Transnational WBL Organiser in VET - Social Inclusion and Intercultural Specialist

Description:

This badge certifies that the holder is proficient in ensuring environmental sustainability within transnational Work-Based Learning (WBL) and mobility programs.

Aligned with the GreenComp framework, the badge recognizes competencies in envisioning sustainable futures, adaptability, and collective action for the environment.

The holder actively implements practices to minimize the carbon footprint of WBL activities, promoting eco-friendly behaviors and sustainable transition within educational and industrial settings.

Goals:

Provide and ensure inclusive experiences for learners with diverse needs during WBL mobilities, facilitating cross-cultural communication and leveraging diverse perspectives for innovative solutions.

Competences:

Intercultural Awareness: Showing cultural intelligence, empathy, and intersectional sensibility toward the plurality of identities.

Proactive Inclusion: Integrating inclusivity as a core principle of WBL organization rather than a marginal aspect.

Commitment to Equity: Demonstrating an understanding of WBL mobility as a fair and equitable experience that enriches both personal and professional growth.

Soft skills:

Source soft skills:

Knowledge :

Regulatory & Pedagogical Context: Guidance and accompanying techniques, including the values set out in the "Profile of Inclusive Teachers" (European Agency for Special Needs and Inclusive Education).

Inclusive Practices: Good practices in inclusive, intercultural, and intersectional Work-Based Learning (WBL) and mobility experiences.

Mediation & Support: Methods and techniques to foster inclusive mediation, emotional intelligence for conflict resolution, and strategies to ensure every learner feels valued.

Assessment & Monitoring: Techniques to establish inclusive baselines for learners and evaluate progress in inclusive competencies during mobility.

Continuous Improvement: Evaluation and feedback techniques to assess program effectiveness and identify opportunities to leverage mobility for breaking down socio-economic barriers.

Skills:

Barriers Identification: Ability to identify and analyze specific barriers faced by apprentices and adopt behaviors that prioritize inclusivity.

Empowering Stakeholders: Equip employers and company representatives with advice, reference materials, and support to create respectful and safe WBL environments.

Guidance & Mentoring: Provide guidance to a diverse range of apprentices and trainees, monitoring the inclusivity of their practical experiences.

Stakeholder Collaboration: Collaborate with host companies and VET centers to promote inclusive contexts and collect feedback from all parties involved.

Critical Reflection: Reflect on personal inclusive skills and professional experiences to identify opportunities for improving future support for learners.

Evaluation criteria:

Test-based (80% threshold) and Case study-based (Level 3/5 threshold)

Trainer:

Online self-paced training via the STREAM LMS

Other info:

Project background

The STREAM project concept has emerged from an in-depth examination of challenges, obstacles, and needs aimed at enhancing the quality and pertinence of Work-Based Learning (WBL) and international mobility. This analysis was conducted through research, engagement, and development initiatives carried out across Europe between 2020 and 2022 by the Eduwork.net consortium within the framework of Erasmus+ KA3. This 3 year project brings together 14 partners and 4 associated partners across Europe and kicked off in January 2024

Project Aims :

To identify the skills necessary for vocational education and training (VET) trainers and business mentors to design and manage high quality Work–Based Learning (WBL) experiences. To improve the efficiency and flexibility of Work-Based Learning (WBL) design, organization, and evaluation across both national and transnational contexts involving VET providers and companies. To promote WBL within Europe’s VET community which entails nurturing international collaboration and intercultural exchange

Awarding consortium:

C.I.O.F.S. FORMAZIONE PROFESSIONALE (Coordinator) – Italy

ASSOLOMBARDA MONZA E BRIANZA – Italy

METROPOLISNET EEIG – Germany

CONFEDERACION ESPANOLA DE CENTROS DE ENSENANZA (CECE) – Spain

CAMARA OFICIAL DE COMERCIO E INDUSTRIA DE ZARAGOZA – Spain 

RINOVA MALAGA SL – Spain

CITY OF DUBLIN EDUCATION AND TRAINING BOARD (CDETB) – Ireland

MINISTRY OF EDUCATION AND RELIGIOUS AFFAIRS (DIEK Aigaleo) – Greece

AINTEK SYMVOULOI EPICHEIRISEON EFARMOGES YPSILIS (IDEC) – Greece

VILNIAUS AUTOMECHANIKOS IR VERSLO MOKYKLA (VAVM) – Lithuania

KAUNO PREKYBOS, PRAMONES IR AMATU RUMAI (Kaunas CCIC) – Lithuania

STIFTELSEN KURSVERKSAMHETEN VID UPPSALA UNIVERSITET – Sweden 

FACHHOCHSCHULE DES MITTELSTANDES (FHM) – Germany 

DUBLIN CHAMBER OF COMMERCE – Ireland 

EU Disclaimer:

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

European reference frameworks:

Profile of Inclusive Teachers: Developed by the European Agency for Special Needs and Inclusive Education.

Framework validation:

Framework validated by FHM (Germany) and Folkuniversitetet (Sweden) - EQF Level 6