The coronavirus pandemic (COVID-19) has radically changed our lifestyle. The pandemic could be considered as a new crisis that affects seriously a variety of aspects of both our lives and work. Most of the European countries suffered the dramatically consequences of COVID-19, such as Italy, Spain, UK, Belgium. Hiring almost ceased, layoffs increased, and teleworking became a very common alternative. COVID-19 seems to be introducing changes in the employment reality that will last. It is a surprise, that the former resistance which existed to this digital change, suddenly evaporates. What organizations resisted for a decade is now core to survival and innovation. This digital mindset will persist. We constantly see people who are working from home as it starts to be the “new normal”. In the backdrop of recent COVID-19, VET across the EU has had the opportunity to experience online mode of learning. RESTART VET proposal attempts to find out the e-readiness of VET teachers for transition to online learning along with their views on this mode of learning transaction. Such a situation necessitated VET teachers to acquaint themselves with online learning tools and skills. Based on this, access to different resources is needed as well as a significant and accelerated digital transformation that will support and assist vocational teachers to deal with the new work situations. The ultimate goal of RESTART VET is to encourage a ‘digitalized centered’ approach, also considering a human-based needs model of vocational education area, as it is considered as vital to know the VET teachers readiness and views about their online learning experience. Main Objectives: •Develop digital competencies for VET teachers, also assist them with educational and pedagogical skills by offering new knowledge and tools •Encourage and boost confidence of VET teachers in using various digital tools and resources •Increase the pool of work based on learning opportunities for VET teachers •Promote digital upskilling and/or reskilling of VET teachers as a priority in EU and enhance the proactive behaviors within educational process •Support VET teachers by providing digital tools and technological material, encouraging and upgrading their existing knowledge •Encourage VET teachers with mental health services to enhance and maintain their positive well-being At least 30 VET teachers per country will be involved in the project’s activities such as Vocational Trainers, Teachers, Advisors, Educators and Trainers for VET teachers and more. ACTIVITIES O1-A digital competence map describing the profile of VET teachers and trainers on digital skills O2-Training curriculum for VET teachers and trainers on e-learning methods and provided digital techniques O3-Design and development of the online training course “Up-skilling & re-skilling digital pathways” for VET teachers/trainers O4-“RESTART VET” Toolkit with practices on management of distance learning skills, teleworkability and staying mentally positive RESEARCH Project partners will compile an analysis report based both on the existing literature and European standards (ECVET and EQF), creating a list of digital skills needed in today’s education that will help VET teachers across Europe to upgrade them, also being active and present in work and social life. Partners will design and develop a course referring to the up-skilling and/or re-skilling VET teachers’ digital skills, required to be clarified and determined after the outbreak of COVID-19. All relevant findings will be included in the “RESTART VET” Toolkit. PILOTING & EVALUATION A minimum number of 30 VET teachers etc. will be included in the piloting activities, completing the online training course. Afterwards, life coaches and educators for VET trainers will guide learners by aiding in development and management of digital skills and conservation of positive mentality. The piloting activities will include: 1. Introductive face-to-face (or via webinar) lesson (to introduce learners at the online platform) 2. Execute the online training course in a friendly based online platform 3. After completion training guidance based on their piloting results and assessment tests EXPLOITATION: the main tools that will be used for ensuring the wide recognition of the project’s results are the e-learning platform and the “RESTART VET” Toolkit for VET teachers, ensuring: 1) availability and sustainability of the project’s results 2) the highest possible level of transferability of the tools and materials developed within the project RESULTS & IMPACT As an overall result, RESTART VET will contribute with an innovative approach to encourage the development of digital skills of VET teachers in times of pandemic and provide useful guidelines, methods and tools for both supporting them with digitally tech-based pedagogical approaches for educational programs and activities and also playing an active role to conserving positive well-being and emotions.
The RESTART VET project aimed to achieve several objectives, including developing digital competencies and pedagogical skills for VET teachers, boosting their confidence in using digital tools, and promoting digital upskilling and/or reskilling. The project also sought to increase the pool of work-based learning opportunities for VET teachers and provide them with digital tools and technological materials, as well as mental health services. By creating an online training course with interactive resources to support VET teachers and a Toolkit with practices on distance learning, teleworkability, and maintaining positive well-being. The project also aimed to acquire knowledge on effective e-learning methodologies and shared good practices on core competencies required for VET. Additionally, the project has set up an innovative and pedagogical training approach for VET. The project involved seven countries, and aimed to highlight diverse approaches, impacts, and results from the project's materials and intellectual outputs in different national contexts. Ultimately, the project aimed to encourage a digital-centered approach and enhance proactive behaviors in the educational process while preserving positive well-being and emotions. Therefore, the main objectives of the RESTART VET project were to: -Upgrade and innovate existing training tools and programs for VET teachers -Develop the ICT and digital skills for VET teachers that the research identifies as needed -Bridge the gap in digital competences by providing a training curriculum for VET teachers on e-learning methods and provided digital techniques -Increase professional preparation and provide higher quality human-oriented skills in VET -Empower and increase life quality for VET teachers and value creation and flexibility in working life -Develop a Toolkit with practices on management of distance learning skills, teleworkability and staying mentally positive -Acquire knowledge on effective e-learning methodologies and to carry out virtual evaluation -Share good practices on the core and proper competences required in VET -Set up an innovative and pedagogical training approach for VET
The COVID-19 pandemic has had a significant impact on various aspects of our lives and work, with most European countries experiencing drastic consequences. This crisis is introducing changes to the employment reality that are likely to persist, with organizations now embracing digital change that they previously resisted. Working from home is becoming the new normal, and vocational education and training (VET) across the EU has had the opportunity to explore online learning modes. The EU countries have always prioritized updating the knowledge, digital skills, and other competences of VET teachers and trainers. Although the pedagogical competences of VET school teachers are generally considered adequate, most countries point to a growing need for VET teachers to keep up with the realities of industry and changing labor market needs. Digital delivery has become the norm during the pandemic, offering flexibility in terms of time and place. The RESTART VET project had been set a main aim to create an online training course and a toolkit with practices to support VET teachers in education, provide tips and guidelines for increasing well-being, and cope with the work overload caused by the distant educational process. Parallel to this, it had been always a priority for EU countries that VET teachers and trainers should update their knowledge, digital skills and other competences. Some had even included professional development in their strategic priorities, while the pedagogical competences of VET school teachers were generally considered adequate, most countries point to a growing need for VET teachers to keep up with the realities of industry and changing labor market needs. This included countries with well-established apprenticeship systems such as Turkey and UK. Some countries launched projects or established provisions for VET teacher work placements in companies. It could be easily understood that during the pandemic, digital delivery, which allowed offering professional learning opportunities online for VET trainers, become the norm. Although this approach offered flexibility in terms of time and place, and during the health crisis it had been the only possibility; it was a novelty with unknown effects. In these circumstances, the purpose of RESTART VET project was multifold. In particular, it aimed to create an online training course with interactive materials, tools and resources for supporting VET teachers in education as well as the “RESTART VET Toolkit” with practices on management of distance learning skills, teleworkability and staying mentally positive providing necessary tips and guidelines for increasing well-being, and cope with the possible work overload that is caused by the distant educational process.