative and integrate model of different types of WBL experiences (ECLI): Expert, when experts go to school and helps students understanding specific production processes; Classroom, when classes visit companies in order to understand both production processes and professional profiles; Laboratory, when students learn in laboratories and/or companies’ laboratories; Individual Experience, when students have an on-the-job experience in a company. Its objective is to enhance WBL experiences already implemented by the partners and systematize them in order to achieve 3 learning outcomes: a) to define an effective governance between actors of education, training and labor market (IO#1); b) to define a shared ECLI model, apply it with students, validate it and implementing needed toolkits (IO#2); c) to train school staff about WBL management, tools and assessment; d) to enhance competences levels in the school curricula and VET courses through the definition, evaluation and certification of key competences adequate to national and international labor market; e) to disseminate ECLI model in a European perspective. The ECLI model, originally defined by Italian partner schools, is implemented in 4 Countries (Italy, Spain, Romania and Sweden) and integrates their WBL experience into a transnational dimension. For this reason, it was necessary to identify WBL transversal and common competences shared by the whole partnership (IO#3). The Project involved 7 schools from 4 Countries. Italy: IIS Marconi (Bergamo), ITIS Paleocapa (Bergamo), ITIS Rapisardi (Paternò); Sweden: ABB Industrigymnasium (Vasteras); Spain: C.I.P.F.P. (Valencia); Romania: Liceul Tehnologic "Mihai Viteazul" (Zalau), Colegiul Tehnic A. Papiu Ilarian (Zalau); 1 VET provider (Coordinator) Servizi Confindustria (Bergamo, Italy); 1 consultant agency Noviter srl (Milano, Italy). The following companies were deeply involved into the project: Tenaris Dalmine (Italy), Tenaris Silcotub (Romania), Michelin (Romania), ABB Dalmine (Italy), Dolfin (Italy), Confindustria Bergamo (Italy), ABB Sweden. The project lasted 36 months from September 2015 to August 2018. The main activities carried out are: - 5 International Meetings with partners: 3 days meeting each, 63 presences. - 1 Teachers training; 7 days in Bergamo (Italy), 24 presences. - 4 Mobility of VET learners: 7 days each, in Sweden, Italy and Romania, 55 students and 16 supporting teachers. - 5 Multi events lasting 1 day in each of the 4 partners’ Countries: 194 external presences (180 local and 14 international guests) - Project management: forecasted partnership’s activities were fully implemented - 3 Intellectual outputs finalized into the final report uploaded on the Erasmus Dissemination Platform The deviations from original project occurred only for 25 students and 1 additional teacher involved in the blended mobility. The dissemination outcome was wider than provided (see attached table). The Final Report aims to make available for all the VET stakeholders the innovative WBL model ECLI. The model was conceived, described, tested and validated by the project partners and its governance framework and implementation was disseminated through the Final Report, an educational toolkit composed by best practices for a WBL school-based program in a European perspective. In addition to the immediate impact of the project, achieved during the 36 months of dissemination, in the long run, the project forecast a wider diffusion of the ECLI model and its adoption by a greater number of operators in different European Countries.