Making European Union competitive, cohesive and resilient in the future means investing in people; in their education and training, their skills, their creativity, and their capacity to innovate. Changing and increasing skills demands and technological developments are posing considerable challenges as well as providing opportunities for innovative responses from VET systems. VET has a key role in providing skills and qualifications to enter the labour market and supporting re-skilling in a lifelong perspective to enable people to successfully manage career transitions. Moreover, VET provides a strong contribution to personal development in work and life and fosters democratic citizenship and European values. Professional development of vocational teachers is the key element for ensuring the quality and relevance of the vocational and technical education both in school and work based. Using the new technologies like as 3D print and prototyping in VET high schools will be strengthen the links between school education and labour market. There is not a developed curriculum for 3D print training modules for electric-electronic department to implement 3D modelling to engage young minds and increase speed & creativity in school lab. 3D printing technology is important to today’s VET students because they’ll be tomorrow’s employees. 3D printing is everywhere, impacting industries such as healthcare, aerospace, manufacturing and practically any other areas. However, adoption of the 3D printing technology is still relatively low for educational purpose. Despite potential benefits, there is not a unique teaching materials for the integration of 3D printing technology into the electric-electronic education in vocational high schools. With the expansion of the applications of 3D printing technology throughout electric-electronic industry, it is important that VET teachers start to increase design and technical skills required to harness this technology. VET, together with the overall education and training systems, will need to support the competitiveness and innovation of European economies. Development of skills anticipation is necessary by using updating curriculum accordingly for the effective learning according to the electrical-electronic sector demands and new technologies. Vocational teachers are essential to supporting skills development in the workforce. In industrialised countries, more than half of workforce is intermediate level workers and employees, who have learned a substantial part of their occupational skills and knowledge through the support of VET teachers from the domains of vocational education and training (Cedefop, 1998). Teachers’ role is changing as a result of new approaches to learning. With a growing attention to active learning, responsibilities are shifting from the VET teacher to the student, with the teacher becoming a facilitator of learning processes rather than a transmitter of expert knowledge. Self-directed learning is apparently a necessity for an increasing part of the population in changing societies. "3D print training modules for electric-electronic teachers in vocational high schools" project will develop a unique educational materials for the purpose of the professional 3D printing technology implementation in school atmosphere by VET teachers. It will be help VET teachers: - To provide visual materials in classroom, - To seize engagement of students, - To enhance hands-on learning with realistic models, The project will be developed the following intellectual outputs for electric-electronic teachers in vocational high schools. IO1: ECVET based knowledge and skills progression framework IO2: 3D print training module for electric-electronic course in vocational high schools IO3: 3D print training module online learning platform Main aim of the project is to develop ECVET based unique educational materials for up skilling and re-skilling of electric-electronic teachers in vocational high schools. Educational materials development process will be included four quality design principles for teaching. These are: 1. Competency-based system 2. Active ownership 3. Development of rigorous high level skills 4. Responsiveness Target group of the project are vocational high school teachers from Electric-Electronics department. There are 6 partners from 5 countries in the project partnership. 3 of them are vocational high schools (from Turkey, Italy and Romania), 2 educational NGOs (from Austria and Turkey) and 1 Science and Technology Park (from Lithuania).
The project partners developed 3 intellectual outputs for electric-electronic teachers in vocational high schools. IO1: ECVET based knowledge and skills progression framework IO2: 3D print training module for electric-electronic course in vocational high schools IO3: 3D print training module online learning platform The project's main aim was to develop ECVET-based educational resources for upskilling and reskilling electric-electronic teachers in vocational high schools. The educational resources development process included four quality design principles for teaching. These are: 1. Competency-based system 2. Active ownership 3. Development of rigorous high-level skills 4. Responsiveness The project's target group are vocational high school teachers from the Electric-Electronics department. The final beneficiaries of the project are: 1. Vocational high school teachers from different departments 2. Vocational college lecturers 3. Senior trainers from industrial organisations 4. Vocational high school students 5. Vocational college students 6. Other individual learners who practice DIY 3D printing technology
Structural changes induced by rapid technological developments, such as digitalization, automation, robotics, or artificial intelligence, continue to speed up the process of new jobs being created and others changing or even disappearing as well as trigger dynamic changes in skills requirements. Furthermore, mitigation of the effects of climate change requires appropriate technological developments (such as new environmental friendly 3D printing technology, sustainable energy consumption and production) and policy responses – including relevant vocational skills. With comprehensive education and training systems, VET needs to support the competitiveness and innovation of European economies. Developing skills anticipation is necessary by updating the curriculum for effective learning according to the electrical-electronic sector demands and new technologies. Vocational teachers are essential to supporting skills development in the workforce. In industrialized countries, more than half of the workforce are intermediate-level workers and employees who have learned a substantial part of their occupational skills and knowledge through the support of VET teachers from the domains of vocational education and training. Teachers' role is changing as a result of new approaches to learning. With growing attention to active learning, responsibilities are shifting from the VET teacher to the student. VET teachers become a facilitator of learning processes rather than a transmitter of expert knowledge. Self-directed learning is necessary for an increasing part of the population in changing societies. Teachers in modern vocational training systems are professional educators and critical change agents. Continuing innovation and development has become a core task of the experienced teacher. Teachers' professional expertise committed to change and modernization is also an essential source of knowledge for implementing national policies. A key question, therefore, is how to involve teachers actively in vocational training reform so that ownership is better translated into quality learning in the classroom and professional expertise from teaching and learning processes can guide system reform. The "3D print training modules for electric-electronic teachers in vocational high schools" project developed educational resources for professional 3D printing technology implementation in the school atmosphere by VET teachers. The project helped VET teachers: - To provide visual materials in the classroom - To seize the engagement of students - To enhance hands-on learning with realistic models