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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.

Innovating VET practices in isolated rural and remote regions of the EU

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VETgoesRURAL Resources

How to apply the VETgoesRURAL methodology?

VETgoesRURAL methodology principles

Defining the VETgoesRURAL Methodology

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.

VETgoesRURAL Project

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What is VETgoesRURAL?

VETgoesRURAL Project

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.

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European Project VETgoesRURAL

VETgoesRURAL is a European Union-funded project that seeks to bring innovation to vocational education and training (VET) practices in isolated rural and remote areas of the EU. The project aims to revolutionize VET methodologies and approaches, ensuring that VET opportunities are customized to meet the specific requirements and aspirations of professionals and learners residing in these secluded regions within the EU.

Objectives

Improve VET professionals' skills and capacities in order to provide enhanced training and foster learners' engagement in EU isolated rural areas.

Innovate educational practices in isolated/remote rural areas.

Create a VET methodologies and approaches that respond to the needs and expectations of professionals and learners from isolated and remote areas of the EU.

Increase the quality of VET programmes.

Increase learners' participations and retainment in VET.

Strengthening of capacities and practices of national, regional, and local VET networks.

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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.

El proyecto se desarrollará durante 2022 y 2023 en 5 países: España, Italia, Bruselas, Grecia e Irlanda. Cuenta con financiación Erasmus+. Los socios del proyecto son:

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vetGOESRURAL countries and partners

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.

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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.

Methodological approach and objectives

Defining the VETgoesRURAL Methodology

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VETgoesRURAL

It focuses on quality in education, promoting continuous improvement and innovation.

It emphasises the leading role and active participation of students in the construction of learning.

Learning occurs through experience, and teaching is based on the creation of projects, research or challenges.

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Aim

It aims to encourage the practical application of acquired knowledge.

Technology is recognised as a natural driver of learning and curriculum development.

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What is VETgoesRURAL?

vetgoesrural methodology

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.

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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.

What is learning based on?

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VETgoesRURAL methodology principles

Based on authentic problems

Continuous Assessment

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Self-sufficiency

The teacher is a facilitator of learning.

Previous knowledge or experience.

Learning is built on the basis of...

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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.

Principles of the vetgoesrural methodology

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VETgoesRURAL methodology step by step

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.

How to apply the VETgoesRURAL methodology?

The selection of pedagogical practices involves choosing specific educational approaches and strategies that are adapted to the rural context and address the educational challenges identified.

The educational challenge refers to the identification of the main educational difficulties or needs to be addressed in the specific context of vocational training in rural areas.

Pedagogical Practices

Define your Educational Challenge

Defining the context in rural settings involves understanding and analysing the particular characteristics of the environment.

Step 3

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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.

Step 2

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Step 1

Define your Context

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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.

Choose and use teaching techniques that are appropriate and effective in promoting student learning in the rural context.

Pedagogical Dynamics

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Choose and use different educational tools, materials and technologies that are relevant, effective and appropriate to support teaching and learning in the rural context.

Pedagogical Resources

Step 5

Step 4

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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.

VETgoesRURAL Methodological Suite

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VETgoesRURAL Resources

CLICK HERE TO GET MORE INFORMATION ABOUT VETGOESRURAL CHALLENGES

Challenges in Rural Areas

Promote student participation, motivation and commitment.

To ensure the practical application of learning in students' career paths.

Ensure inclusive and accessible education.

Use innovative digital tools and gamification opportunities for learning.

Vocational guidance, learning support, monitoring and evaluation.

Design adapted to the specific needs of rural areas and with a gender perspective.

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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.

Have you detected any of these challenges in your rural context?

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Expand your knowledge of pedagogical practices, resources and dynamics according to the different challenges...

Methodological suite

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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.

Now it's your turn... Use the questions in this case study to answer your own challenge.

Case study activity: Innovative Methodologies in Digital Literacy Course.Context: High unemployment rate, the population has a low level of education for the most part, which limits their employment and professional development opportunities, low digital literacy and technological literacy in the population, which limits their access to digital jobs and economic growth opportunities. Access to formal education and vocational training programmes is limited due to distance and lack of educational resources in the rural area.Educational challenge: Ensure inclusive and accessible education in the field of digital literacy.Pedagogical practices:

What innovative methodologies could be used in this context? Describe at least two methodologies and explain how they can be adapted to the needs of the learners.

How could these innovative methodologies be implemented to foster active participation and meaningful learning in the field of digital literacy? Provide examples of practical activities that could be used in the course.

Pedagogical resources:

What would be the most appropriate pedagogical resources? List at least three resources and explain how they could be used effectively in the course.

How could existing pedagogical resources be adapted to make them accessible and relevant to course participants? Provide examples of modifications or adaptations that could be made.

Pedagogical dynamics:

What pedagogical dynamics could be used? Describe at least two dynamics and how they could contribute to inclusion and accessibility.

How could collaboration and exchange of ideas among course participants be promoted, taking into account their experiences and background knowledge? Provide examples of activities or strategies that could be used.

PRACTICAL ACTIVITY

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Which of the following statements is correct? a. I have to address all the needs identified in the context analysis.b. To determine the educational challenge I have to consider the specific obstacles to learning.c. In every context I will find an educational challenge.

The definition: "Relevant educational tools and technologies to support learning" responds to the concept of:a. Pedagogical practices. b. Pedagogical resources. c. Pedagogical dynamics.

What should I consider when selecting pedagogical practices?a. Teacher needs. b. Passive learning. c. Incorporation of digital tools.

What assessment tools can I use to define the context?a. Interviews.b. Participant observation.c. All of the above are correct.

Test the knowledge you have acquired in this course...

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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.

Learning dynamics should be adjusted to:a. The learning objectives. b. The characteristics of the learners. c. All of the above are correct. The characteristics of the learners.c. All of the above are correct.

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SELF-ASSESSMENT

Which of the following statements is correct? a. I have to address all the needs identified in the context analysis.b. To determine the educational challenge I have to consider the specific obstacles to learning.c. In every context I will find an educational challenge.

The definition: "Relevant educational tools and technologies to support learning" responds to the concept of:a. Pedagogical practices. b. Pedagogical resources. c. Pedagogical dynamics.

What should I consider when selecting pedagogical practices?a. Teacher needs. b. Passive learning. c. Incorporation of digital tools.

What assessment tools can I use to define the context?a. Interviews.b. Participant observation.c. All of the above are correct.

Test the knowledge you have acquired in this course...

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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.

Learning dynamics should be adjusted to:a. The learning objectives. b. The characteristics of the learners. c. All of the above are correct. The characteristics of the learners.c. All of the above are correct.

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SELF-ASSESSMENT

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.

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START 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.

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Good practices in equality in companies: How to apply the gender perspective in business?

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Good practices in equality in companies: How to apply the gender perspective in business?

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New models of success. Female entrepreneurship

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New models of success. Female entrepreneurship

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New models of success_Female entrepreneurship

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Write Storming (creativity dynamics for problem or challenge solving)

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Write Storming (creativity dynamics for problem or challenge solving)

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Learner Educational Mentoring Frameworks (LEMF)

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Learner Educational Mentoring Frameworks (LEMF)

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Learner Educational Mentoring Frameworks (LEMF)

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Educational Guidance in Vocational Education

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Educational Guidance in Vocational Education

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Educational Guidance in Vocational Education

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Working through Individualised Learning Plans (ILP)

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Working through Individualised Learning Plans (ILP)

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Working through Individualised Learning Plans (ILP)

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Applying Learning Support, Guidance, and monitoring to early school leavers and adults who have returned to vocational education and training in rural settings.

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Applying Learning Support, Guidance, and monitoring to early school leavers and adults who have returned to vocational education and training in rural settings.

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Learning Support, Guidance, and monitoring

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A Playful and Interactive Classroom with a QuickQuiz

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A Playful and Interactive Classroom with a QuickQuiz

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Game IT - Gamified interactive training to prepare disadvantaged learners for international VET mobility in the tourism and hospitality sector.

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Game IT - Gamified interactive training to prepare disadvantaged learners for international VET mobility in the tourism and hospitality sector.

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The Widespread Museum of the Five Senses

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The Widespread Museum of the Five Senses

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CHALLENGE 6. Design adapted to the specific needs of rural areas and with a gender perspective.

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CHALLENGE 6. Design adapted to the specific needs of rural areas and with a gender perspective.

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CHALLENGE 5. Vocational guidance and learning support for rural learners

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CHALLENGE 5. Vocational guidance and learning support for rural learners

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CHALLENGE 4. Use of innovative digital tools and gamification opportunities for learning.

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CHALLENGE 4. Use of innovative digital tools and gamification opportunities for learning.

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CHALLENGE 3. Ensuring inclusive and accessible education.

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CHALLENGE 3. Ensuring inclusive and accessible education.