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Art & Creativity
The project also puts emphasis on developing and disseminating tools for evaluating the progress of adult learners in training. The final beneficiaries of the Guideline are trainees (adults) of the sending institutions, such as school or university teachers, VET school teachers, managers and other administrative staff from public or private institutions. During the project, partners are dedicating one short-term staff training and one chapter of the Guideline to the topic of evaluation and assessment (eg. needs assessment, feedback evaluation, in-course progress assessment). In Annexes part of the Guideline, example tools will be provided, to trainers accessing the IO will be able to integrate these tools in their services and better track the progress of trainees participating in international professional development structured courses.
The "Guideline4Training" projects main objective is to strengthen the profession of trainers by involving them in development opportunities (eg. short term training events; transfer of know-how training events; video tutorials and other dissemination & exploitation activities such conferences) and on the other hand, by offering them a long-term development solution with the help of a guideline, that instructs trainers on how to plan, implement, evaluate and follow-up efficiently their training courses. Moreover, the project will have a positive impact on trainees (school and VET teachers; graduates; university teachers; youth workers, etc.), the sending institutions and on the attractiveness of this profession (teacher trainers) in general.
Trainers from our target group are involved in offering job-related structured courses in many various topics such as for example preparing other teachers on how to use ICT in lessons; using CLIL in teaching; methods for teaching pupil with special needs; training other trainers; teaching children with learning problems, etc. By boosting trainers knowledge and competencies and by offering them a tool, they will be able to offer more qualitative continuous professional development opportunities (eg. better fit the needs of trainees; better adapt to the current expectations of sending institutions; be able to offer a more balanced schedule containing both teambuilding, cultural preparation, practice sharing, along with subject-specific content; an increased capacity to respond to the feedback of trainees) and the learning outcomes of such well-prepared courses will generate a long-term impact in the field of professional development.
Guidelines 4 Training
Erasmus+ Partnership in VET – 2020-2022
Though the mobility of staff has been considered a priority by the European Union, in order to assure good quality, efficiency, and a high impact of mobility events, it is vital to have well-prepared host institutions and to invest in strengthening the professional profile of teacher trainers. The partnership, consisting of 5 training providers from 5 different European countries, is based on the needs they personally encountered in their own institutions, but also on statistical data from a national and European level, for example, there isn’t unity between the teaching methods in the European countries and there are no quality standards for planning, implementing and evaluating international-level training courses; providing international training courses requires both subject-specific expertise and knowledge about the specific elements of an international training course.
The goal
In response to the listed needs, the main objective is to increase the quality of international level, job-related short-term training courses by:
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Creating a Standard Guideline on how to plan, implement and follow up on such an event;
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Strengthening the profile of trainers delivering international training events, by developing their competencies and knowledge in the field of planning, implementing and following-up such activities.
The target
The project will target international training providers (e.g. host institutions offering KA1 short-term courses) and the trainers involved in these institutions. Of course, indirectly, the project will have an impact on trainees and sending institutions as well, since an increase in the quality of training events will positively impact the trainees attending such opportunities and their sending institutions.
The partners
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Bridge Language Study House Association, Cluj-Napoca, Romania;
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Europass Italian Language School, Florence, Italy;
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European Academy of Creativity, Barcelona, Spain;
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Teacher Academy Ireland Limited, Dublin, Ireland;
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Europass Berlin Beratungsburo, Berlin, Germany.
The outcome
The main result of the project is the Guidelines, a document dedicated to international training providers and trainers which include tips, guides, and recommendations for all the main stages of implementing such an event (from planning to evaluation).