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EPALE

Piattaforma elettronica per l'apprendimento degli adulti in Europa

 
 

Discussione

Comunidad EPALE: Comparta los proyectos sobre el aprendizaje en el lugar de trabajo que hayan tenido éxito

17/10/2019
di NSS ES

/es/file/epale-event-workplace-learningEPALE Event Workplace Learning

EPALE Event Workplace Learning

 

 

Como parte de nuestro enfoque temático en el aprendizaje de adultos, EPALE quiere saber acerca de cualquier proyecto, iniciativa o programa que haya tenido éxito en el lugar trabajo.

¿Ha participado en un proyecto exitoso destinado a mejorar o introducir innovación en el aprendizaje en el lugar de trabajo? ¿Conoce alguna iniciativa que tenga por objeto formar a mentores y empleadores para que proporcionen aprendizaje en el lugar de trabajo? Invitamos a todas las personas que lo deseen, a compartir sus ejemplos de buenas prácticas y así ayudarnos a construir un recurso único y valioso sobre el tema.

El día 13 de noviembre puede compartir los resultados y proyectos que hayan tenido éxito en los comentarios que aparecen a continuación y de esta manera puede ayudar a inspirar a la comunidad de aprendizaje de adultos de toda Europa. El Coordinador Temático de EPALE, Andrew McCoshan, se encargará de la moderación en directo durante el día.

Todas las historias compartidas aquí se incluirán en un artículo de resumen sobre EPALE.

Los comentarios estarán abiertos desde el día11 de noviembre para aquellos que no puedan unirse a nosotros el día 13.

 

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Commenti 1 - 10 di 22
Ritratto di Katrien Bernaerts
The future teacher 3.0 as a bridge to accessible and customized adult education" is an Erasmus+ project with coordination in Belgium. Projectnumber: 2016-1-BE02-KA204-017362 
The partners are:
Toll-net (Belgium) - coordinator
12Change (The Netherlands)
Learning Apps (United Kingdom)
Norsk Nettskole (Norway)

During the project we worked on 4 main products (outputs):  
  • Digital Thermometer 
  • Digital Compass 
  • Digital Journey 
  • Sharing, Reusing and Repurposing 

We developed a measurement tool "The Digital Thermometer”, this thermometer provides the user an indication on how their compentences are at the start and how they have improved after following the online modules. Based on their Digital Thermometer the users (teacher) receive a Digital Compass. Depending on their results, this can be a program for beginners or also adjusted modules for the more advanced users. They get access to a range of mandatory and a range of optional modules and nano-lessons in 3 languages. 

Digital thermometer:  This is a questionnaire that consists of a limited number of questions regarding IT policy and vision, the use of tools and digital learning resources. The questions are based on the European framework DigCompEdu. The questionnaire assesses the already acquired competences of the lecturer. The questionnaire (intake test) can be completed by the individual teacher or by a total teaching staff. The questionnaire can be used within all educational levels.

The compass is a schematic representation of the already acquired competencies in the picture and an overview of the competencies that can still be worked on. On the basis of the results from the digital thermometer, the lecturer or the teaching staff will receive an individual learning path of online modules to be followed, face to face moments, training courses, ... the teacher will be taken on by hand as it were.

Digital Journeys (online e-modules) We developed an OER (pen Educational Resources) which can easily be re-purposed and re-shared rather than just shared for consumption. Concrete this means that we developed: 19 modules for beginners level, 19 for intermediate, 19 advanced users. We developed the modules in two systems. Every month we organized a 1-hour webinar on a theme from DigCompEdu and our online modules. Until now the webinars have been viewed almost 40,000 times.

Share and reuse Finally, within the project, attention will also be paid to the sharing and reuse of existing materials by teachers. Learning takes place by discovering, sharing and developing knowledge. We take a big step forward when teachers use the same principles and discover, share and develop with colleagues across Europe. Our students can only benefit from this.

More information and the 4 outputs can be found in English, Dutch, Flemish and Norwegian:

 To go through the outputs you have to register.

Ritratto di Kaloian Kirilov
When we are talking to adults and nowadays when there is so much info and a person can learn everything from Youtube, Udemy, Coursera, etc we believe that the most effective way to learn practical things is the peer to peer learning. We believe that nobody knows everything but everybody knows something and that we created a project, which is a new social media platform based on the exchange of skills and knowledge between the peers.  it is effective because that how adults naturally adults learn and we just enlarge the pool of people they can learn from 
Ritratto di Andrew McCoshan
Hi Kaloian
It's great to have an example of how to use social media.  Could you give some examples of how it might be used in a work context, e.g. by people who share the same profession? And I'd be interested to know if there is any input from educators? I've been teaching myself to play the drums these last few years and there's lots of stuff on online forums, YouTube etc but it's hard to judge the quality of what people are saying. 
Thanks!
Andrew
(Moderator)
Ritratto di Sigrun Kristin Magnusdottir
Workplace Learning in tourism in Iceland

Tourism Skills Center Iceland A three-year pilot project 

Tourism has been a major engine of economic growth and job creation in Iceland in recent years. Tourism jobs are commonly filled by young people who stay in the sector only temporarily and, due to a small population and low unemployment, a growing proportion of these jobs rely on foreign labor. This causes challenges, as without a highly skilled workforce, productivity, profitability and the destination’s reputation are all at risk. 
Improving the skills, quality and professionalism of the tourism industry was therefore one of the priority focus areas of the Road Map for Tourism in Iceland 2015-2020. In 2017, the Tourism Skills Centre Iceland was founded and financed by the Ministry of Industries and Innovation and the Social Partners. A steering group includes representatives from the Ministry of Industries and Innovation, the Ministry of Education, Science and Culture, employers and employees’ organizations and the Icelandic Tourist Board.

The Tourism Skills Center has focused on two major tasks:
  • to influence and cooperate with the formal school system to better adapt current and future study programmes to the needs of the industry, and, 
  • to increase training within tourism companies in Iceland. 
With the former task, the Tourism Skills Center engaged over 130 representatives in a series of work sessions with the aim to map and evaluate current study programmes and suggest improvements. A report on the findings was published with concrete suggestions for the school system to make the programmes more accessible, practical and based on the NQF system (competence levels). Work has already started with major vocational schools and the Life-long Learning Centers to implement the report findings. 

With the latter task, Tourism Skills Center staff were engaged in a project with the Life-Long Learning Centers to approach tourism companies in a systematic and strategic way to increase on-site training. 

A picture of the training process and company performance is on:https://haefni.is/tourism-skills-center/

 The mission is:
  • To work on the terms of the tourism industry to increase staff skills, thereby improving the quality, professionalism, job satisfaction and profitability of the industry.
  • To identify educational needs, develop paths, increase collaboration on education and convey it to educators and companies. 
  • To get educators to provide measurable and effective education according to the needs of the industry. 

A key goal for the project is to measure the results of the training on company operational performance such as staff turnover, social media ratings, revenues pr. employee and staff satisfaction index. In 2018, 40 training contracts involved over 70 companies and more than 2,000 employees in training. The project will be evaluated in 2020 but results so far have been promising. For example, one company in the project could show that for every euro invested in training, the return of that investment yielded about 3-6 euros back just in decreased staff turnover cost (oral comm. with manager). Source: www.haefni.is  

An article on the project from NVL´s DialogWeb, is on the Nordic Portal:
https://epale.ec.europa.eu/nb/content/laering-pa-arbeidsplassen
Ritratto di Andrew McCoshan
Many thanks for sharing, Sigrun. It will be fascinating to see the evaluation results when they are ready!
Meantime, do you have any examples of the types of learning delivered that you could share?
Andrew
(Moderator)
Ritratto di Carola DIERICH
It’s not always the paid work where practical and lifelong learning takes place – a lot of work and a lot of learning takes place in volunteer work. This is for example the case for people actively involved in volunteer fire brigades throughout Europe. It’s not only professional firefighters, often unnoticed volunteer firefighters are at emergencies first and safe lives in many European countries and especially in rural areas. In their important work, they are confronted with problems like how to attract new members in order to be ready for operations.

Within the project “FireVall – Volunteering Firefighting for all” during the last two years, partners from Germany, Denmark, Estonia, Bulgaria, Hungary and Croatia shared their experiences and good practices on volunteer fire brigades in their countries. Among other things the partners focused on strategies to attract new members, working with children and youth, as well as the training of volunteer fire fighters. Basic training takes place in the classroom and in a secure environment. Most of the learning takes place on the job.

Several times the partners pointed out that volunteer fire fighters learn not only a lot about firefighting, but also regarding responsibility, solidarity, teamwork and other social competences through their volunteer work, which are very relevant and useful in their normal day jobs. This is also true for other areas of societal life, which are an important factor of our societies and which are based on volunteering. Therefore, an European exchange and the chance to see beyond one`s own nose proofs to be very vital, extremely inspiring, motivating and beneficial for the large group of volunteers in all kinds of areas.

You can find all the information on the project and the collected good practices on the project website: http://firevall.eu/
Ritratto di Christine Bertram
It's such an important point you make. Volunteers contribute vital work and require equally extensive training and support as workers/ professionals to do this work. 
Ritratto di Tanja HALTTUNEN
WorkSafe (2017-1-FI01-KA202-034710) is a Erasmus+ KA2 project co-funded by the European Commission through the Finnish National Agency for Education. The project brought together six partners representing 6 European countries. The partners are: 
• Axxell Utbildning Ab, Finland (project coordinator) 
• Charlottenlund Upper Secondary School, Norway 
• Noorderpoort, Netherlands 
• Cfai Adamic, France 
• Education and Mobility, Spain 
• Ikaslan, Spain 

The outcome of the project is an online manual and toolbox that can be used by VET providers, teachers, employers and work mentors within the fields of metal work and construction. The manual is divided into 13 chapters; the first 11 chapters provides the users with information and tools that they can use to improve their knowledge and skills when it comes to providing learners with safe WBL experiences. These chapters are: 1. Work Safety in general, 2. Risk Assessment, 3. During work based learning (WBL), 4. During WBL: mentor´s perspective, 5. During WBL: teachers´ perspective, 6. During WBL: students´ perspective, 7. Young workers, 8. Addressing Sensitive Issues, 9. European Mobilities, 10. Health and safety regulations in Europe + 11. Health and Safety regulations in Finland, Norway, Netherlands, France and Spain) .

Chapter 12 of the manual provides the users with contact information to the partner organisations + contact persons involved in the project. In chapter 13 you can find all checlists that were developed within the project and that help VET providers, teachers, employers and workmentors improve the quality, safety and transparency of WBL for the students within metalwork and construction. 

You can access the WorkSafe - an Online manual and toolbox for Vet Providers Teachers, Employers and work mentors within Metalwork and construction from this link: https://worksafe2019.weebly.com/
Ritratto di Nevenka Kocijančič
If I refer to Estera's comment, I would like to present an example of good practice: Let’s Diversify Life through Learning Program at the Slovenian company TIK Kobarid. 

Via public tender for the implementation of programs for acquiring key competences and vocational skills 2016–2019 some adult literacy programs were funded. Among them is the program Training for Success in Life – Let’s Diversify Life through Learning Program (Usposabljanje za življenjsko uspešnost – Razgibajmo življenje z učenjem – UŽU – RŽU Program). It is intended for older employed adults who did not have enough opportunities for education and who wish to acquire the knowledge and skills to improve their quality of life and work in order to prolong their work activities. 

At the company TIK Kobarid, in which they stated in their vision that “… it provides employees with new skills and stable jobs…”, from 2016 to 2018, they implemented the UŽU – RŽU Program for three groups. It is a 120-hour program that brings competences in the areas of health, sustainable development, communication, learning of learning, digital literacy, financial literacy, personal management, foreign language communication and human relations. The program was prepared at the Soča Valley Development Centre in Tolmin, where they adapted it to the wishes of the company when organizing the performance and content. 

The aim of this program is to develop basic and professional skills of employees, whose level of these skills is lower, and to increase their chances of employment, mobility and recognizing their own potential for higher life quality. 

The program was divided into content sections, with lectures delivered by several different lecturers. After the initial great reticence of the employees to enroll in any training, the program was enthusiastically accepted by the participants as it is practically oriented and includes professional excursions with lectures related to the subject. The special feature of the UŽU – RŽU Program is that the content is adapted to the needs of the group, which, in addition to other competencies, develops proactiveness in the participants, as they are oriented towards interactive work through the program and are forced to submit ideas and solutions at the same time. 

After the first implementation of the UŽU – RŽU Program in 2016, the enrollment of TIK employees in the programs increased in the spring of 2017. The reason for the increased enrollment in various programs was the transfer of information and acquired knowledge on the UŽU – RŽU Program to other employees of the company. 

More than 15 employees participated in computer programs alone (beginner course in computer science, advanced course in Excel), and there was a noticeable increase in enrollment in various foreign language courses. 

The content and practical orientation of the UŽU – RŽU Program did not only have a strong impact on the employees of the company, but was also reflected in the local environment. Enrollment in PTPK programs has increased significantly in Kobarid Municipality. 

Between 2016 and 2018, 36 employees were enrolled in UŽU – RŽU Programs, 29 of which were older than 45 years. 13 participants had completed elementary, 17 vocational and 6 secondary school. Most of participants come from outskirts of Kobarid. They have been employed by the company since the beginning. 

Most of them were not interested in education and they rejected it completely. In previous years, the company had been experiencing difficulties in engaging in various training courses as employees of the company did not feel the need for additional learning, and even showed resistance to any changes. 

In order to improve group dynamics, we included some participants from other companies in each of the UŽU – RŽU groups. By this, the participants socialized, learned different ways of working and exchanged experiences, which turned out to have a positive effect. 

Accomplishments: 
  • after the initial great resistance of the employees to joining the programs, the enthusiasm for education has grown due to the varied and interesting content and practical orientation of the programs, 
  • the participants learned that the acquired knowledge was useful and important for their personal development as well, 
  • in work environments, employers prefer to choose shorter programs. UŽU – RŽU Program is a longer program (120-hours), which allows for changes, 
  • the mind-set of the participants in the learning courses has changed, 
  • the chain effect of the transfer of knowledge and competences is noticeable on other employees in the company as well as in the wider area, 
  • changing the organizational culture of the company based on the connection between all employees and synergy between employees and management, 
  • the desire for additional skills has increased, 
  • individuals are more confident, willing to take responsibility and therefore more courageously choose more demanding jobs in the company, etc.

Tik Kobarid's Let’s Diversify Life through Learning (UŽU – RŽU) Program is included as a good practice example in the ProfiTrain Project.