Trainers’ professional development continues to be high on the EU policy agenda. In 2010 the Bruges communiqué invited Member States to invest in VET trainers by offering flexible training provision. Riga conclusions (2015) have put renewed emphasis on this, calling for more systematic approaches and better cooperation. According the EU policies, Countries should work together in identifying best practices and guiding principles with respect to changing competences and profiles of VET trainers, strengthening the anticipation of skills and competences development. According to the CEDEFOP briefing note “Professional development for VET teachers and trainers” (2016) it is essential that trainers have opportunities to develop and keep up to highest standards their technical competences, pedagogical skills and transversal competences e.g. digital, intercultural communication, co-shaping quick and flexible responses to emerging needs (e.g. the migrant crisis). These aspects that are relevant generally speaking are once more relevant for VET TRAINERS DEALING WITH MIGRANTS that, indeed, belong to a complex network of trainers coming from diverse sectors with heterogeneous Initial&Continuous Training, facing diverse types of learners: newly arrived migrants,2nd-generation migrants, asylum seekers, refugees, migrants with residency permit, with different duration of permanence, cultural background, learning behaviour, learning styles and training needs. In addition, they are involved in a deeply differentiate training delivery organization: diverse curricula, teaching tools, programs and hours, etc. employed as well in a very heterogeneous System of Training providers addressing migrants. The joint EC-OECD confirms that education&training are essential to the inclusion process. The central role of personal development, social inclusion, active citizenship represents the underpinning frame of EU strategy, with special reference to the set of key competences for lifelong learning. By 01.01.2016, the # of people living in the EU-28 who were citizens of non-member countries was 20.7 million, while the number of people living in the EU-28 who had been born outside of the EU was 35.1 million. Especially in Turkey due to irregular migration (official migrant population is 3,5 million by 02.2017 most of them; Syrian people), not only homeland VET trainers have been working for migrants but also migrated trainers are increasing; there is a clear need to increase their competencies and to support their Vocational&Educational learning, too. And there is no training of VET trainers system except language courses provided for migrant trainers. Online platforms are quite weak to interact&support their learning in EU. That is why VIEWS AIMS AT SUPPORTING PROFESSIONAL DEVELOPMENT OF EDUCATORS AND TRAINING PROFESSIONALS DEALING WITH MIGRANTS FACING EQUITY AND INCLUSION CHALLENGES IN LEARNING ENVIRONMENT to enable and promote participation of learners with disadvantaged background; strengthen learner centered approaches and learning personalization; support improved practices to cater for the needs of disadvantaged groups and to deal with differences in learning outcomes; experience new approaches to address social, ethnic, linguistic and cultural diversity. This is done by matching in a matrix (IO1) the trainers' profiles and the related map of competences with the learners' profiles and training needs, providing a (IO4) tool for self assessment of competences highlighting which ones need to be empowered in order to deal with the different typologies of migrant learners linked to (IO5) resources and indications supporting the empowerment of these competences and of the training profile, together with a (IO3) Open Educational Resources repertory to be used with migrants within a (IO2) Web open space allowing a wider social net working in a European perspective. In a TRANSNATIONAL PERSPECTIVE the Project, contributing to the European priorities and policies, doesn’t aim to structurally solve the highlighted fragmentations yet it can define a common reference framework, based on the European experiences and not only on national practices, allowing stakeholders to manage these fragmentations recomposing them at the level of collaboration, sharing, networking, integrating the available resources, practices and solutions in a EU perspective. The EU added value also relies on the opportunity to increase in turn common basis for exchanges and mobility of Trainers (at least) among the (participating) VET Organizations potentially offering common approaches to migrants who moves from a Country to another. Furthermore, being focused on the professional development of educators and training professionals dealing with learners with disadvantaged background, the expected results and intellectual outputs may be relevant for other fields of education.
The objectives of implementing the VIEWS project were multifaceted, aiming to address various needs and challenges in the field of vocational education and training (VET) for trainers dealing with migrants. Here are the primary objectives: 1. Enhance Professional Development: The project sought to support the professional growth of educators and training professionals working with migrants. By providing tailored training programs, resources, and tools, the project aimed to equip trainers with the necessary skills and competencies to effectively address the needs of migrant learners. 2. Promote Equity and Inclusion: A key objective was to foster equity and inclusion in the learning environment. The project aimed to empower trainers to create inclusive training programs that cater to the diverse backgrounds and needs of migrant learners, ensuring equal opportunities for all. 3. Strengthen Learner-Centered Approaches: The project aimed to promote learner-centered strategies and personalized instruction. Trainers were encouraged to adopt approaches that prioritize the individual needs and learning styles of migrant learners, facilitating their engagement and success in training programs. 4. Support Improved Practices: By identifying and disseminating best practices, the project aimed to support trainers in implementing improved methods for addressing the needs of migrant learners. This included strategies for addressing variations in learning outcomes and effectively managing cultural and linguistic diversity. 5. Facilitate Collaboration and Networking: The project aimed to create opportunities for collaboration and networking among VET trainers and professionals. By providing an open web space and promoting social networking, the project sought to facilitate knowledge sharing, peer learning, and collaboration among stakeholders. 6. Contribute to EU Priorities and Policies: By aligning with EU priorities and policies, the project aimed to contribute to broader efforts to promote social inclusion, active citizenship, and lifelong learning. It sought to support the implementation of EU policies related to vocational education, migration, and social integration. The overall goal of the VIEWS project was to support inclusive education practices for immigrant learners, improve the quality of VET programs, and empower trainers in order to facilitate the effective integration and engagement of these learners in society.
The project VIEWS aims to support the professional development of educators and training professionals dealing with migrants facing equity and inclusion challenges in the learning environment. This initiative is crucial due to several factors: 1. EU Policy Emphasis: Trainers' professional development is a high priority on the EU policy agenda, as highlighted in the Bruges communiqué and Riga conclusions. There is a renewed emphasis on systematic approaches and better cooperation in this area. 2. Changing Competences and Profiles: EU policies call for identifying best practices and guiding principles regarding the changing competences and profiles of VET trainers. With the migrant crisis and increasing diversity among learners, there is a need to anticipate and address evolving needs. 3. Heterogeneous Training Environment: Trainers dealing with migrants work in a complex network with diverse sectors, training needs, and learner profiles. They require support in adapting to diverse cultural backgrounds, learning behaviors, and training delivery methods. 4. Lack of Training Systems: In many countries, there is no formal training system for VET trainers working with migrants. Online platforms are limited in supporting their learning needs, especially in facilitating interaction and collaboration. 5. Growing Migrant Population: The significant number of migrants living in the EU, including those with non-EU citizenship and those born outside the EU, underscores the importance of inclusive education and training practices. 6. Need for Transnational Collaboration: While national practices vary, a common reference framework based on European experiences can help stakeholders manage fragmentation and collaborate more effectively at the EU level. Overall, the VIEWS initiative tackles the urgent need for training professionals and educators who deal with migrant learners to get support for their professional development. It seeks to improve their ability to support diversity, inclusiveness, and successful learning outcomes in a variety of educational settings by offering tools, resources, and advice.