Vocational education and training in Europe is currently undergoing changes and so are the roles of VET-leaders. The new focus - which is also supported by educational scientists - is on the accountability of learning outcomes and new approaches to teaching and learning. Reforms take place in the EU to improve the quality of education, and leadership is crucial for implementing changes in educational institutions. With participation of five European VET schools (Hungarian, Italian, Dutch, Finnish and Danish) the ambition of this project is to create transnational awareness and to stimulate debate and reflection on leadership for learning in VET. There is a need of transnational networking and the objectives of the project are: * Developing a transnational network between leaders in VET; * The exchange of practices; * Explore and describe different types of leadership-for-learning practices in VET by analyzing best practices; * Identify leadership skills among leaders and among teachers as classroom leaders; * Discuss visions for future leadership in VET. The aim of this project is to examine the question: How does best leadership practises appear and what are the critical mechanisms that makes best leadership? The methodology in this project will be inspired by the case study research method. How best leadership practises appear at each partner school will be examined through single case descriptions in text or in video. One case describing classroom management and one case describing pedagogical leadership. Both in the context of leading for learning. The agenda for each group meeting is to present and analyze the case/examples of best leadership practises through the following framework: - What are the distinctiveness of this case/example of leadership practice? (compared to the other partner countries) - What kind of leadership approach does this case represent? - How does this case on leadership practices empower the teacher to become a better classroom leader? - What kind of leadership skills and knowledge does this leadership practice require? - What kind of organizational routines, structure and processes does this leadership practise require ? - How does this case / leadership practice have impact on students learning? - How does this case / leadership practice shape the overall learning environment? Besides case studies, the transnational meetings will include half-day job shadowing, showing the practice of best leadership. The methods are chosen to be of a structure in which exchanges of transnational leadership practices can take place. The project activities will consist of six transnational meetings. A wiki will be available for all participants for sharing knowledge during the project. The project results will be materialized in a case study based guideline on best leadership practice with recommendations for the continued work with leadership for learning at the partner schools. Locally, the expected impact of the project in the short term will be an increased strategic focus on the daily pedagogical leadership on the participating schools. However, the outcome of the project is also expected to spread to other VET schools on a local, regional and national level as VET schools continuously focus on improving the students' skills and one of the methods could be increased focusing on pedagogical leadership on all levels. In the short term, it can be difficult to measure the direct impact on student learning but in the long term, all schools hope to benefit from improved student learning by means of better classroom leadership, better retention of students, committed teachers and pedagogical leaders dedicated to improve student learning.
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