So it was from the above background that we entered the project. Since we felt that our method of evaluation and feedback still lacked coherence, our aim was to arrive at a basic approach of which the principles are feasible and meaningful for all subjects and teachers in the school. Our Erasmus+ project is therefore part of a broader project on evaluation and feedback that we have recently started at school. There is a new position of pedagogical coordinator at school since this year. It was decided, from his position, to focus on evaluation and feedback this year. It is therefore natural that the pedagogical coordinator is closely involved in our Erasmus+ project. In line with this, we hoped to gain inspiration from innovative didactic methods, co-teaching and peer evaluation. For internships and workplace learning, we wanted to broaden our view and test the possibilities of foreign internships. How are internships organised in our partner schools? And is there a possibility for our students to do an internship abroad?
VTI Veurne is a STEM school offering science and technology education. There is a school-wide commitment to continuously monitor and improve the quality of education. The school always tries to closely follow pedagogical didactic developments and participates to the maximum extent in learning and training opportunities offered by external organisations. Hence, several good practice examples of innovative teaching methods and representative evaluation and feedback already exist within the school. We decided to enter this Erasmus+ programme because we felt that evaluation still remained insufficiently systematic. These were often systems that work fine for a particular subject or department, but are not easily transferable. The second part of our project is about workplace learning. For many of our students, a substantial part of their education consists of internships (depending on the department they are in). So we also engaged in this project with a wider interest in internship organisation.