At a European level, international objectives for vocational education and training (VET) were highlighted in the Bruges communiqué to support the Europe 2020 strategy. Mobility and lifelong learning are key concepts in this strategy. Mobility indicators, especially in the field of vocational education and training are low in Europe. In 2015, Eurostat calculated that, on average 3.1% IVET learners (at ISCED level 3) travel as part of their learning experience. By 2020, the aim of the European Council is for at least 6% of all 18-34 year-olds, with a VET background, to be granted a learning experience abroad. According to the Cedefop Mobility Scoreboard that monitors VET mobility based on 14 key action areas, the average EU performance for 2017, in terms of ensuring quality for mobility, is considered unsatisfactory. The adoption of the European Credit System for Vocational Education and Training (ECVET) draws attention to the capacity of individual countries to facilitate a system to support and monitor progress in ECVET implentation. It is being increasingly recognised, that apart from system capacity, it is crucial that teachers have the knowledge and skills to promote learner mobility. This raises the issue of initial and continuing professional development for teachers. In order to promote successful learner mobility and greater progress in the adoptation of ECVET across Europe, we also have to address the professional development needs of VET teachers. It is increasingly recognised that teachers are an important key to unlocking the potential of ECVET and that they need special competences in order to support the mobility of learners. Special attention will be paid to learners with educational difficulties in order to support inclusive education in VET programs and in VET teacher education. The overall aim of the project is to make students and teachers better equipped to work in international environments, both at home and abroad. International mobility indicators in the European Union in the area of vocational education and training, are low. The project partners (University of Tartu (EE), Tartu Vocational Education Centre (EE), University of Applied Sciences in Jyvaskyla (FI), Vocational College Lappia, Tornio (FI), West Nottinghamshire College (UK), CESIE (IT) and Acta Center (RO) recognise the need to enhance international mobility in VET training programmes in their institutions. Within this context, we understand that the barriers to mobility are often related to VET institutions` teachers, who have limited experience and readiness to work with international partners. The Project provides a practical tool for VET institutions, which supports and encourages international cooperation and staff/student mobility. The two main objectives for the project are: Firstly, to create a functional and sustainable strategic partnership to facilitate the internationalisation of VET programmes. The strategic partnership is the main body that will work to implement the project successfully and generate real value for institutions, countries and the wider European community. The second objective is to create a specific tool for internationalisation, which is not currently available. We aim to generate a digital environment (hereinafter named Platform), which will provide support and practical help to VET institutions (as an Intellectual Output). This will be a multidimensional environment, designed to assist VET programmme teachers, trainers and students to develop their intercultural competences and reflection skills before, during and after a period of mobility. The platform will support international mobility, preparing and helping teachers and students through practical advice and the sharing of valuable learning experiences. The training module methodology will be based on a new approach to learning. This approach emphasises the significance of the learner’s own contributions to their learning process through initiative-taking and active involvement. This is the primary reason why we will be developing a flexible, interactive and engaging training module to enhance international mobility. We are going to apply the methodology of experiential and hands on learning. Project impact and longer term benefits: The MOBVET project will result in increased numbers of mobile VET teachers and learners in Erasmus+ Programme countries and will provide a high quality mobility experience through all stages of study abroad. By attracting, monitoring and evaluating mobility, the project will enhance the internationalisation process of VET programs and VET teacher education.
The purpose of MOBVET project was to support achievement of the objectives of the European education area. Those objectives are focused on developing a learning space, which is not hampered by national borders and there are no obstacles in recognition of international learning outcomes. According to the EU Council Recommendation on VET for sustainable competitiveness, social fairness and resilience (2020), all Member States are encouraged promote vocational education in an international context. At least 8% of learners at national VET institutions should benefit from a learning mobility in abroad and their studies should be recognized internationally. In order to promote learners` mobility, not only students should be addressed, but also the VET teachers. We identified that the barriers of international mobility are often related to VET teachers, who have limited experience and readiness to work in intercultural environment. Therefore, teachers are the key factor unlocking the potential of learning abroad. The project partners, representing seven different institutions (VET training providers, universities, NGOs and educational organizations), recognized the need to enhance international mobility in VET training programs in their countries and institutions. Within that context, the overall aim of the project was generating a supporting instrument (MOBVET platform) for students and teachers to prepare them to study and work at the international learning environment. The Project provided a practical tool for VET institutions, which supports and encourages international cooperation and staff/student mobility. The project had two main objectives. First, to create a functional and sustainable strategic partnership to achieve common goals of internationalization of VET learning programs. Second, to create a specific tool for internationalization (a learning platform), which is designed to assist VET program teachers, trainers and students. The platform allows develop their intercultural competences and reflect their skills before, during and after a period of mobility. During the project MOBVET learning platform was designed, which is ready-made and open for use. The platform includes Study Module and Country Module with accompanying materials and instructions to cover all stages of mobility. The methodology used emphasized the significance of the learner’s own contributions to their learning process through active involvement, critical thinking and reflection. The platform was piloted in all participating countries with groups of VET students, teachers, teacher students and experts (study abroad program coordinators). Learning outcomes were defined and validated through the piloting in all partner countries. Based on the rich feedback received, the platform was improved to be more functional, informative and attractive for potential learners. The main outputs of the project were digital platform and specific instruments (e-learning tools) to promote high quality mobility and international dimension of VET programs. The COVID-19 situation also brought the need to rethink internationalization strategies and action plans. The keywords of the „new reality“, such as multichannel working and experimental agility became relevant for the MOBVET project. The project accumulated the best practices of the partner countries in introducing systemic approach for developing practical solutions to support VET teachers and trainers competences to promote internationalization and change in mindset. The outcomes of the project are sustainable in the long term, as the MOBVET platform has become an important part of the Erasmus mobility preparation in our partner institutions. The Study Module of platform is integrated into a VET teacher education curriculum in terms of mobility window. The MOBVET platform is open to all other institutions who are interested in adapting it for its own curriculum or for mobility preparation and support. In the long term, the project will result in an increasing number of mobile VET teachers and learners in Erasmus+ Program countries and provision of high quality mobility through all stages of study abroad.