Guide for creation of transferable learning
modules/courses/units, integration of learning outcomes from abroad or distance
learning experiences into main path, VET schools
internationalization
(Project code 2021 -1-RO01-KA220-VET-000032924)
Índice
Principles and values that guide educational action:
EQAVET Goals and
Indicators at EPRALIMA
Strategic Objectives of
Intervention for the triennium 2019/2022
Quality Monitoring and
Evaluation of the Internationalization Strategy
From the
Vocational School of the Interior of Alto Lima to the constitution of the
Vocational School of Alto Lima
Historical
Summary
“The
place we belong to represents an essential attitude in life. Therefore, it is
our responsibility to be the protagonists of a periphery region, since our will
is a reflex of several anonymous desires, in which this role is accepted at a pluridimensional level. From dream to dream, project to
project we are trying to win the battle of modernization.”
The
municipalities of Arcos de Valdevez,
Melgaço and Paredes de Coura,
extended by a wide area in the interior of the Alto Minho region, are
characterized by a variety of beauty. Its unique landscape unfolds through
fresh and green fields with streams and extensive mountain’s, a delimiting
element of the horizon. In this bucolic aspect – rural and integrated in the
National Park of Peneda- Gerês
– the population is driven by ancient traditions, suffering the difficulties of
the periphery and interior regions, which provoked a high rate of emigration in
the 60’s and 70’s.
In
this region, deeply marked by its interior, with difficult accesses and weak
resources, the population gradually moved to other districts and foreign
countries, which resulted in a systematic exodus, leaving this territory even
more deserted.
The
lack of appropriate national policies, particularly those regarding the
educational system and course options, didn’t provide youths with suitable
choices, or those required for the development of these municipalities: Arcos de Valdevez, Ponte da
Barca, Melgaço and Paredes de Coura.
On the
other hand, the integration of Portugal in the European Community contributed
towards the development of this isolated area, through incentives created under
the global support programme. Thus, due to the existence of structural funds,
all the socio- economic aspects evolved slowly, through new horizons, exposing
the huge lack of qualified labour.
Therefore,
after the identification of needs, list of structural problems and perspective
of developmental strategies, a generic programme was constituted which tends to
diminish the boundaries of modernization.
Defined
as priority goals, are those which target new generations, focusing the
implementation of viable local structure that develops a process of demographic
placement.
The
paradigmatic model of Vocational Schools supported in articulation with the
State/Civil society, followed directional objectives for local development
consolidating modern models of training, enhancers of the technicians required
for local development.
The
passage from the hoe to the computer and then to the competitive market, forces
a revolution of mentalities, as well as, the acquisition of new behaviours and
skills. The economic development of the region passes through a new analysis of
the system regarding concepts and models, which assumes the coverage of the
following training areas:
Administration,
Services and Commerce; Agro-Food and Aquatic
Production; Environment and Natural Resources; Civil Construction; Electricity
and Electronics; Hospitality and Tourism; Information, Communication and
Documentation; Metalworking. Cultural Heritage and Artistic Production. These
training areas enhance local needs in reference to the strategic investment of
human resources for the development of an isolated area.
We
consider ourselves recipients of a programme that encourages our country’s
interior regions, in a moment where residents battle
for development, a fight against desertion, in favour of a natural balance.
There
will be no relation between man/environment, community/region if we are not
capable of ensuring a strategic strategy needed for the placement of our youth
population. In life, everything should be done with love, humour and passion.
Epralima arose as a public
interest cooperative with limited responsibility, composed of the following
institutions: Municipalities of Arcos de Valdevez and Ponte da Barca, Arcuense
Heritage Study Group, Frei Agostinho da Cruz e Diogo Bernardes Cultural Centre, Commercial and Industrial
Association of Arcos de Valdevez
and Ponte da Barca, and the Mutual Agricultural Credit Bank of do Alto Minho.
As a local development agent, Epralima standardized the conquest of the following goals:
-
Placement of the juvenile and adult population pertaining to the
school’s intervening area;
-
Decrease the ratio of school dropouts and unsuccessfulness;
-
Appreciation
of
endogenous potential;
-
Revitalization of the social structure taking into account equal
opportunities;
- Optimization of endogenous resources.
Thus, Epralima has been guiding its
development according to the following strategies:
-
Prepare youths and adults towards the exercise of a qualified
profession;
-
Develop mechanisms in which Epralima and the
local economic, professional and cultural institutions and associations can
create better relationships;
-
Provide trainees with professional experience and contact with the
labour market, preparing them for an adequate socio-economic insertion;
-
Promote in conjunction with other local agents and institutions, the
accomplishment of a training project for qualified human resources that
responds to the developmental needs integrated in the country, particularly at
the regional and local levels;
-
Provide students with a general, scientific and technological training,
solid enough to prepare them for the workforce and to later continue their
studies, particularly through the following training modalities;
Vocational courses:
o Specialized Technological or
Artistic Courses;
o Vocational courses aimed at
students, which have completed the second cycle of primary education and
demonstrate skills and preferences in the artistic field, which leads to the
conclusion of primary education, as well as a skills certification – level II;
o Primary or secondary night courses
which include a skills certification – level II or III;
o Training courses at night for
working individuals who intend to raise their level of professional
qualifications or are determined to refresh their knowledge through training
and retraining;
o Programmes to support youth
integration in the labour market who graduated from elementary school or high
school (regular or vocational);
o Other professional training
initiatives, as long as they contain an adequate educational dimension, namely
through the socio-cultural training component, and which results from the
adaptation of vocational courses’ curricular plans to the characteristics,
needs and potentialities of the socio-economic environment;
o Courses of a vocational nature that
allow the conclusion of primary education and grant a diploma, as well as, a
skills certification – level II.
Towards
a sustainable Europe by 2030, social investment must remain a key priority in
education, training and lifelong learning, working conditions, health care and
long-term care, social inclusion and minority rights, gender equality, rural
development. (Source: Reflection Paper for a Sustainable Europe by 2030,
European Commission)
With
an eye on the future, and aware of the need to adapt to the new paradigms of
the teaching and learning process, EPRALIMA has adapted its project to the
needs of young people of the twenty-first century and to what is recommended
for the current school at European level.
The
development of Community Projects and participation in Erasmus programmes
fulfils the treatment of the European Dimension of Education and the
development of a European Citizenship, contributing to the knowledge and
involvement of students in the project of European construction, encouraging
their participation and promoting identification with European values. The aim
is to promote a better knowledge of Europe and the European Union, in particular
its institutions, its cultural and natural heritage and the challenges facing
contemporary Europe.
The
preservation of European citizenship values requires an integrative
approach that values the promotion of language learning and linguistic diversity,
the incorporation of the binomial culture and education as a transversal
dimension, the promotion of active European citizenship, respect for democracy
and human rights, as well as the fight against all forms of exclusion. To this
end, the use of funding
and development of European projects has proved to be fundamental to increase the
development of personal and social skills that provide the aptitude for
intercultural dialogue.
This
finding has been verified in the conclusions of the successive evaluations of
the mobility projects that Epralima has implemented
consecutively since 1999. In this regard, it should be noted that the
evaluation of those who have benefited from a European experience clearly
endorses the importance of this type of initiative for the development of
intercultural competences, for the active spirit in favour of European
citizenship, tolerance for other peoples and cultures and the development of
language skills, even going beyond the valorization
of the development of competences related to the technical and professional
components that for inherently are
intertwined with this type of initiative. It is interesting to note that in the
opinion of most young people, the initial resistance and fears to carry out a
transnational experience is deconstructed when they carry out a learning
experience abroad, particularly when they are confronted with different
cultures and when they establish a closer relationship with other peoples. It
can even be said that Europe, which until then was a distant and abstract
reality, is now, in the perception of young people, an integral part of their
life and vision of the present and the future, supported by values of
tolerance, openness to dialogue, inclusion, respect for human rights and
diversity, inclusion.
On the
other hand, students acquire a multipurpose vision and posture on the
development prospects of their professional area, which may open up the range
even more in choosing their future job. These are the main catalysts that drive
the transition to working life, as well as their future performance as
professionals.
Increasingly,
Epralima has acquired higher quality in the
intervention developed, the result of permanent experimentation, transfer and
dissemination of innovations, having generated a multiplier effect and an
excellent instrument for increasing the "Europeanization" of the
school. Some evidence is listed below:
Epralima has created
international cooperation ties with various entities, adding up to more than
200 partnerships created within the framework of Erasmus projects;
Since
1999, Epralima has placed young people/adults in
international internships within the framework of the previous mobility actions
of the Leonardo da Vinci Programme;
There
has been a gradual growth in the reception of VET learners and staff from
several countries: Lithuania, Italy, the United Kingdom, Germany, Romania,
Macedonia, France, which have resulted in higher value-added internships with
companies in the region.
• All those who have benefited from
European mobility for learning purposes, have obtained the certification of
their competences, namely through the Training Passport and subsequently the Europass – Mobility;
• Through participation in mobility
projects, young people were confronted for the first time with European tools
for recording their competences, all of whom developed the Europass
CV in English and underwent the self-assessment process for the preparation of
the language passport.
• Expanded employment opportunities for
those who benefited from these initiatives, as evidenced by the satisfactory
employability rates obtained by the school's students.
• The visibility of Epralima
has increased among the surrounding community, having generated, year after
year, an escalation in the number of community initiatives developed;
• The procedures for planning, managing
and evaluating and recognising learning outcomes have improved substantially,
as a result of the experience and capacity installed at the level of
international cooperation practices, and in the innovation in the work
processes of the participating institutions, achieved through the development
of networks and partnerships.
The
institution defines as its mission
- To
train intermediate technicians, in which the "knowing", "knowing
how to do", "knowing how to be", "knowing how to be"
and "knowing how to live together" are privileged, in order to form
supportive, active, informed, and creative, innovative citizens, prepared for a
European citizenship and for the new challenges of the knowledge society and
the industrial revolution, and that can settle, also, at local level and
contribute as an added value in their respective areas of intervention.
It is
also the mission of the institution to qualify young people and adults, with
rigor, demand, innovation and professionalism, prepared for a labour market
increasingly competitive, rigorous, global and constantly changing, assuming
themselves as full citizens, critical and intervening in a democratic society,
modern and developed.
The
institution also assumes as its mission to contribute to the continuous
training of active and strengthen the links between school education and
vocational training.
Principles and Values
The
values that guide us are framed within a humanistic-based profile, taking into
account a society centered on the person and on human
dignity as fundamental values.
The
principles and values that guide our educational action are embodied in the
Profile of Students Leaving Compulsory Schooling and in the Profile of Students
Leaving Compulsory Schooling.
Principles and values that
guide educational action:
Responsibility and integrity;
Participation, cooperation and teamwork;
Autonomy and personal development;
Personal relationships and citizenship;
Curiosity, reflection and innovation;
Critical and creative thinking;
Inclusion and Sustainability;
Citizenship and Participation;
Critical Thinking and Creative Thinking;
Interpersonal Relationship;
Personal Development and Autonomy.
Characterization of the geographical area of coverage
The prospective diagnosis of the socio-economic
and cultural reality of the geographical area of coverage resulted from a set
of analyses prepared on the themes of economic, social and cultural development
and allowed to identify the main strengths and weaknesses, as well as
bottlenecks and potential that may influence its future development. Basic information
from various sources was used, such as Thematic Operational Programs, Regional
Operational Programs, Sectoral Strategic Plans, Statistical Data, Regional
Development Plans, Social Network Diagnoses, statistical data, and Municipal
Strategic Plans.
The population is an essential
element of characterization of a society, so it is necessary to understand the
movements in order to make possible the economic, social and cultural planning
of a given territory. In this context, it was sought, within this thematic
area, to present and analyze a set of statistical
data, characterizing the demographic situation of the municipalities, namely,
resident population by sex and age group, population density; aging index;
dependency index; effective growth rate; gross birth and death rate and natural
growth rate.
EQAVET
Goals and Indicators at EPRALIMA
Table 1 specifies the main EQAVET indicators monitored
by EPRALIMA and the targets it has set.
Table 1: Main EQAVET indicators monitored in EPRALIMA
and targets to be achieved.
|
EQAVET INDICATORS |
GOALS |
|
|
VET course completion rate (EQAVET indicator No. 4) a) Percentage of learners completing initial VET courses (i.e. obtaining a qualification) compared to the total
number of learners entering these courses. |
VET course completion rate |
≥ 75% |
|
Placement rate after VET course completion (EQAVET indicator No. 5) a) Proportion of learners who complete a VET course and who are on
the labour market, in training (including higher education) or other
destinations, within 12-36 months of completing the course. |
Job placement rate |
≥ 50% |
|
Continuing education rate |
≥ 10% |
|
|
Use of
acquired skills in the workplace (EQAVET indicator No. 6) a) percentage of learners completing a VET course who are working in
professions directly related to the course/training area they have completed.
|
Rate of graduates in
related and unrelated professions |
≥ 50% |
|
Rate of graduates in
professions related to the training area of the course |
≥ 25% |
|
|
Rate of graduates in
professions not related to the area of training of the course |
≤ 25% |
|
|
Use of
acquired skills in the workplace (EQAVET indicator No. 6) b) Percentage of employers who are satisfied with learners who have
completed a VET course. |
Rate of graduates
evaluated by employers |
≥ 30% |
|
Average satisfaction of employers |
≥ 3.00 on a
scale of 5 values |
|
|
Satisfaction of
employers of graduates working in the training area of the course |
≥ 3.00 values
on a scale of 5 values |
|
|
Satisfaction of
employers of graduates working outside the training area of the course |
≥ 3.00 values
on a scale of 5 values |
|
|
|
|
|
Components of a Learning Outcomes Unit
A unit of
learning outcomes should consist of the following components:
·
Title of the Qualification to which the Unit relates
·
EQF level
·
Unit title
The Unit title should be as short as possible and
should reflect the relevance of the Learning Outcomes to the Labour Market. The
title should reflect the learning outcomes contained in the unit overall and
not focus on just one part of them.
Ø Key Tasks
The key tasks are
the main technical tasks that the student has to perform in order to
obtain/achieve a given set of outputs/outcomes.
Each key task is expressed in a simple, short and
objective statement that must begin with the active verb indicating the key
task that the student has to perform, conjugated in the infinitive.
Ø Knowledge
Knowledge is the
theoretical and/or factual body of facts, principles, theories and practices
that are related to an area of work or study.
Knowledge is described in terms of what the learner
knows and understands.
Ø
Competences
A Competency is
considered the proven ability to use knowledge, skills and personal, social
and/or methodological abilities in situations of academic life or for personal
and professional development.
Competences are
described in terms of what the student does, applying knowledge, skills and
proven abilities: attitudes, personal, social and methodological skills.
Ø Performance
Criteria
Performance
Criteria are the quality requirements associated with performance and the
quality criteria that ensure that the individual acts competently (quality
required for achievements).
Performance
criteria are specifically linked to each key task and its associated set of
knowledge, skills and competencies.
Performance criteria are measurable, observable and
provide important qualitative information about expected performance.
Ø Outputs / Results
Outputs are the
observable results, the products obtained or the evidence.
Outputs are
directly associated with the key tasks and performance criteria and are the
observable outcome of the performance.
Outputs are
described in a clear, objective and summarised way, expressing the evidence or
professional outcomes that are core to a particular qualification.
Ø Code (if applicable)
The Unit title
should contain the national code that is used in the national qualifications
system (if applicable).
In cases where
the reformulation work on the qualification has involved reformulating the
existing unit description to a focus on learning process outcomes, rather than
the existing description focusing on inputs to the learning process, but
without any change to the learning process outcomes that would be achieved for
a learner(s) with a successful assessment, the existing code in the national
system is retained. In cases where the reformulation of the qualification has
additionally involved, for example, the dismemberment of modules into several
units of learning outcomes, the code should be assigned as follows: assignment
of the national code in which those learning outcomes were contained, plus an
asterisk and a whole number (1, 2, 3,...), assigned in
ascending order of the number of units of learning outcomes into which the
original module was dismembered.
Ø Number of Hours
Although the
number of hours of the Learning Outcomes Unit is not considered relevant for
the matching process, the number of hours is an indicator that helps to balance
the size of Learning Outcomes Units across countries, and is a key indicator
for the allocation of ECVET points.
Ø ECVET credit points
In order to have a comprehensive view of the overall weight of learning outcomes
in a qualification and the relative weight of Units in relation to the
qualification, each Unit should contain an indication of the number of ECVET
Points allocated to the Learning Outcomes Unit. The allocation of ECVET points
to Units of Learning Outcomes is crucial for the processes of validation and
recognition of Units when Learning Outcomes are acquired abroad.
Strategic Objectives of Intervention for
the triennium 2019/2022
The pursuit
of Epralima's European development strategy is
embodied in a Technical Centre dedicated to the development of projects, which
brings together a set of qualified human resources and through which allows
privileged access to a wide range of critical resources, either at the level of
scientific and technological knowledge, either at the level of transfer and
application of this knowledge by organizations (public and private) installed
in the territory, either in the relationship and proximity to the market and
the community of Alto Lima. In this context, Epralima
seeks to contribute to the development of the regional economic base and the valorization of local resources, promoting a set of
projects and activities on a European scale.
In the
triennium 2019 - 2022, the actions that will allow the objectives of Epralima's internationalization strategy are elected as priorities
and are listed in the matrix below.
|
Objective |
Permanently
develop partnership work on an international geographical platform,
increasing and diversifying the network of partners for the exchange and
sharing of good practices, cooperation for the creation of innovation in VET,
and mobility for learning and training purposes of students and staff |
|
Actions |
·
Offer European mobility programs to
carry out international VET placements of a professional/curricular nature; ·
Carry out job shadowing programs
for VET staff focusing on issues related to inclusion, pedagogical
differentiation strategies, ecological sustainability and digital competences
for education; ·
Hosting VET learners from other
countries for training and work placement periods in the region; ·
To welcome educational staff from
other countries for training and job shadowing periods; ·
To broaden the geographical scope
of mobilities to carry out mobility programs for formal learning purposes to
other countries, such as the USA and Canada; ·
To diversify the partner network
and increase the number of European partners, actively seeking new partners
of high competence; ·
Extend learning mobility to other
audiences (e.g. target audience for adult training); ·
To create an active digital network
to work permanently with European partners on issues related to European
Education, without recourse to funding, beyond the running projects; ·
To enlarge the pool of entities
(national and international) protocoled with Epralima,
as a support tool for decision making, at the level of establishing
partnerships and initiatives and undertake; ·
Encourage the internationalization
of human resources in the school, through the placement of technicians from
other countries in the school staff, through incentives for internships, job
shadowing, intensive courses, among others. |
|
Objective |
Adopt
pedagogical, curricular and extracurricular strategies to combat early school
leaving and improve the academic success of students |
|
Actions |
·
To carry out short periods of
continuous training (workshops, European mobility of staff, job shadowing); ·
Encourage students at risk of
exclusion, early school leavers, school failure, in need of additional
learning measures, disability, etc., to participate in European mobility,
properly accompanied and with all the conditions to ensure educational and
social support; ·
Ensure that students with fewer
opportunities, minorities, in disadvantaged situations, and those described
in the previous point, have priority in participating in European mobility; ·
To carry out European study visits
to contact with good practices and observe and live new realities; ·
Participate in projects of transfer
and development of innovation, focusing on the fight against dropout, student
motivation, educational strategies for school success, inclusion, additional
and differentiated pedagogical strategies, European citizenship, ecological
sustainability and digital literacy); ·
Participate in projects of
pedagogical interest, which stimulate the active participation of students
and the development of skills and values of European citizenship, social and
ecological sustainability, social and cultural tolerance, respect for
cultural differences, develop transversal, linguistic and digital skills, in
the context of the new digital age. |
|
Objective |
Enhance
knowledge and technical skills of the training area and improve the
professional profile |
|
Actions |
·
Realizar estágios curriculares no
estrangeiro, de forma a possibilitar o contacto com novas práticas e técnicas
profissionais da área profissional; ·
Realizar job shadowing a nível nacional
e internacional; ·
Repensar a organização dos períodos de
estágio, de forma a que o contacto com as empesas seja mais sistemático,
progressivo e mais efetivo e diversificado; ·
Utilizar as novas tecnologias da era
digital para possibilitar visitas virtuais e observação virtual para
complementar as aprendizagens práticas, sempre que não é possível a observação
e a aplicação direta in loco. |
|
Objective |
Develop
new networking methodologies, namely in the context of the new digital era,
and others, for increasingly efficient management of European and national
projects |
|
Actions |
·
Digitalization of pedagogical
management processes and digital follow-up and monitoring, making efficient
use of the resources of the new digital era. ·
Digital use of selection
instruments, ex-ante evaluation and assessment of learning outcomes achieved,
to avoid waste of material such as paper and other resources; ·
Making digital the process of
validation and recognition of learning outcomes achieved abroad; ·
Implementing joint initiatives for
knowledge production and/or transfer, particularly in the fields of ECVET
implementation. |
|
Objective |
To
increase the school's action at national and community levels, leading and
participating in projects in the areas of education and training,
entrepreneurship, social innovation, adding resources and articulating the
intervention of different actors. |
|
Actions |
·
Implement initiatives for the
promotion of Entrepreneurship at school; ·
Maintain the Eurodesk
office and gather conditions to make an application to a Eurodesk; ·
Promote the training of assets; ·
Participation in specialized
knowledge networks on a European scale; ·
Creation of the Epralima
European Club; ·
Establishment of commitments with
partnerships at an international scale for the development, transfer and
experimentation of knowledge, solutions and products common to the interests
and vocation of the entities; ·
Increase the issues related to
multiculturalism in the curricular projects of the courses; ·
To continue to use the Europass CV model as a reference model for curriculum
development, in the English discipline; ·
To promote interculturality and
inclusion at the local and regional community level, creating digital
meetings with ethnic minorities, migrants, children of emigrants, on local
and European issues, through digital platforms; ·
Reinforce the role of the English
language, as the main language of communication through tutoring classes,
aimed at vocational education students. |
Quality Monitoring and Evaluation of the
Internationalization Strategy
The
monitoring of the implementation and achievement of the strategic objectives
are guided according to the quality assurance and improvement cycle, supported
by quality criteria and indicators.
The
quality cycle follows four interrelated phases:
Phase
1: Planning
Establishment
of clear, appropriate, and measurable goals and objectives, in terms of
policies, procedures, tasks, and human resources.
Phase
2: Implementation
Establishing
procedures to ensure the achievement of goals and objectives (e.g., partnership
development, stakeholder involvement, resource allocation, and organizational
or operational procedures).
Phase
3: Evaluation
Designing
mechanisms for evaluating accomplishments and results, collecting and
processing data in order to make informed assessments.
Phase
4: Review
Development of
procedures for achieving targeted results and/or new objectives; after
processing feedback, key stakeholders conduct discussion and analysis in order
to design procedures for change
Figure 1: The four phases of the quality
cycle.
Fonte: Adaptado de https://www.eqavet.eu/Aligning-with-EQAVET/Aligning-a-QA-approach/Bruges-communique-(1)
EPRALIMA's Internationalization
Strategy is understood as an open and dynamic document - it requires a
permanent evaluation / review of both processes and results, in order to ensure
its permanent functionality and adequacy to the reality of needs.
In this
sense, among other moments, the annual report on the implementation of
interventions and the dynamization of a reflection session triggered by the
self-evaluation will be promoted among relevant internal and external
stakeholders and can be a privileged instrument in this process, allowing the
school to mobilize all its resources and develop its potential in order to fulfill the mission it sets itself and assess the
indicators of the Plan's adequacy to the school reality. This evaluation-review
cycle will be annual and at the end of the 2019-2023 triennium the impact
results will be measured.
The
participation in networks and the signing of protocols constitutes a clear
reflection of Epralima’s strategic actions, in
pursuit of the objectives that rule their Educational Project, which are based
on increasing the articulation between the School and
the involved institutional and business environment.
The school
has been integrating in network meetings regarding the courses they administer,
through the participation of course coordinators, according to the different
areas of training:
- Administration,
services and commerce – Technical Course in Commerce Services/Sales and
Secretarial Technical Course;
- Environment
and Human Resources – Safety and Hygiene at Work and the En vironment
Technician Course;
- Civil
Construction –Civil Constructor / Constructor Management Technician;
- Design and
Drawing Technician - Project Designer;
- Electricity
and Electronics – Electronic and Electrical Installations Technician;
- Computer
Science – Computer Science Technician/ Management and Computer Technician and
Management and Computer Technician/Equipment Maintenance;
- Hospitality
and Tourism – Cookery Technician;
- Personal
and Social Development – Socio- cultural Animator/ Geriatrics Assistance.
Therefore, in
order to implement initiatives in the school which are directly related with
the entry of the graduates in the labour market, several partnerships and
protocols with strategic entities were applied in order to ensure a higher rate
of employability.
- National
Association of Entrepreneurial Youths
- Environmental
Promotion Institute
- Portuguese
Association of Libraries, Archives and Documentation
- Polytechnical
Institute of Viana do Castelo
- Town Council of
Ponte da Barca
- Melgaço Cooperative Winery
- Commercial
and Industrial Association of Arcos de Valdevez and Ponte da Barca
- “The Grill”
Restaurant
- ANHEL_Arte Ceramics Ltd.
- Electro Domestic Storage of
João Cerqueira Pereira
- ADERE _Soajo
- “Videira” Restaurant
- “Espigueiro” Restaurant
- IBICO Portugal,
Importation/Exportation, Ltd
- José Rodrigues Cerqueira
- ANESPO (National Association of
Vocational Schools)
- EFVET
- Vila Fonche’s Cultural Juvenile
Association
- Construbarca Ltd.
- Americo Esteves & Sons Ltd.
- Alto Minho’s Tourism Region
- Fernando
Pessoa Foundation
- CNS North_
National Services Company, SA
- House of
the People of Soajo
- Industrial
Association of Minho
- Technicians
Association of Tourism
- Regional
Tourism Committee of Alto Minho
- Mira Coura Ceramics Company
Ltd.
- Barros & Amorim, Ltd.
- Adriminho (Association of Integrated Rural Development of
Vale do Minho)
- Candido Rodrigues & Brother
- Tecla_ Professional Training
- CEDEFOP
- MEDICISFORMA
- COOPETAPE_Cooperative of Education, CRL
- ADSE
- EB 2.3
School of Arcos de Valdevez
- CEVAL_
Business Council of Alto Lima
Cooperation
in international projects as a vector for integration into the European
Education Area, supporting inclusion, a more digital school, and
entrepreneurship skills.
The following
table about projects funded by the LLP programme and/or its former programmes
or funded by other similar programmes in the last fourteen years.
Starting Year |
Programme/ Initiative |
Type of Activity |
Identification Number |
Applicant/
Beneficiary Name |
Title of the Project/ Network |
|
2009 |
Leonardo
da Vinci |
IVT (Initial Vocational Training) |
2009-1-PT1-LEO01-01646 |
EPRALIMA |
Europracticum |
|
2009 |
Leonardo
da Vinci |
VetPRO (Vet Professionals) |
2009-1-PT1- LEO03-01555 |
EPRALIMA |
Learning with the
Difference |
|
2010 |
Leonardo
da Vinci |
IVT (Initial Vocational Training) |
2010-1-PT1-LEO01-04701 |
EPRALIMA |
“Highway to Europe” |
|
2010 |
Leonardo
da Vinci |
VetPRO (Vet Professionals) |
2010-1-PT1-LEO03-04626 |
EPRALIMA |
“Challenge Differences to Make the Difference” |
|
2010 |
Grundtvig |
Learning Partnerships |
2010-1-GB2-GRU06-035337 |
Bumps Babes and Beyond C.I.C. |
“Engaging the Learner” |
|
2011 |
Comenius |
Comenius |
2011-1-NO1-COM06-032547 |
Nesodden Videregaende
Skole |
Digital Story Telling |
|
2012 |
Comenius |
Multilateral School Partnerships |
2012-1-IT2-COM06-37869 7 |
Istituzione Scolastica Superiore "Polo
Valboite" Liceo Scientifico - Liceo Artistico |
Blue Ribbon – European waterways as cultural
infrastructures |
|
2012 |
Leonardo da Vinci |
Partnerships |
2012-1-DE2-LEO04-11725 |
August Horch
Akademie GmbH |
iVOC – international
supporting network for vocational and academic guidance staff |
|
2012 |
Leonardo da Vinci |
IVT (Initial Vocational Training) |
2012-1-PT1-LEO01-11303 |
EPRALIMA |
Europike_Turning Vocational Training
into Opportunities for Youths |
|
2012 |
Leonardo da Vinci |
Transfer Of Innovation |
2012-1-IT-LEO05-02783 |
Associazione Centro Studi Città di Foligno |
EUKCEM_European Knowledge Centre for
Mobility |
|
2013 |
Leonardo da Vinci |
PLM (People in the Labour Market) |
2012-1-PT1-LEO02-11456 |
EPRALIMA |
"EU Career_ Becoming
Active in the Professional Entrepreneurial World" |
|
2013 |
Leonardo da Vinci |
Multilateral Project Development of Innovation |
538710-LLP-1-2013-1-CY-LEONARDO-LMP |
RTD Talos |
TECRINO-Teaching
creativity in engineering |
|
2013 |
Grundtvig |
Learning Partnerships |
2013-1-LT1-GRU06-09094 5 |
LIETUVOS SUAUGUSIUJU SVIETIMO ASOCIACIJA |
Learn to learn for adults
Returners |
|
2013 |
Grundtvig |
Workshops |
2013-1-PT1-GRU13-16629 |
EPRALIMA |
Literacy, Adult Education
and Citizenship |
|
2014 |
Erasmus+ |
KA1 Learning Mobilities |
2014-1-PT01-KA102-000212 |
EPRALIMA |
EUprenship_European Mobility Internships |
|
Year |
Programme or Initiative |
Type of Activity |
Identification Number |
Applicant/ Beneficiary Name |
Project Title/ Network |
|
2014 |
Erasmus + |
KA1 - Learning Mobilities |
2014-1-PT01-KA102-000212 |
EPRALIMA |
EUprenship_European Mobility Internships |
|
2014 |
Erasmus + |
KA1 - Learning Mobilities |
2014-1-SE-KA102-000320 |
Tranellska Gymnasiet |
Building Bridges |
|
2014 |
Erasmus + |
KA1 - Learning Mobilities |
2014-1-PL01-KA102-000496 |
Zespol Szkol Ekonomiczno-Uslugowych |
Unlimited Vocational Experience |
|
2014 |
Erasmus + |
KA2 - Strategic
Partnerships for school education |
2014-1-TR01-KA201-013348 |
Vahide
Aktug Ortaokulu |
Clear Cyber Bullying(CCB) |
|
2014 |
Erasmus + |
KA1 -Mobility of
Youth Workers |
2014-3-BG01-KA105-013149 |
“CHAMPIONS FACTORY” SPORTS CLUB |
Youth
Entrepreneurship through
Sport |
|
2014 |
Erasmus + |
KA2 - Capacity
Building for Youth in ACP countries, Latin America and Asia |
558993-EPP-1-2014-2-IT-EPPKA2-CBY-ACPALA |
UNIVERSITA DEGLI STUDI
GABRIELE D'ANNUNZIO DI CHIETI-PESCARA |
“From Humanities to YOUTH
opportunities behind EUropean borders –
YOUTHEU" |
|
2015 |
Erasmus |
KA1 - Learning
Mobility of Individuals Mobility of learners and staff |
2014-1-PT01-KA102-000212 |
EPRALIMA |
EURnation_Broadening Horizons through Mobility |
|
2015 |
Erasmus + |
KA2 - Strategic Partnerships for vocational
education and training |
2015-1-PT1-KA202-013119 |
EPRALIMA |
EURspace: European IVT Recognition Gateway |
|
2015 |
Erasmus + |
KA2 - Strategic Partnerships for vocational
education and training |
2015-1-TR01-KA202-022390 |
Nahit Mentese Meleski ve Teknik Anadolu Lisesi |
DWYF_Don't
Waste Your Future |
|
2015 |
Erasmus + |
KA2 - Strategic Partnerships for Schools Only |
2015-1-TR01-KA219-021988_3 |
Girne Ortaokulu |
FLwICT_Multidisciplinary Flipped Learning with ICT |
|
2015 |
Erasmus + |
KA2 - Strategic Partnerships for Schools Only |
2015-1-TR01-KA219-021496_5 |
Faith anadolu liseli |
Connect,Share and Get
Enlighted |
|
2015 |
Erasmus + |
KA2 - Strategic Partnerships for vocational
education and training |
2015-1-RO01-KA202-014985 |
Asociatia Vasiliada |
Te.D2
- Therapy dog handler: development of a certified training course for dog
handler in the AAI according to the Ecvet
procedures |
|
2015 |
Erasmus + |
KA2 - Strategic Partnerships for vocational
education and training |
2015-1-IT01-KA202-004655 |
Azienda per l'Assistenza Sanitaria n. 5 Friuli
Occidentale |
Ctrl+Alt+EnterPrise “Self-employment for social inclusion of vulnerable people” |
|
2016 |
Erasmus + |
KA2 - Strategic Partnerships for Schools Only |
2016-1-TR01-KA219-034485_2 |
Bozuyuk Fen Lisesi |
TEACHERS OUT, LEARNERS IN |
|
2016 |
Erasmus + |
KA2 - Strategic Partnerships for vocational
education and training |
2016-1-TR01-KA202-034434 |
Zonguldak
Mesleki ve Teknik Anadolu Lisesi |
Investigating,
developing and providing awareness about innovative lesson syllabus
implemented in cyber security technologies in information technologies, |
|
2016 |
Erasmus + |
KA2 - Strategic Partnerships for Schools Only |
2016-1-TR01-KA201-034827 |
Develi IMKB Fen Lisesi |
Stand up Against Bullying |
|
2016 |
Erasmus + |
KA2 - Strategic Partnerships for vocational
education and training |
2016-1-TR01-KA202-033963 |
Golbasi Mesleki ve Teknik
Anadolu Lisesi |
"Teaching
and learning microcontrollers via PicBasicPro(PBP) language in VET" |
|
2016 |
Erasmus + |
KA2 - Strategic Partnerships for vocational
education and training |
2016-1-SE01-KA202-022143 |
Sverigefinska folkhögskolan |
New Technologies for
Handicraft |
|
2016 |
Erasmus + |
KA2 - Strategic Partnerships for vocational
education and training |
2016-1-TR01-KA219-034548_4 |
Ozel Soke Ege Anadolu Lisesi |
"Stay@School" |
|
2016 |
Erasmus + |
KA2 - Strategic Partnerships for vocational
education and training |
2016-1-ES01-KA202-025475 |
FRAY IGNACIO BARRACHINA |
Vallgreen_Reforestation of arid zones in the south of Europe as a
profession of the future, |
|
2017 |
Erasmus + |
KA1 - Educação e Formação Profissional com VET Charter |
2017-1-PT01-KA116-035500 |
EPRALIMA |
EURsphere_Maneuver your
Future |
|
2017 |
Erasmus + |
KA205 - Strategic Partnerships for youth |
2017-1-IT03-KA205-010978 |
ICSE&Co.
(International Center for Southern Europe) |
YoW_Youth of
the World: transformative power of global education |
|
2017 |
Erasmus + |
Ação Chave 2: Parcerias Estratégicas apenas para
escolas |
2017-1-TR01-KA219-045616_2 |
Aksaray Bilim ve Sanat Merkezi |
“The Footprints of
Climate Change from Anatolia to Europe” |
|
2017 |
Erasmus + |
KA2 - Strategic Partnerships for school education |
2017-1-BG01-КА201-036220 |
Regional Department of Education - Sofia city / Know
and Can Association |
M&M_Math
and Motivation |
|
2017 |
Erasmus + |
KA204 - Strategic Partnerships for adult education |
2017-I-PT01-KA204-035967 |
EPRALIMA |
Adultos Europeus: Capacitação
e Internacionalização |
|
2017 |
Erasmus + |
KA204 - Strategic Partnerships for adult education |
2017-1-IT02-KA204-036713 |
Associazione Travelogue
Marsciano |
E.E.F.Ect._European Education
Fostering Ecotourism |
|
2017 |
Erasmus + |
KA202 - Strategic Partnerships for vocational
education and training |
2017-1-DE02-KA202-004128 |
Comparative Research Network e.V. |
LENT – Languages for European Niche Tourism |
|
2017 |
Erasmus + |
KA2 - Strategic Partnerships for VET - Exchanges of Practices |
2017-1-IT01-KA202-006081 |
GODESK S.R.L. |
"Surviving
the Storm: Identifying & Linking Internal Capabilities with Business
Continuity” |
|
2017 |
Erasmus + |
KA202 - Strategic
Partnerships for innovation |
2017-1-IT01-KA202-006231 |
Assomusica Associazione fra
produttori e organizzatori di spettacoli musicali |
cCLEP! -
Certified Competences for Live Events Professionals |
|
2017 |
Erasmus + |
KA - Cooperation for
innovation and the exchange of good practices - Sector Skills Alliances |
591945-EPP-1-2017-1-DE-EPPKA2-SSA |
“Steinbeis
Hochschule Berlin GmbH |
BIOSS_Digital Skills
on Computational Biology for Health Professionals |
|
2018 |
Erasmus+ |
KA202 - Strategic
Partnerships for vocational education and training |
2018-1-ES01-KA202-050222 |
Camara Oficial de Comercio e
Industria de ZARAGOZA |
DEEP IN WBL "Deepening WBL
Impact & womeN empowerment" |
|
2018 |
Erasmus+ |
KA204 - Strategic
Partnerships for adult education |
2018-1-HR01-
KA204-047507 |
Muzeji i galerije
Konavala |
ProEUverb "Proverb Presentation and Reflections, Similarities and
Differences across EU countries" |
|
2018 |
Erasmus+ |
KA229 - School
Exchange Partnerships |
2018-1-EL01-KA229-047897 |
1st Epaggelmatiko Lykeio Dramas |
OMG "Open Minded Generation" |
|
2018 |
Erasmus+ |
KA202 - Strategic
Partnerships for vocational education and training |
2018-1-LT-KA202-047072 |
VILNIAUS TURIZMO IR PREKYBOS
VERSLOMOKYKLA |
"VESVET - Level 5 for validation of
Entrepreneurship Skills through Interactive Learning Sets in VET" |
|
2018 |
Erasmus+ |
KA229 - School
Exchange Partnerships |
2018-1-IT02-KA229-048562_5 |
I.I.S. A. Ferrari |
Peacemaker |
|
2018 |
Erasmus+ |
KA229 - School
Exchange Partnerships |
2018-1-IT02-KA229-048218 |
Liceo Classico Statale F.
Capece MAGLIE |
riscoperta e condivisione delle proprie radici culturali |
|
2018 |
Erasmus+ |
KA1 - Educação e Formação
Profissional com VET Charter |
2018-1-PT01-KA116-046985 |
Epralima |
EUREQUAL_Mainstreaming Equality through Mobility |
|
2019 |
Erasmus+ |
KA1 –Educação e Formação
Profissional com VET Charter |
2019-1-PT01-KA116-060406 |
Epralima |
EURIN_Pathway towards Inclusive
Education |
|
2019 |
Erasmus+ |
Juventude em Ação - Corpo Europeu de Solidariedade Projetos Solidários |
2019-1-PT02-ESC31-006225 |
Epralima |
EPRALIMA em Ação |
|
2019 |
Erasmus+ |
KA204
- Strategic Partnerships for adult education |
2019-1-PT01-KA204-061247 |
Epralima |
Qualifying Differences |
|
2019 |
Erasmus+ |
KA202 - Strategic Partnerships for
vocational education and training |
2019-1-IT01-KA202-007785 |
Dinâmica SCRL |
BREED_Promoting empowerment of VET system
through sustainable entrepreneurial initiatives in quality pig breeding |
|
2019 |
Erasmus+ |
KA2
- Strategic Partnerships for school education |
2019-1-PT01-KA201-065002 |
Zespół Szkół Ponadpodstawowych |
Game based learning for development of problem solving skills |
|
2019 |
Erasmus+ |
KA204-Strategic
Partnerships for adult education |
2019-1-IT01-KA204-063171 |
Consorzio Ro.Ma |
Re.M.I.D.A. -
Renewed Models for the Inclusion of Disadvantaged Adult |
|
2019 |
Erasmus+ |
KA202 - Strategic Partnerships for vocational
education and training |
2019-1-SL01-KA202-060391 |
Faculty of Organisation Studies |
WELLy: Introducing the job
profile of a Manager for Work Well-Being to prevent and combat work-related
stress |
|
2019 |
Erasmus+ |
KA229 - School Exchange Partnerships |
2019-1-IT02-KA204-062660 |
Associazione Travelogue |
PRO-COMP-Promoting Development, Assessment and
Recognition of Adults |
|
2019 |
Erasmus+ |
KA229 - School Exchange Partnerships |
2019-1-RO01-KA229-063028 |
Scoala Professional Daneti |
Diagnose Nature, Preserve Nature |
|
2019 |
Erasmus+ |
KA229 - School Exchange Partnerships |
2019-1-TR01-KA229-077131 |
Mustafa Kemal
Ataturk Mesleki Ve Teknik Anadolu Lisesi |
European Values with Manga |
|
2019 |
Erasmus+ |
KA229 - School Exchange Partnerships |
2019-1-RO01-KA229-063836 |
Liceul Tehnologic Bratianu |
NACULSIN_Natural and Cultural
Heritage - Tools for Social Inclusion |
|
2019 |
Erasmus+ |
KA229 - School Exchange Partnerships |
2019-1-PL01-KA229-065647 |
Zespół Szkół Ponadpodstawowych |
Passport
to the Future |
|
2019 |
Erasmus+ |
KA229 - School Exchange Partnerships |
2019-1-PL01-KA229-065534 |
I Liceum
Ogolnoksztalcace im. Juliusza |
I am Proud to be European |
|
2019 |
Erasmus+ |
KA229 - School Exchange Partnerships |
2019-1-FR01-KA229-062314 |
Lycee professionnel Toulouse |
Inclure
sans Exclure |
|
2019 |
Erasmus+ |
KA202 - Strategic Partnerships for
vocational education and training |
2019-1-TR01-KA202-074033 |
Akdeniz University |
BIG INTERNPRIZE InternPrize:
Business Ideas Generation |
|
2019 |
Erasmus+ |
KA202 - Strategic Partnerships for
vocational education and training |
2019-1-IT01-KA202-007793 |
ASP GIOVANNI OTTAVIO
BUFALINI - CENTRO DI ISTRUZIONE E FORMAZIONE PROFESSIONALE |
Montessori
in the VET |
|
2020 |
Erasmus+ |
KA205
- Strategic Partnerships for youth |
2020-1-IT03-KA205-018135 |
Travelogue
Associazione di promozione sociale |
HERITAGE FOR YOUth
- European heritage for youth involvement and entrepreneurship |
|
2020 |
Erasmus+ |
KA201 - Parceria Estratégica para o Ensino Escolar |
2020-1-RO01-KA201-079859 |
COLEGIUL NATIONAL "SIMION BARNUTIU" |
BIRDS - BIRDS OVER EUROPEAN SKIES |
|
2020 |
Erasmus+ |
KA201 - Strategic Partnerships for school
education |
2020-1-PL01-KA201-081578 |
Zespol Szkol w Dobrzejewicach |
Science
for Earth |
|
2020 |
Erasmus+ |
KA202 - Strategic Partnerships for vocational
education and training |
2020-1-EL01-KA202-079091 |
Greek Association of IT Telecom
Applications & New Technologies Companies |
SmartVET – Smart Tools and Methodologies for VET Educators |
|
2020 |
Erasmus+ |
KA202 - Strategic Partnerships for
vocational education and training |
2020-1-PT01-KA202-078845 |
EPREALIMA |
Virtual Work-Based Learning to simulate real experience in VET digital
training |
|
2020 |
Erasmus+ |
KA229 - School Exchange Partnerships |
2020-1-TR01-KA229-093043 |
Çamlıdere Çok Programlı Anadolu Lisesi |
We can't stand losing one more
student – One’s Much |
|
2020 |
Erasmus+ |
KA201 - Strategic Partnerships for school
education |
2020-1-EL01-KA201-078940 |
Esperino Gymnasio - L.T. Karditsas |
ENGAGE_Enhancing teachiNG
And learninG English in a
digitalized world |
|
2020 |
Erasmus+ |
KA201 - Strategic Partnerships for school
education |
2020-1-FR01-KA201-080027 |
Cercle Augustin
d'Hippone |
SPAF - School Programme Against Fake News |
|
2020 |
Erasmus+ |
KA202 - Strategic Partnerships for
vocational education and training |
2020-1-LT01-KA202-078028 |
Lietuvos Imitaciniu Bendroviu
Asociacija LIBA |
OWN -On-the-job Practical Blended Training: From Being a Learner to
Being an Owner |
|
2020 |
Erasmus+ |
KA202 - Strategic Partnerships for
vocational education and training |
2020-1-RO01-KA202-080479 |
Liceul Don Orione |
Increase VET quality and attractiveness through 3D printing and
robotics for a better insertion to labor market |
|
2020 |
Erasmus+ |
KA226 - Partnerships for Digital Education
Readiness |
2020-1-EL01-KA226-SCH-082731 |
Logopsycom |
DigitALL “Inclusive
distance Learning” |
|
2020 |
Erasmus+ |
KA226 - Partnerships for Digital Education
Readiness |
2020-1-LT01-KA226-VET-094697 |
Profesionio Mokymo
Centras "Zirmunai", Lituânia |
e-VET_Enabling Vet teachers to be Creators of Digital
Education |
|
2020 |
Erasmus+ |
KA227 - Partnerships for Creativity |
2020-1-EL01-KA227-SCH-094775 |
Music School of Trikala (Mousiko Scholio Trikalon) |
My
biggest dream - better world |
|
2020 |
Erasmus+ |
KA227 - Partnerships for Creativity |
2020-1-ES01-KA227-ADU-095887 |
ASOCIACIÓN INICIATIVA INTERNACIONAL
JOVEN |
Carry
ON-LINE |
|
2021 |
Erasmus+ |
KA220-VET - Cooperation partnerships in vocational
education and training |
2021-1-SE01-KA220-VET-000028142 |
MOBILIZING EXPERTISE AB |
CSR2VET |
|
2021 |
Erasmus+ |
KA220-VET - Cooperation partnerships in vocational
education and training |
2021-1-RO01-KA220-VET-000032924 |
ASOCIATIA PENTRU STIINTA , CULTURA ,
ECOLOGIE, TINERET și INTEGRARE SOCIALA |
DIGIT+
- Digitalization for in groups integrative training - international network
for support, connection ,innovation and know-how
share in digital vocational education |
|
2021 |
Erasmus+ |
KA220-ADU - Cooperation partnerships in adult
education |
2021-1-PL01-KA220-ADU-000030093 |
Fundacja im. Zofii
Zamenhof |
SocEnter
"Development of social entrepreneurship - new opportunities and ways of
development” |
|
2021 |
Erasmus+ |
KA220-VET - Cooperation partnerships in
vocational education and training |
2021-1-SI01-KA220-VET-000033038 |
UNIVERZA V MARIBORU |
"B-ECO" |
|
2021 |
Erasmus+ |
KA220-VET - Cooperation partnerships in vocational
education and training |
2021-1IT01-KA220-VET-000028047 |
SCUOLA SUPERIORE DI STUDI UNIVERSITARI E
DI PERFEZIONAMENTO S ANNA |
REGULAITE "undeRstanding
the Ethics and reGUlation of Artificial
Intelligence. A compeTEncies' strategy for
managers, professionals and trainers." |
|
2021 |
Erasmus+ |
KA220-SCH - Cooperation partnerships in school
education |
2021-1-ES01-KA220-SCH-000027908 |
ASOCIACION INICIATIVA INTERNACIONAL
JOVEN |
"Schools
Developing Health and Emotions" |
|
2021 |
Erasmus+ |
KA210-SCH - Small-scale partnerships in school education |
2021-1-TR01-KA210-SCH-000031242 |
Neriman Erol Yilmaz Sosyal Bilimler
Lisesi |
CGECWT
"Creating a Global ESL Classroom via Web 2.0 Tools" |
|
2021 |
Erasmus+ |
KA220-VET - Cooperation partnerships in vocational
education and training |
2021-1-DK01-KA220-VET-000034677 |
European Training Center Copenhagen |
IoT@VET
"Gamification-Based Teaching Materials for IoT Education in VET
Schools" |
|
2022 |
Erasmus+ |
KA121-VET - Accredited projects for mobility of
learners and staff in vocational education and training |
2022-1-PT01-KA121-VET-000060810 |
EPRALIMA |
Mobility
Project 22/23 |
|
2022 |
Erasmus+ |
KA220-SCH - Cooperation partnerships in school
education |
2022-1-IT02-KA220-SCH-000086855 |
Comune di Narni |
SHE
CHOOSES STEM for the future project |
|
2022 |
Erasmus+ |
KA220-SCH - Cooperation partnerships in school
education |
2022-1-ES01-KA220-SCH-000089765 |
ASOCIACION INICIATIVA INTERNACIONAL
JOVEN |
SCHOOLS
FOR GENDER EQUITITY |