The main objective of the project is to improve access to Vocational Training (VET), as well as to contribute to improving the permanence of students with more difficulties. Their lines of work are linked to three of the specific priorities of the Erasmus + program for professional training. Specifically:
- Increase the visibility and attractiveness of VET.
- Increase the flexibility of VET opportunities.
- Contribute to innovation in FP.
These strategic priorities translate into 4 operational objectives in the Orienta4VET Project:
- Make VET visible in each of the contexts, identifying and analyzing its main problems and its impact.
- Identify the main barriers to VET in the territories and analyze their impact, taking as reference indicators the personal, educational/training, business and/or productive development of the territory, socio-labour or socio-professional.
- Explore the potential and viability of alternative pathways that facilitate the diversification and flexibility of access to VET opportunities (or educational/training re-entry through professional pathways).
- Implement appropriate guidance and tutorial action strategies in VET itineraries and analyze their impact.
The project will produce results divided into four areas of intervention:
- Plural VET that implies a redefinition of the global position of VET in the education and training system;
- personalized teaching, learning and guidance solutions;
- career-oriented lifelong learning progression and pathways and portability of professional learning
- flexible pathways.
These areas of intervention correspond to three main results of the project (PR):
- PR1. Shared Orienta4VET and interactive guidance plan (interactive guide). Related to the O3 of this project, this PR1 will be a shared space that will include an interactive guide for the implementation of strategies/guidance actions and tutorial action in FP, which are understood as innovative approaches to teaching and learning. The key and relevant feature of this shared and interactive orientation plan is co-created by the VET education agents participating in the project.
- PR2. Interactive map Orienta4VET. Related to O1 and O2 of this project, this PR2 seeks to be a useful accessible tool and resource for counselors, teachers/trainers, young people, researchers, educational centers, external educational agents, educational administration, etc. in the field of VET. This interactive map is adapted to the reality of the territories that will be involved in this project, being a response to specific demands and needs of the agents involved. This PR2 will consist of:
- Information related to the current difficulties and advantages of the FP and/or the FP itineraries itineraries through the different territories. — Explore diverse and flexible itineraries for access to VET in the different territories.
- Identification of alternative itineraries for access to VET in the different territories.
- PR3. Orienta4VET MOOC. Related to O1, O2 and O3 of this project, this PR3 aims to develop an accessible training resource that contributes to VET education, the development of agents’ capacities in the implementation of orientation processes and orientation and tutorial action strategies integrated elements of their teaching and learning processes. This MOOC resource will bring the interactive guide and the interactive map together as part of the training process.
Broadly speaking, the project will produce tangible results in the five dimensions mentioned above, producing three main project results, which include: (a) repository with PF information and resources in each territory in order to be able to offer PF support and responses as easily access for a variety of educational agents; (b) Training and other capacities through the involvement of different agent educational centers in the development of a shared and interactive orientation plan, which are understood as innovative teaching and learning approaches; (c) Construction of the FP network.
Orienta4VET is coordinated by Professor Patricia Olmos (CRiEDO-UAB), and includes the participation of researchers and faculty from: Polytechnic Institute of Leiría (Portugal), Universitaet Bremen (Germany), Universitatea din Bucuresti (Romania) and Aarhus Universitet (Denmark).
