This project"Project Based Learning Applications in VET" is prepared in order to increase the pedagogical competencies of VET teachers and students (14-19 years old) for project-based learning, to ensure their integration into learning processes and thus to contribute to increasing the employability of students. With this project, it is aimed that teachers develop vocational competencies and integrate them into educational processes as well as the students. The project is planned for 24 months with 6 partner schools including the coordinator school;2 Turkish,1 Spanish,1 Polish,1 Greek and 1 Italian vocational type of high schools and Vet provider to exchange best practices in vocational education.In 24 months process of the project we plan to meet in every 4-5 months according to the project There will be 1 TPM and 4 LTTs during the project time.The project's target groups are the VET students and teachers in partner organizations. November 2020 there will be the first TPM in Greece,in February 2021 1st LTT inPoland,2nd LTT in May 2021 in Spain, 3rd LTT in October 2021 in Italy and the 4th LTT in May 2022 in Turkey.Apart from face to face meetings internationally there will be Skype meetings online in every 3 months especially before mobilities. Who will participate;At TPM project's main ideas,schedule,budget,administration,communication,dissemination and tasks will be discussed so there will be 1 contact person and 1 administor of the partners in this meeting. And for LTTs ,both teachers and students will participate.The teachers will be from vocational branches and the students will be from 10th and 11th classes.For each LTT 2 teachers and 4 students will participate from each school.The selection criterias are stated in relevant topic. Where will it take place?1st Tpm will take place in Greece at the beginning of the project in November 2020.Then 1st LTT will be in Poland in February 2021,2nd LTT will be in Spain in May 2021 ,3rd LTT in Italy in October 2021 and the last one will be in Turkey in May 2022 (in cooperation with 2 Turkish school) .The duration of TPM will be 3 days (not including travel) and LTTs will last for 5 days (not including travel) . The goals; During local activities and learning and training activities our main aim is"exchange of good practices by experiencing Project Based Learning activities in VET" So the meetings,workshops,transnational activities,exhibitions,conference,dissemination and all other activities will be done to serve this aim.By this way; -we will see other countries' vocational education systems,curriculums,PBL workshops and how to apply it in lessons sustainably. -As for the multiplier effect,each partner school will improve the school development,profile of the students,quality of the lessons and competences of both teachers and teachers. -establish link between partner countries, -know other methodologies connected with PBL, -implement team work abilities, -improve communication skills, -improve School Development, -create new lesson plans, -go beyond the routines, -make learning environemens more effective and fun, -come of fears of going abroad and speaking Englishlearn from aech other, -add a value to the project idea share our experiences and practices. Expected impact on the participants;During the project process there will be local activities,1 TPM and 4 LTTs in which the students,the teachers and the administrators will participate.TPM will be for contact persons and administrators,LTT s will be for the teachers and students.So the mainly experienced and impacted group is the participants.These participants also will be in monitoring,evaluation and dissemination processes.At first sight all partners are expected to form a group of participants.These group of participants will have Project Based Learning training,choose subjects from curriculums according to their vocational branches and create lesson plans before the mobilities.And at the LTTs they will perform these lesson plans in workshops to experience the PBL applications. At first sight ,all partner schools will do information meetings to the school community and the families.After that,the project will be announced via school web sites,social media accounts,local news and the partners will brief local education authorities.Each school will prepare a dissemination plan locally.At schools ,there will be Erasmus+ project corners introducing the project and the activities ,these corners will be renewed after each mobility. During the first TPM and all LTTs,the host partner will organize local activities and inform media to make the activities news on newspapers and on TV channels.All activity photos and videos will be announced on school web sites.And the host school will prepare a "meeting report" to be gathered at the end.E-Twinning Portal will be a powerful tool to keep and disseminate our project. The PBL lesson plans will be integrated in curriculums as much as possible.
PBL is an interdisciplinary approach. The learner accesses the information he / she needs using scientific research methods. It actively uses this information and technology to solve the given problem. Converts to product. Thus, students' problem solving, communication, entrepreneurship, self-management, technology and information literacy skills developed. The planned activities contributed so many pedagocical areas and have effects on both teachers and students. The results had impacts on target groups during and after the project completion. During the project time the goals achieved; During local activities and learning and training activities our main aim was "exchange of good practices by experiencing Project Based Learning activities in VET" So the meetings ,workshops, transnational activities, exhibitions, conference, dissemination and all other activities were done to serve this aim. By this way; -we saw other countries' vocational education systems, curriculums ,PBL workshops and how to apply it in lessons sustainably. 1-Professional knowledge and skills of teachers increased in their fields. 2-Teachers' pedagogical competencies associated with Project Based Learning increased. 3- Foreign language skills of teachers increased. 4- With the sharing of good practices, the quality of vocational training offered by each partner institution increased. 5- Students' basic professional skills improved. 6- Students' soft skills (problem solving skills, communication, creativity, entrepreneurship and self-management, technology and information literacy etc.) developed. 7- Students' foreign language skills improved. On its completion the partner schools ,the target groups and participants ; 1-shared, developed and transferred the best practices 2- Carried out activities to share learning activities, practices and good practices in order for the project to give qualified results 3- Implemented a structured training program for teams consisting of at least 3 people from each partner institution 4- Made PBL applications for different courses by each partner institution with learning activity and current experiences 5-Made presentations about teachers' experiences related to the application process, students make presentations of the project results 6-Shared experiences and good practice examples. 7- Increased teachers' professional capacity 8-Laerned other countries' vocational education systems,curriculums,PBL workshops and how to apply it in lessons sustainably. 9-As for the multiplier effect,each partner school improved the school development,profile of the students,quality of the lessons and competences of both teachers and teachers. -As for the multiplier effect,each partner school improved the school development,profile of the students,quality of the lessons and competences of both teachers and teachers. -established link between partner countries, -learned other methodologies connected with PBL, -implemented team work abilities, -improved communication skills, -improved School Development, -created new lesson plans, -went beyond the routines, -made learning environements more effective and fun, -came of fears of going abroad and speaking Englishlearn from aech other, -added a value to the project idea -shared our experiences and practices.
This project "Project Based Learning Applications in VET" was prepared in order to increase the pedagogical competencies of VET teachers and students (14-19 years old) for project based learning, to ensure their integration into learning processes and thus to contribute to increasing the employability of students. With this project, it was aimed that teachers develop vocational competencies and integrate them into educational processes as well as the students. The project was planned for 24 months with 6 partners collaboration from Turkey ,Poland, Greece, Italy and Spain to exchange best practices in vocational education. There were 1 TPM and 4 LTTs during the project time. The project's target groups were the VET students and teachers in partner organizations. Why did we apply for such a project? The report titled "VOCATIONAL EDUCATION AND TRAINING AFTER 2020" prepared by the European Commission's Vocational Education Advisory Committee in 2018, "structural changes caused by rapid technological developments such as digitalization, automation, robotics or artificial intelligence and developing consumer demands, creating new jobs and changing others continue to accelerate the process of loss or loss and trigger dynamic changes in skill requirements, and policy responses, including appropriate technological advances (such as new environmentally friendly technologies, sustainable energy consumption and production) and related professional skills are needed to mitigate the effects of climate change. time is at the forefront of economic cycles that have an impact on skill needs" This finding reveals that individuals should update their skills and competencies according to changing situations and facts. The most important issue that negatively affects employability is skill mismatch. Skill mismatch is when the individual's existing skills are far from meeting the expectations of the labor market. In fact, this situation may be underqualification or skill obsolescence, both of which are the results of formal vocational education. skills, communication, creativity, entrepreneurship and self-management, technology and information literacy, etc.) were emphasized. The needs we have addressed; In improving vocational education teachers' qualifications, it is important to increase their field competencies in general. However, the researches show how important their pedagogical development is. Increasing learners' problem solving, creativity, entrepreneurship, self-management, technology and information literacy skills is possible by teachers developing new learning-teaching approaches rather than traditional approaches. Thomas Markham (2011) describes project-based learning (PBL) as follows: "PBL integrates knowing and doing. Students learn the knowledge and elements of the core curriculum,as well as apply what they know to solve everyday problems and produce significant results. Digital to produce high quality, collaborative products They utilize tools. PBL is focused on the student, not on the curriculum. It is an approach that the global world entails rewards intangible assets such as creativity, empathy and resilience. It cannot be taught from the textbook but can be activated through experience. " In a general view the project achieved all mobilities ,local activities ,lesson plans ,PBL based lessons and dissemination activities successfully. Apart from the Greek partner there has been a communicative and collaborative partnership .Also it is decided to apply for a new project to continue PBL activities on an online platform.