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Description
The analysis of distance education in Slovenia showed that the latter is not supported by appropriate teaching models causing significant stress for teachers (lack of digital competencies, non-standardized teaching tools) and students (lack of teaching materials and soft skills, inability to monitor progress). This was the consequence of the sudden demand for a complete (digital) transformation of teaching practices. Teachers, on average agreed that they were not skilled enough for digital education.
The project''s primary goal is to establish a digital learning environment based on institutional cooperation at several levels of VET and the industry sector, to digitize teaching, develop new teaching and learning practices and enhance competencies in education. The specific objectives are a) development of a combined learning model for vocational education and training (VET), b)Teacher training, pilot and testing, and c)inter-institutional networking and exchange of knowledge and good practices in VET. According to the evaluation report on education, the following problems are present: 1)Teachers are not skilled in digital teaching and the use of digital technologies. 2)Students do not have the tools to encourage active learning and allowing self-evaluation of their progress. 3)Teachers do not have the tools to individualize the preparations and content for digital education and the tools to monitor student progress. 4)Lack of learning models and professional materials in VET (due to specific content, few students). The project addresses the challenges by establishing a multi-sectoral partnership (national/international publishers, private/public educational institutions, industry players) to exchange good practices and experiences in VET. The project results will be a digital platform to support the model, digital tools for student management, testing and evaluation, and interactive learning materials.
Summary of project results
The project addressed the following challenges:
1) Teachers are not skilled in digital teaching and the use of digital technologies.
2) Students do not have the tools to encourage active learning and allowing self-evaluation of their progress.
3) Teachers do not have the tools to individualize the preparations and content for digital education and the tools to monitor student progress.
4) Lack of learning models and professional materials in vocational education and training (VET) due to specific content and few students.
The analysis of distance education in Slovenia showed that the latter is not supported by appropriate teaching models causing significant stress for teachers (lack of digital competencies, non-standardized teaching tools) and students (lack of teaching materials and soft skills, inability to monitor progress).
The project established a multi-sectoral partnership (national/international publishers, private/public educational institutions, industry players) to exchange good practices and experiences in VET. The latter was integrated into the development of a learning model for VET in mechanical engineering, which is flexible in terms of the location and combined, as it enables digital and classical teaching. A digital platform was updated to support the model with digital tools for student management, it was tested and evaluated , and interactive learning materials were created.
Challenges related to teacher competencies were addressed by training teachers in the VET sector to acquire digital competencies and skills of the 21st century.
The project developed new teaching and learning practices, based on the exchange of knowledge through institutional cooperation and needs analysis, and raised the skills and competencies of VET teachers. A digital learning environment with digital tools and materials was established and VET teachers were trained.
The project contributed to the following indicators: intellectual effects in the context of institutional cooperation (8), number of institutions (7) and experts involved in model development (co-creation) and model testing (50), qualified teachers (78), mutual learning activities (9) with 316 participants.
The primary end groups were VET teachers in the field of mechanical engineering, who developed competencies and IT support for digital teaching, and students, who acquired interactive teaching materials. The secondary target group were school centres, principals, industry players, policymakers, ministry of education.
Summary of bilateral results
Gyldendal Norsk Forlag AS actively participated in the co-creation of the learning model and the conceptual assessment of learning materials. Bilateral relations were strengthened through bilateral meetings, the transfer of knowledge and experience from the Norwegian education system, and sectoral cooperation.Cooperation with the Gyldendal Norsk Forlag AS offered experienced experts in the development of digital content and tools, as well as adequate human resources. Their experts in the development of materials gained a lot of experience in cooperation with educational institutions in Norway, as well as with industry, namely in the field of development of materials and "e-learning" platforms for secondary professional education. With their involvement and references, gained relevant knowledge and ideas were an added value in the project.Project promoter already has a longstanding cooperation with Gyldendal Norsk Forlag AS in the preparation of teaching materials and will continue this cooperation also in the future.