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As an eTwinning ambassador, I have tutored several training courses in Catalonia on eTwinning basics and eTwinning in connection with Erasmus+. Occasionally, some VET schools have participated, although most of the time the target group has been primary and secondary schools (and I am a Primary school teacher).

When I have faced the challenge of adapting the content to suit VET schools—so that it is relevant and meaningful for them—I have reached out to other ambassadors in the region who have experience working with vocational education and training centres. They have shared examples of successful projects, which I could then present as good practice. I have also encouraged VET participants to join the eTwinning VET group, where they can find inspiration and connect with like-minded educators.

In general, many aspects are common to all types of projects, such as the use of ICT tools, project design, establishing netiquette, and the importance of evaluation. Learning how to use the ESEP platform effectively is also essential, especially to navigate search tools, find suitable project ideas, join existing proposals, or create their own project announcements.

To better support IVET participants and respond to their specific needs, I believe it is important to encourage them to attend dissemination events or webinars organized by the very active eTwinning VET group. Additionally, creating presentations with concrete examples of successful VET projects can be very helpful to inspire them and motivate them to integrate eTwinning into their future practice.

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What is the best way to approach the staff working in vocational schools?

As an ambassador I am in an eTwinning group of VET in my country. This way I can read and learn about their interests and what their needs are. I use the information shared in these groups to help VET teachers in my region interested in eTwinning. I can show them ideas and activities of other VET teachers that they can easily use with their students.

What could you do to support the IVET school staff? What challenges do you think you would face?

Sometimes it is a bit difficult for me to support them, mainly because I am a primary teacher and I really don't know the needs or challenges the IVET teacher have. However, I try to gather information of other IVET teachers working in eTwinning and I put them in touch. I give the the VET eTwinning group link and I explain them how to join and what information they can get there as well as how useful this group could be for them.

What actions and strategies would you use in order to introduce eTwinning to IVET school staff?

I would create a presentation about how they could work on eTwinning with their students. I will use some examples of my online eTwinning courses that IVET teachers had shared with me, such as ideas for projects, ideas for collaboration, etc.

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Shereen Salahat, Musqat Secondary School

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Shereen Salahat, Musqat Secondary School

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Supporting IVET School Staff as an eTwinning Ambassador

The best way to approach vocational school staff is by showing the practical value of eTwinning and how it can support their teaching and students’ future careers. It is important to use simple, relevant examples connected to their fields.

To support IVET staff, I would provide hands-on workshops, ready project ideas related to vocational subjects, and continuous guidance during their first projects. I would also encourage collaboration with international partners working in similar fields.

Some challenges may include lack of time, limited experience with digital tools, and uncertainty about how to integrate eTwinning into vocational subjects.

To introduce eTwinning, I would start with short training sessions, share successful examples, and offer step-by-step support. I would also create a small team of interested teachers to lead and motivate others.

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As an eTwinning Ambassador, the best way to approach IVET school staff is by showing the practical value of eTwinning in their specific context. Vocational teachers often focus on employability and real-world skills, so I would present eTwinning as a tool to enhance students’ professional competences, international awareness, and collaboration skills.

To support IVET staff, I would offer short, hands-on training sessions focused on simple project ideas linked to their vocational areas, as well as guidance on finding partners and integrating eTwinning into existing curricula. Mentoring and sharing concrete examples of successful projects would also be essential.

Some challenges may include limited time, lack of familiarity with international projects, or the perception that eTwinning is more suited to general education. To address this, I would use flexible strategies such as small-scale pilot projects, peer support, and highlighting the direct benefits for students’ future careers.

Overall, I would focus on practical, relevant, and achievable actions to help IVET teachers feel confident and motivated to engage with eTwinning.

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As an eTwinning Ambassador, I believe that effective communication with VET school staff should be based on understanding their practical teaching context and needs.
The best way to approach them is through direct, supportive, and practice-oriented interaction. Organising short, hands-on workshops and informal meetings can help demonstrate how eTwinning can be integrated into vocational subjects in a simple and meaningful way. It is also important to use real examples from vocational fields to make the idea more relevant and motivating.

In my role, I can support IVET school staff by providing continuous guidance and practical support.
This includes helping them design simple eTwinning projects related to their specialisations, offering ready-to-use ideas, and supporting them technically throughout the project implementation. I can also encourage collaboration between teachers from different schools to exchange experiences and build confidence.

However, I expect to face some challenges, such as limited time due to the practical nature of vocational education, varying levels of digital competence among teachers, and the common perception that eTwinning is more suitable for academic subjects rather than vocational ones.

To introduce eTwinning to IVET school staff, I would adopt gradual and practical strategies.
I would start with awareness sessions focused on benefits and real classroom applications, followed by small pilot projects to build confidence. Sharing success stories, creating a supportive teacher community, and linking eTwinning activities to real-life skills and labour market needs are also key strategies.

From my own school experience, I can provide a concrete example.
My school has recently introduced vocational education starting from grade 10 up to Tawjihi level, with two main specialisations: beauty and fashion. This experience allows me to demonstrate how eTwinning can be effectively integrated into vocational education through collaborative activities such as exchanging fashion designs or sharing beauty techniques with students from other countries. This makes learning more engaging, practical, and internationally connected.

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As an eTwinning Ambassador, my role is to help vocational teachers see eTwinning as a practical and relevant educational tool.

The best way to approach IVET teachers is by emphasizing practical value and employability skills. eTwinning supports project-based learning and helps students develop transversal skills such as communication, teamwork, digital competence, and intercultural awareness, which are essential in vocational education.

To support IVET staff, I would provide practical guidance, short workshops with concrete examples, and help in finding partners and using TwinSpace tools. Starting with small projects can build confidence and show that eTwinning can be easily integrated into the curriculum without increasing workload.

The main challenges include lack of time, limited digital skills, and skepticism. These can be addressed through flexible project design, clear examples of impact, and a bottom-up approach, supporting motivated teachers first and using their success to inspire others.

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I have no experience with eTwinning projects with VET schools, but I have often organized Erasmus+ exchnages and internships for students from our Danish and Italian partnerschools. I think I would promote eTwinning by drawing attention to personal advantages such as improvement of life skills - linguistic improvement, digital knowledge, possibility to share internship experiences and to make friends with students from another country one could possibly travel to to carry out an internship.

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As an eTwinning Ambassador, I can support school staff in initial vocational education and training (IVET) even without prior experience in this field by adopting a learning-oriented and facilitative role. I am willing to learn about the IVET context, teachers’ needs, and relevant eTwinning opportunities, while using my strengths in eTwinning methodology, networking, and quality support.

My main contribution would be to lower entry barriers for IVET teachers, offer guidance on simple and practical eTwinning projects, and highlight how eTwinning supports employability, transversal skills, and international perspectives. A key focus would be connecting IVET schools—locally and internationally—by identifying schools with similar vocational profiles and encouraging them to work together in collaborative projects.

By acting as a connector, facilitator, and mentor, and by building small communities of practice, I can help IVET staff integrate eTwinning into their teaching while learning alongside them and responding to their specific professional needs.

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As an eTwinning ambassador I would start by visiting their school, meeting teachers in their departments, and listening carefully to their needs, challenges, and expectations. I believe that showing genuine interest in their daily work builds trust, and trust is essential when introducing something new like eTwinning. I would focus on starting conversations with concrete examples of how eTwinning can benefit their vocational profiles—such as improving practical skills, linking students with European peers in the same professions, and making learning more engaging and relevant to the labour market I could organise hands-on workshops on how to register, create projects, or integrate digital tools into their teaching. I would also prepare short tutorials or mini-guides tailored specifically to vocational subjects,for example, how students in mechanics, IT, hairdressing, or hospitality can participate in collaborative tasks. Additionally, I would accompany them during the first steps of joining a project, helping them communicate with partners or understand the TwinSpace. My goal would be to make their first experience smooth and motivating..Some vocational teachers may feel that eTwinning takes too much time or that it does not fit their practical curriculum. Others may struggle with digital platforms or feel insecure about their English skills. For this reason, I would need to be patient, encouraging, and ready to offer continuous follow-up support. I believe that showing small and quick successes,like uploading a simple activity or joining a short-term project can help overcome hesitation.

To introduce eTwinning effectively to IVET staff, I would use targeted actions and strategies. First, I would relate eTwinning to real vocational competencies, such as teamwork, communication, creativity, and digital readiness. Second, I would share success stories from other vocational schools to show concrete results. Third, I would encourage collaborative project ideas that match their fields, for example: virtual company visits, sharing best practices in workshops, creating instructional videos, or working on sustainability topics relevant to their profession. Finally, I would stay available as a mentor, offering ongoing advice and celebrating their achievements.

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The best approach is to focus on the program's practical benefits for their vocational subjects.

I would provide specific vocational subject-based project kits and promote online, flexible networking and peer-learning events.

The main challenge would be overcoming the lack of time and need for staff cover.

I would introduce eTwinning by promoting projects and highlighting the career-enhancing value of the Quality Labels and official CPD certificates it offers.

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As an eTwinning Ambassador, I would primarily reach out to initial vocational education and training (IVET) staff through a pragmatic approach, with an emphasis on direct links to Erasmus+ and their professional practice. A key strategy would be to promote eTwinning as an ideal digital platform for planning and implementing mobilities, with the aim of strengthening the international dimension of their training, while providing free professional development focused on innovative and topical topics. Overcoming challenges such as the lower perceived impact of projects on IVET students would require advocating for the official recognition of successful eTwinning work as part of continuous professional development and sharing good practices that directly link project activities to specific professional skills in their curricula.

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I invite specialized teachers to join my eTwinning projects and try PBL as an alternative to traditional classes.

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I have no experience in this regard, but these might be some ideas

Offer targeted training workshops on:

How eTwinning can be integrated into vocational subjects (e.g. hospitality, mechanics, IT, tourism).

Using digital tools in project work.

TwinSpace and collaborative work.

Organize short “project clinics” where staff bring ideas and receive direct feedback.

Create or share templates for vocational projects (lesson plans, assessment tools, communication strategies with partners).

Mentor teachers individually—especially those new to international collaboration or unfamiliar with eTwinning.

Identify suitable international partners through the platform and help with first contact and project design.

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As an eTwinning ambassador, I supported the process by which my secondary school transformed into a vocational school by setting up vocational classes to provide rural students with a qualification and their insertion into the job market. I attracted teachers and students from vocational education to eTwinning projects to help develop digital skills, language skills and professional competences.

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What is the best way to approach the staff working in vocational schools? What could you do to support the IVET school staff? What challenges do you think you would face? What actions and strategies would you use in order to introduce eTwinning to IVET school staff? Introducing eTwinning to IVET schools can be highly motivating and useful to their curriculum and work. Dissemintaing results of positive projects can be supportive as well as training them to access, create and implement projects.

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I teach at lower secondary level and I admit I am not very familiar with the specific context of vocational schools (IVET).

However, I believe the best way to approach IVET staff is through open dialogue, empathy, and by identifying their specific needs.

I would start with short, practical presentations about the benefits of eTwinning, providing examples of projects relevant to vocational education.

To support them, I would organize tailored workshops focusing on international collaboration, digital skills integration, and the value of hands-on learning.

One challenge could be the perception that eTwinning is more suitable for theoretical education. I would use strategies such as partnerships with other vocational schools across Europe, project ideas focused on trades and professions, and one-on-one mentoring to encourage participation. My goal would be to show that eTwinning is flexible and valuable, regardless of school type.

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1. What is the best way to approach staff working in vocational schools?

To engage effectively with IVET teachers, I believe it’s essential to:

Acknowledge the specific nature of vocational education, by adapting eTwinning examples to practical, real-life training contexts;

Demonstrate the direct relevance of eTwinning: it increases student motivation, supports hands-on learning, and opens access to European collaboration and labour market awareness;

Use a friendly, down-to-earth approach, focusing on real benefits, not theory – and showing that eTwinning can be simple, meaningful, and achievable.

🔹 2. What can I do to support IVET staff?

As an ambassador, I can:

Organize custom eTwinning introduction sessions for vocational teachers, showcasing practical projects (e.g. workplace safety, entrepreneurship, sustainability in trades);

Help them connect with similar vocational schools across Europe and form partnerships tailored to their technical focus;

Provide short, adaptable project ideas that align with their national curriculum and practical training modules;

Offer continuous support with platform usage, TwinSpace management, and Quality Label application guidance.

🔹 3. What challenges might I face?

Lack of time and the heavy practical workload typical in vocational schools;

The misconception that eTwinning is only for general education or theoretical subjects;

Low digital or foreign language confidence among some IVET teachers;

Difficulty in engaging disadvantaged students in online or international collaboration.

🔹 4. What actions and strategies would I use?

Promote job-shadowing or networking with other successful VET eTwinning schools to inspire and offer real-life models;

Set up a regional or national eTwinning group focused on VET, where teachers can share resources and collaborate on micro-projects;

Create a short “eTwinning for VET” guide, with concrete ideas for fields like mechanics, forestry, aesthetics, culinary arts, or tourism;

Encourage students to create digital stories or videos about their profession – integrating storytelling with skills promotion;

Collaborate with inspectors, school leaders, and teacher trainers to embed eTwinning in local teacher training and optional curriculum modules.

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I don’t have direct experience working with vocational education and training (IVET) schools, but as an eTwinning Ambassador, I would approach this with openness and a willingness to learn. My first step would be to understand the teachers’ daily realities and explore with them how eTwinning could be a supportive tool, not an extra burden.

Although I am not deeply familiar with the specific challenges of IVET schools, I would suggest informal, short sessions to present practical, relevant project ideas tailored to vocational subjects. Showing how eTwinning can enhance what they already do—rather than adding something new—can make a big difference.

I would also try to connect with teachers who are open to innovation and help them become small hubs of eTwinning activity within the school. I truly believe there’s a lot of untapped potential for eTwinning in IVET—it’s just a matter of building bridges between practical, skills-based learning and international collaboration.

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As an eTwinning Ambassador supporting Initial Vocational Education and Training (IVET) staff, it’s essential to approach them with an understanding of their practical and busy teaching environment. Emphasizing how eTwinning projects can directly enhance vocational skills, digital literacy, and employability helps demonstrate clear benefits. Starting with a few motivated teachers to create peer influence and offering flexible, manageable activities that respect their time constraints encourages engagement. Tailoring project ideas to specific vocational fields, providing ready-made resources, and running practical workshops on easy-to-use digital tools further support IVET staff in integrating eTwinning into their teaching. Creating networks for experience sharing and highlighting how eTwinning fosters soft skills like teamwork and intercultural communication can boost motivation.

However, challenges such as workload concerns, limited digital skills, lack of awareness, scheduling conflicts, and language barriers may arise. To overcome these, it’s important to start small with pilot projects that map directly to vocational curricula and learning outcomes, sharing success stories to build confidence. Offering ongoing one-on-one mentoring, promoting the recognition of eTwinning through awards, organizing joint events with other school sectors, and involving school leadership to endorse participation are effective strategies. These actions help introduce eTwinning meaningfully to IVET staff, making it relevant and accessible while fostering their professional growth and enriching students’ vocational education experience.

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Monica Iuliana ONICA, Spiru Haret National College, Romania 

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Monica Iuliana ONICA, Spiru Haret National College, Romania 

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As an eTwinning Ambassador in vocational schools, I believe it is important to approach the staff in an open and friendly manner. I plan to participate in meetings and share concrete examples that demonstrate how eTwinning can support their professional work and help develop their students. Listening to their needs and challenges is essential in order to provide solutions tailored to their specific context.

To support them, I would organize practical sessions and interactive workshops, showing step by step how to use the eTwinning platform to create projects that are relevant and engaging for vocational education students. I also think facilitating the exchange of experiences and best practices among teachers can boost collaboration and motivation.

I understand there may be challenges, such as lack of time or hesitation towards new technologies, but with continuous support and patience, I believe I can build trust and encourage active participation.

To introduce eTwinning in these schools, I would start with short and clear presentations during school meetings, then suggest creating a small internal group dedicated to eTwinning to support and motivate colleagues. I would also provide easy-to-understand materials and tailored tutorials. If I find enthusiastic colleagues, I would involve them as “ambassadors” to expand the community and make the projects more appealing.

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As an eTwinning Ambassador, I believe that supporting IVET (Initial Vocational Education and Training) schools is essential to expanding the eTwinning community and making the platform more inclusive and skills-oriented.

1. How to approach VET staff

The best way to approach staff in vocational schools is to:

Acknowledge their context, which is often focused on practical skills, dual learning, and real-world applications.

Emphasize how eTwinning can be used to connect students with peers across Europe, improving their soft skills, digital competence, and intercultural awareness.

Reach out through school leadership or VET department heads and offer short, customized presentations during team meetings or CPD sessions.

2. How to support IVET school staff

To support them effectively, I would:

Organize targeted workshops with real examples of eTwinning projects adapted for VET subjects (e.g., hospitality, mechanics, IT, agriculture).

Share ready-to-use tools and twin project ideas relevant to their field (e.g., creating digital portfolios, international recipe books, workplace simulations).

Provide step-by-step mentoring to help them register, join groups, and launch small-scale projects.

3. Possible challenges

Prejudice that eTwinning is only for academic/general education

Lack of time and pressure to meet practical training hours

Limited digital skills among some VET teachers

To overcome these, I would:

Showcase successful eTwinning projects from other VET schools

Emphasize the flexibility and practical benefits of international collaboration (e.g., preparing students for Erasmus+ mobility)

Offer ongoing support, not just one-time presentations

4. Strategies to introduce eTwinning to VET schools

Use peer testimonials: invite a VET teacher who already used eTwinning to share their experience

Create a mini guide or Padlet with VET-specific project ideas

Promote eTwinning during Erasmus+ or job-shadowing preparations

Encourage student-led projects, where learners create content relevant to their field (e.g., video tutorials, digital posters, product design)

IVET schools have great potential for eTwinning because they are practical, skill-based, and oriented toward the future job market. My role as an ambassador is to bridge the gap between this potential and the real tools that eTwinning offers. With the right support and tailored guidance, VET teachers can become strong contributors to the European education community.

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1. What is the best way to approach the staff working in vocational schools?

eTwinning professional development activities for IVET staff should consider their pedagogical teaching competences without neglecting their occupation-related subject knowledge.

2.What could you do to support the IVET school staff? What challenges do you think you would face?

IVET schools could collaborate with research organisations and providers to support action research in order to evaluate the impact of the

practices of teachers who are in eTwinning.

3.What actions and strategies would you use in order to introduce eTwinning to IVET school staff?

Pedagogical skills and practices:

• collaboration with teachers/professionals in other

areas/subjects;

• project-based and technological skills;

• ability to teach cross-curricular subjects and work in a

multicultural/multilingual setting.

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1. The best way is to approach staff with respect, openness and understanding for their professional specificities. It is important to highlight the concrete benefits of collaboration and the use of platforms such as eTwinning, offering them practical examples and support adapted to their needs. Communication should be personalised, collaborative and solution-oriented, actively involving them in the decision-making process.

2. To support IVET (Initial Vocational Education and Training) school staff, I would offer:

Practical training and mentoring sessions on the use of the eTwinning platform and its integration into the curriculum.

Teaching resources adapted to the professional profile of the students.

Creating a collaborative network between teachers for the exchange of good practices.

Technical assistance and constant support.

Possible challenges include: resistance to change or reluctance towards new technologies, lack of time for training and implementation, differences in the level of digital skills, the practical-applicative specificity of vocational training, which may seem difficult to integrate with online activities.

3. Organizing demonstration sessions and practical workshops focused on the advantages of eTwinning in vocational training.

Identifying "leader" teachers to become ambassadors of the platform

in the school.

Creating easy-to-implement pilot projects, relevant to the professional profile of the students.

Providing personalized technical and pedagogical support throughout the projects.

Promoting international collaboration to enrich the learning experience and staff motivation.

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From my experience, I can address the role of an eTwinning ambassador in Early Childhood Education and Care since I am a kindergarten teacher. I can give examples of how we do it in our kindergarten (3 times eTwinning School). We collaborate with our colleagues to implement activities with specific goals/themes. Usually, I found a project in which I involve all the teachers from my institution. I mentor them in all the activities that they implement (registering, uploading materials, activities with the pupils etc.), I provide technical support when they need it with ICT and web tools that we use, and so on. I even encourage some of my colleagues to start their own projects as participants, founder or cofounders.

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Supporting IVET School Staff as an eTwinning Ambassador

How to approach vocational school staff

The best way to approach IVET staff is through direct engagement and understanding their context:

Attend staff meetings or teacher training sessions to introduce eTwinning.

Use real-life success stories or short videos of past projects to show practical benefits.

Speak their language: highlight how eTwinning aligns with practical skills development and industry collaboration.

Encourage small-scale, low-pressure pilot projects to build confidence.

How I can support IVET school staff

As an Ambassador, I would:

Offer mentoring and coaching, both 1:1 and in small groups.

Provide examples of successful IVET eTwinning projects, especially ones that link vocational skills with international collaboration.

Help them navigate the platform (project creation, partner search, TwinSpace use).

Organize mini training workshops tailored to vocational educators, focusing on hands-on, applied projects.

Challenges I might face

Time constraints: IVET teachers often have packed, practical schedules.

Perception that eTwinning is only for general education.

Digital confidence: Some staff may lack experience with online tools or platforms.

Language barriers when collaborating internationally.

Strategies and actions I would use

1. Map needs first – Survey or informally ask staff about their teaching goals, digital skills, and hesitations.

2. Start small – Encourage short, low-risk projects with clear outcomes tied to vocational objectives.

3. Connect them with peers – Link them with other IVET teachers already active in eTwinning.

4. Highlight student impact – Emphasize how eTwinning builds employability skills like teamwork, communication, and intercultural understanding.

5. Use blended training – Combine in-person support with short online resources (e.g. tutorials, webinars).

6. Celebrate success – Showcase completed projects internally and externally to boost motivation.

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develope etwinning for VET

improving AI methods and usong digitalisation for VET profile

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HOW CAN I SUPPORT VET SCHOOLS AS AN ETWINNING AMBASSADOR?

Host short, practical workshops on how to use eTwinning for work-based learning, digital portfolios, or showcasing practical skills.

Highlight tools like TwinSpace for collaborative projects that simulate real work tasks.

Show how eTwinning can boost employability skills—e.g., teamwork, intercultural communication, language use, digital competence.

Build Partnerships:

Help identify suitable partners (e.g., other vocational schools, companies, training centers) via the eTwinning platform.

Facilitate job-shadowing or small projects that mirror internships or workplace experiences.

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As an eTwinning Ambassador, supporting staff in Initial Vocational Education and Training (IVET) requires a practical, tailored, and collaborative approach.

The best way to approach IVET staff is by highlighting how eTwinning can enhance practical learning, student employability, and international collaboration—all highly relevant to vocational contexts. I would begin with short, hands-on presentations showing real examples of successful IVET projects and their impact.

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As an eTwinning Ambassador, I can support VET school staff through practical training sessions, guidance in creating projects and adapting the platform to their specific needs. The ideal approach is through direct discussions and concrete examples from the professional field. Challenges may include lack of time and reluctance to digital tools, but these can be overcome by personalised support and highlighting the benefits for students and teachers. I will use success stories, individual mentoring and collaboration with school management to integrate eTwinning into IVET activities.

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As an eTwinning Ambassador, I can support school staff in initial vocational education and training (IVET) in several ways: offering practical guidance on how to adapt the eTwinning platform and its tools to vocational education; create a community of IVET teachers to exchange best practices, resources, and ideas, fostering a network of international educators working together on common goals; sharing successful case studies, templates, and lesson plans that show how other IVET teachers have successfully used eTwinning projects in their work.

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My role as an eTwinning Ambassador is to stress the benefits of eTwinning and project based learning. Being part of this large community will help students develop their communication, language ,digital skills. The will learn more about important themes like inclusion, citizenship, cooperation. I will talk about all the advantages of being part of a large educational community.

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As an eTwinning Ambassador, my role in supporting staff in VET schools involves several key actions. First, I would approach VET staff by emphasizing how eTwinning can enrich their vocational programs with real-world projects and international collaboration. To support IVET staff, I would organize tailored workshops that focus on their specific needs and demonstrate practical eTwinning project examples relevant to their fields. Challenges I might face include overcoming resistance to adopting new methods and integrating eTwinning into existing curricula. To introduce eTwinning effectively, I would arrange informational sessions, highlight successful case studies, and provide ongoing support to address any concerns. Building strong relationships with staff and understanding their unique challenges will be essential for successful implementation.

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There are so many ways to support IVET, nevertheless, as an eTwinning ambassador, we have the commitment to give special support when IVET students are in need of:

discovering how to face multicultural and interdisciplinar activities, how to run a pedagogical project based on cooperation and collaboration and finally how to create healthy bonds with students and teachers when working in a project.

Usually, IVET students misknow the power and importance of eTwinning and collaborative working, because, at that moment it can be a real challenge for them. However, if they receive the necessary support mencioned above, they become confident.

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As an eTwinning ambassador supporting staff in vocational schools, I would start by approaching them directly by organising introductory workshops to show how eTwinning can enrich vocational education through practical examples of successful eTwinning projects focusing on industry-related skills or cross-border collaboration on vocational training methods..

To support IVET school staff effectively, I would address their unique challenges, such as time constraints due to curriculum demands and varying levels of technological proficiency. Providing hands-on training sessions, both online and in-person, would be essential. These sessions would focus on navigating the eTwinning platform, integrating digital tools into vocational lessons, and managing international projects effectively.

Introducing eTwinning to IVET school staff would involve showcasing success stories from similar vocational schools, emphasising tangible benefits like enhanced student engagement, exposure to diverse vocational practices across Europe, and opportunities for professional development through international networks. Clear communication of these benefits and ongoing support through mentoring and resource sharing would be crucial in overcoming initial skepticism or resistance to adopting new methodologies.

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Building relationships and demonstrating genuine interest in their work will help TO connect effectively with vocational school staff. First of all an ambassador has to foster collaboration and engage collegueas in open discussions about student needs, curriculum, and well-being. It is important to remember that vocational educators work with diverse student populations, including those who may face additional barriers. So in facilitating workshops, training sessions, and professional development opportunities for IVET staff, an ambassador could encourage interdisciplinary discussions, joint planning, and sharing of best practices. If he/she establish mentoring programs where experienced staff guide newer colleagues, this will help to build a supportive network and promote knowledge transfer.

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I can offer the following suggestions for introducing and supporting eTwinning to VET school staff:

1. Approaching vocational schools:

- First of all, I should contact school administrators and teachers and explain the benefits that eTwinning can provide in vocational education.

- I should organize school visits, share examples of eTwinning projects and encourage staff to actively participate.

- I must stay in regular contact with school staff to understand their needs and determine how eTwinning can contribute.

2. Involving staff in eTwinning:

- I should introduce teachers to the professional development opportunities of eTwinning and encourage them to participate in training, webinars and workshops on the platform.

- I must provide the necessary support for teachers to implement eTwinning projects in their classrooms and guide them in project development and implementation.

- I must work within the school to enrich students' international collaborations and learning within the scope of eTwinning projects.

3. Overcoming difficulties:

- I must try to understand staff's initial reservations towards eTwinning and produce solutions to address their concerns.

- I may encounter difficulties such as staff not being able to devote enough time to eTwinning projects due to time and resource constraints. I must seek solutions in cooperation with the school administration on this issue.

- I must provide training and support for staff to use the eTwinning platform, taking into account differences in digital competencies.

4. Actions and strategies:

- I should promote eTwinning by organizing face-to-face events such as school trips, information meetings, workshops.

- I should increase the visibility of eTwinning by preparing printed materials such as school bulletins, posters and brochures.

- I should encourage school staff to participate in eTwinning national and international events and share examples and experiences.

- I should support staff collaboration and experience sharing by creating eTwinning working groups within the school.

In this way, as an eTwin Ambassador, I can get to know the staff in vocational schools closely, identify their needs and reveal how eTwinning can contribute to them.

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Regardless of the educational level (kindergarten, primary school, or vocational school), implementing eTwinning projects provides significant benefits: developing 21st-century skills, new teaching methods, intercultural and interdisciplinary approaches. First, we define our needs and goals, which guide us to the activities and results. Teachers might not be well-informed about eTwinning, and as an eTwinning ambassador, I am here to inform them and offer my support and resources.

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To approach staff in vocational schools, building relationships through informal meetings and demonstrating the practical benefits of eTwinning projects tailored to vocational education can be effective. I would support IVET school staff by offering targeted training sessions on how eTwinning can enhance hands-on learning and by helping them integrate projects that align with their curriculum. Challenges might include resistance to new methods and time constraints.

To introduce eTwinning to IVET staff, I would showcase successful case studies, provide step-by-step guidance on starting projects, and create a support network for ongoing assistance. Engaging them through relevant, real-world examples can highlight the value and ease of integrating eTwinning into their teaching practices.

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I think, no matter if it is a kindergarten, primary school or VET school, the approach is more or less the same. We all have huge benefits from implementing eTwinning projects: developing 21st century skills, new teaching methods, intercultural approach, interdisciplinary approach etc. First we define our needs, our goals which will lead us to the activities and results. Teachers might be not informed well about etwinning and that's where I come as an etwinning ambassador, to inform them and offer myself as a support and resource.

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Melisa Husejnović, Bosnia and Herzegovina

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Melisa Husejnović, Bosnia and Herzegovina

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The best way to approach the staff workin in vocational schools is understanding their needs. If we recognize the specific priorities and challenges we can make a plan for coopration.

After that, we can share successful stories of eTwinning, focusing on skill development and practical integration. We can also establish networks for IVET educators to share their experiences and collaborate on the similar projects.

Challenges that we could face are:

Limited awareness and understanding of eTwinning.

Time and resource constraints.

But we can conduct informative workshops and offer flexible training options.

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I teach in a primary school , but I think etwinning is useful for every kind of schools. eTwinning offers vocational schools significant benefits, including enhanced collaborative learning, improved digital skills, exposure to diverse cultures, and increased employability for students. It fosters professional networking for teachers and encourages innovation in vocational education.I think the best way to approach the staff working in VET school is to support them and train the teachers. We also need to highlight the benefits for them, for the students and for the school to do such projects.

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My experience in vocational courses began a few years ago. As well as teaching various UFCDs in technical training for vocational courses in the IT area, I am the vocational education coordinator at my school.

In vocational courses, the modular curriculum requires a different way for teachers to carry out their work, and the type of students who attend these courses requires a very special teacher profile: the teacher has to be a pedagogical leader, respected and esteemed by their students.

Only those who follow this teaching closely can really see how heterogeneous these classes are, but even so, these young people manage to acquire skills not only in terms of their chosen course, but above all in terms of autonomy, responsibility, citizenship and solidarity.

That's why I believe that working with this profile of students and still achieving good results is only possible if we manage the curriculum well, understand who we're working with and what we need to enhance, forget about the teacher who transmits and emphasize the teacher who facilitates, give priority to project and collaborative work, and here eTwinning undoubtedly comes into play, debug content, create sharing environments that facilitate learning and look for partnerships that facilitate this whole dynamic.

I believe that vocational education teachers create more opportunities for these students to express themselves without fear and with creativity, as we feel more freedom to try something different and are more willing to listen to the people they are.

Now in my new role as eTwinning Ambassador, I can continue to effectively support teachers in integrating eTwinning into their educational practices, ultimately enriching the learning experiences of vocational education students and improving the quality of vocational education and training.

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My second eTwinning project was run in an IVET school, and it was a very fulfilling experience, due to the involvement and engagement of the students in the project. Although some teachers got curious about eTwinning they didn't participate in eTwinning projects that year nor in the next ones.

This personal experience makes me think that the staff working in vocational schools needs support and to be motivated participating in eTwinning projects. This means we need to showcase successful eTwinning projects involving IVET schools, how to integrate projects in the school curricula, what type of activities can be run, how to actively involve and empower students - e.g. face-to-face events, webinars, workshops.

To engage IVET school staff it would be important to support them:

in creating a reliable network of partners for eTwinning projects, fostering community building;

in planning and participating in eTwinning projects - mentoring in order to have a quality and successful project;

in disseminating the work done and the impact of the projects in the students, teachers and school.

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Here are some strategies for supporting eTwinning in vocational schools as an ambassador.

Approaching IVET Staff:

Highlight the benefits: Frame eTwinning as a tool to enhance practical skills, promote international collaboration, and expose students to different industry perspectives.

Emphasize relevance: Showcase successful eTwinning projects related to specific vocational fields to demonstrate its practical applications.

Address concerns: Acknowledge potential time constraints and workload. Offer workshops and resources tailored to their specific needs and subjects.

Supporting IVET Staff:

Mentorship and training: Offer workshops, webinars, or online resources on eTwinning basics, project development, and integrating technology into vocational training.

Networking and community building: Organize online and offline events for IVET teachers to connect, share experiences, and collaborate on projects.

Dissemination and recognition: Promote successful eTwinning projects from IVET schools through eTwinning platforms and other channels.

Challenges and Strategies:

Time constraints: Offer bite-sized training sessions, online resources, and collaborative project structures to minimize time commitment.

Technical concerns: Provide technical support, guides, and tutorials for using the eTwinning platform and integrating technology into lessons.

Curriculum integration: Assist teachers in aligning eTwinning projects with existing curriculum objectives and vocational skills development.

Introducing eTwinning:

Start small: Encourage participation in simple eTwinning activities like online exchanges or cultural awareness projects before diving into full-fledged collaborative projects.

Showcase success stories: Share inspiring examples of IVET schools using eTwinning effectively to spark interest and demonstrate its potential.

Offer personalized support: Provide individual guidance and assistance to teachers interested in getting started with eTwinning.

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When introducing eTwinning to VET teachers, I would underline the importance of exchanging know-how with other countries and the possibility of vitrual and on-site meetings in order to meet the partners and to see other educational approaches that will broaden the educational horizons.

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I believe that the best way to motivate teachers working in IVET schools is through clear and direct communication, showing them how eTwinning can benefit their educational and pedagogical practice, as well as how it can help them meet their future professional development needs. It is important to highlight the impact of eTwinning on early childhood education and care and initial vocational education and training and how it can be specifically applied in their educational context.

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eTwinning is a platform that allows teachers and students around the world to connect and learn together. This global educational collaboration network brings about positive change in education, promoting international learning and cooperation.

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Future teachers from the Secondary Vocational School go to our Kindergarten to practice teaching. I would focus on getting to know our successful projects, I would involve them in ongoing projects, that is, I would introduce them to the eTwinning program through practical activities.

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Supporting vocational school staff through eTwinning involves building partnerships, connecting with teachers, and being open to collaborations. Visiting schools and understanding educational systems enhances relationships and project success. Identifying key individuals within the school community ensures support for initiating educational projects. Recognizing and leveraging the unique aspects of vocational schools contributes to the success of collaborative endeavors.

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Firstly we need to make school partnerships with vocational schools and create some connections among teachers, whcih eTwinning conferences often offer.

Secondly, by being open to collaborations and even visits to the schools would definetly benefit the relationship.

To be able to have a fruitful collaboration it is important to understand how the educational system works and who are the people that could be reached out for furhter connections.

In our country we have Ministry representatives who are willing to give support to teachers who look for collaborations and want to initiate educational projects.

Another idea would be to be able to understand the technicalities of an IVET school and be willing to understand the peculiarities and make them an advantage of any educational project

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I think that eTwinning can offer added value to vocational school students, opening up opportunities that are not so much related to the practice of a trade, for example as a mechanic, but rather by providing marketing and communication skills useful for communicating and publicizing their offer and specificity as workers

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Any type of school runs perfectly within the eTwinning framework. Therefore, it is easy to find the common ground, with newcomers, with staff working in vocational schools, just by presenting them with the opportunities of eTwinning, sharing from your own experience (and this is key: you as an ambassador, working in projects, have the expertise to speak about them, to answer questions, to mentor and support).

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Food processing technologies are interesting in companies and consider main industry for feeding people. So, STEM and STEAM implementing methods are very important. Then VET activities and sharing practice and accesing VET Skills Conferences and seminars for exchangings knowledges international or national between schools are important. Trainning teachers for using STEAM in teaching is very important in technology Modern Education Era.

incorporate STEAM platfroms in teaching science in classroom is important.

VET schools are closer to real world and real life in labour market

automatical machines are a need to learn about for VET education and a good memory and undertsanding of the objectives and functinionalities are very important.

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I believe that students from vocational schools are well prepared in their specialized fields and therefore can successfully participate in eTwinning projects

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As eTwinning ambassador and Chemistry teacher in a VET school I try day by day to involve pupils in real life projects and teachers to develop this kind of projects. Last year we developed in our VET school a project about skills which was awarded with European Quality Label. Pupils from this kind of school deserve all of our attention to accomplish their potential in order to change in better our society. They will enter on labour market with abilities and competencies which we will form during the school time. Staff approach is made through the results from the developed projects, disseminated and published in media and on the school walls.

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I think vocational schools are more likely to be successful in eTwinning projects implementation, because their students are closer to real life and more interested in exploring European educational systems.

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I am a History teacher in a VET school. I read the report with great interest.

What is the best way to approach the staff working in vocational schools?

to involve in group meetings and share ideas

to explain the importance of communication and working online

What could you do to support the IVET school staff? What challenges do you think you would face?

Help my colleagues to incorporate eTwinning project in the curriculum and make the project meaningful to the students.

What actions and strategies would you use?

To present the projects model made in that field and get inspired. Partnerships can also be made with different NGO` s and other institutions from the city.

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Organization of courses, seminars, tutorials...

Promotion/dissemination of successful projects;

Distribution of promotional materials

Distribution of reports developed following recent research, didactic materials created within training courses and European projects;

Featuring expert opinions, news, interviews, up-to-date publications and best practice examples.

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My role as ambassador is not limited to midddle school. I can share eTwinning platform to anyone, vocational schools are also interested in developing XXI century skills like creativity, collaboration, digital skills...and eTwinning is perfect for developing those competences.

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Cooperation is the best way to approach the staff working in vocational schools. It is great to do activities with students to select in future Hight school ,to support the IVET school staff. A challenges is to find time for activities.

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As Ambassador I promote in my aerea the eTwinning and the Erasmus+ project . For instance I organised the Erasmus Days in My town and I invited all Schools of my disctrict . During the event I had the opportunity to know teachers that work in professionla schools and they were interested to eTwinning and Erasmus+ .Their head teachers asked me to attend a meeting and to involve theachers in eTwinning and in Erasmus+. Furthermore my regional agency organze event and webinar eTwinning and I am one of the trainer.Thinking to promote to introduce IVET to the staff for of all find some teachers that want to try and to connect to one or two work agencies in the aerea. I could flank them during the project and I could help them to find partner around Europe that had experiences in that .

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Etwinning remains a community bringing change for the better in the education system.

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What is the best way to approach the staff working in a vocational school?

- holding individual and group meetings face to face

- show them how to communicate and work via online tools.

What could you do to support the IVET school staff?

- supporting and strengthening digital technical skills and inclusive environments

What challenges do you think you would face?

- reluctance on the part of the teachers to work more

- lack of technical equipment

What actions and strategies would you use in order to introduce eTwinning to IVET school staff?

. I would create workshops

- share best practices

- realization of a workshop to develop ICT skills

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As an Etwinning Ambassador, I wonder to propose projects close to the vocational curriculum. First get teachers involved in those projects so they can engage their students. We have to propose tools in relation to their curriculum: digital, communication tools, partners, etc. This is one of our main aims to motivate our students and the colleagues around us to build a positive and creative atmosphere.

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I had an experience to lead aworkshop for VET school teachers and was very surprised . They did not know how to make a project and did,t have any idea about eTwinning. So I helped them to register on the platform ,to write a project . Yhen we found the partners and inspired them for work. Now they are all in diffeeren projects and they are enjoying it. So ,we as ambassadors just have to lead them and give them riht instructions.

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I have been mentoring new income teachers and students in university for years and I always present them eTwinning and the advantages of project work. I had Spanish Erasmus+ students form the pedagogical university in my classroom the last two years and I was really surprised when one of them said she knew me from an eTwinning teacher from her home city :)

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Firstly I would like to investigate the needs of VET eTwinning process and try to analyze the improvement goals... I'm eager to approach these objectives as eTwinning Ambassador...

strengthening key competences and

transversal skills, in particular language learning and digital skills

supporting the development of job specific skills needed in the current and future labour market

sharing best practices and promoting the use of new and innovative pedagogical methods and technologies, and supporting the professional development of teachers, trainers, mentors and other staff in VET

building the capacity of VET providers to carry out high quality mobility projects, and their ability to form quality partnerships while developing their internationalisation strategy

making mobility a realistic possibility for any learner in IVET ,increasing the average duration of mobility for VET learners to increase its quality and impact

fostering the quality, transparency and recognition of learning outcomes of mobility periods abroad, especially by using European tools

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During one of my Erasmus+ training I had the opportunity to visit a VET School in Helsinki and I was able to see how they are open to the rest of Europe in many activities.

You can engage teachers and students through...

International collaboration on projects: VET teachers can use eTwinning and Erasmus+ to start collaborative projects with schools in other European countries. This allows students to work on projects related to their field of study, while improving their teamwork and intercultural communication skills.

Sharing best practices: In the eTwinning community you can share best practices and educational resources with other teachers across Europe. This can help improve the quality of VET teaching.

Developing digital skills: VET students can develop essential digital skills as they participate in online projects, which is undoubtedly very valuable for their future career.

Professional network growth: Teachers, students and future workers alike can expand their professional network internationally through eTwinning. This may open up opportunities for collaboration, internships, and employment in the future.

Recognition and awards are always welcome: eTwinning provides recognition for exceptional projects, which can motivate VET teachers and students to actively participate and strive for excellence in their projects.

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The best way to approach vocational school staff is to identify their eTwinning experience in order to get to know them better.
To support them, it is necessary to register on the first platform, establish communication, find a partner and create a project, arrange twinspace and provide information about.
I would involve teachers in trainings, direct them to webinars, courses and conferences on the next platform.
I would recommend getting support from ambassadors, mentors and colleagues with experience in this field.

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https://www.canva.com/design/DAFwf4C1Ylg/vwjK0woNqWgGqJ2xU2l7sg/edit?utm_content=DAFwf4C1Ylg&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Supporting staff in initial vocational education and training (IVET) schools as an eTwinning Ambassador requires a tailored approach that addresses their specific needs and challenges. Here's how I would approach this task:

1. Understanding the IVET Context:

Begin by thoroughly understanding the unique characteristics and challenges of IVET schools. Recognize that vocational education often has distinct goals and requirements compared to general education.

2. Tailored Outreach:

Approach IVET school staff with a clear understanding of their vocational context and needs. Tailor your communication to align with their specific objectives and concerns.

3. Highlight Relevance:

Emphasize how eTwinning can be relevant to vocational education. Showcase how collaborative projects can enhance practical skills, foster entrepreneurship, and connect students with industry partners.

4. Identify Champions:

Identify and collaborate with IVET teachers who are already engaged in eTwinning or have expressed interest. They can serve as champions and advocates within the school.

5. Provide Training:

Offer specialized training sessions that cater to the unique requirements of IVET. Focus on practical aspects, such as how eTwinning can support hands-on learning, internships, and skill development.

6. Highlight Success Stories:

Share success stories of IVET schools that have effectively integrated eTwinning into their vocational programs. Real-world examples can be powerful motivators.

7. Address Challenges:

Acknowledge and address the challenges that IVET staff may face, such as limited access to technology or time constraints. Provide solutions and workarounds to these challenges.

8. Offer Resources:

Curate and provide resources specifically designed for vocational education, including project ideas, templates, and examples that align with vocational objectives.

9. Foster Industry Connections:

Highlight the potential for eTwinning projects to connect IVET students with industry partners, providing real-world experiences and opportunities for skill development.

10. Create a Support Network:
- Establish a network or community where IVET teachers can connect, share experiences, and seek advice from peers engaged in eTwinning.

11. Continuous Support:
- Offer ongoing support through webinars, forums, and mentorship programs. Encourage IVET teachers to reach out with questions or concerns.

12. Showcase Benefits:
- Continuously emphasize the benefits of eTwinning, such as enhancing employability, fostering creativity, and promoting a global perspective, which are all highly relevant to vocational education.

13. Collaborate with Vocational Associations:
- Collaborate with vocational education associations and organizations to promote eTwinning and share resources with IVET staff.

Challenges:

Resource Constraints: IVET schools may have limited resources for technology and connectivity, making it challenging to engage in online collaboration.

Time Constraints: Vocational teachers often have tight schedules and may find it difficult to allocate time for eTwinning projects.

Perceived Relevance: Some IVET staff may not see the immediate relevance of eTwinning to their vocational programs.

Strategies to Introduce eTwinning to IVET School Staff:

Customized Workshops: Offer workshops specifically tailored to the vocational context, showcasing how eTwinning can enhance practical skills.

One-on-One Support: Provide individualized support to IVET teachers to address their unique needs and concerns.

Collaboration with Industry: Highlight the potential for eTwinning projects to facilitate partnerships with local industries and employers.

Promote Certification: Emphasize the value of eTwinning in professional development and the possibility of earning a quality label for IVET schools.

Overall, successful engagement with IVET school staff as an eTwinning Ambassador requires a deep understanding of their context, a tailored approach, and a focus on practical benefits and solutions to overcome challenges.

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As an Ambassador, I would like to promote eTwinning in VET Schools since I am convinced that pupils in this type of schools need professional skills first but they also need to learn collaboration and team working as well as citizenship skills.
Firstly, I would ask advice from my colleagues and fellow Ambassadors who work in VET. Then I would like to organise a workshop for VET teachers and show exemples of projects centered on vocational subjects connecting schools in Europe. Through face to face sessions and a short online training, I would motivate the staff and create a sample project to use as a format. I would also provide support for setting up real classroom projects. After analysing the needs and goals of VET schools, it is possible to overcome difficulties and show the benefits for VET schools of coming in touch with European experiences.

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eTwinning Group: Global Community of Practice - Vocational Education (VET)

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Being a teacher in a Vocational College myself I would:
* help other teachers and students alike to see the benefits of collaboration with peers from other countries; to compare their skills and workfield, and te learn from each other.
* help my colleagues to incorporate an eTwinning project in the curriculum and enphasise on collaboration with other vocational students preferably working in a similar professional training.
* advise to try to make the project meaningful to the students by linking it to their future work.
* advise activities to enhance the ICT skills as well as social skills of the students.
* Use language (English is most of the time obligatory) in a practical manner and thus practice already for upcoming exams like writing and speaking.

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When I organized seminars in vocational school I understood that teachers must be willing to convey more to students and in innovative ways. Above all, there will be a positive change in the quality of education when the attitude of the teacher/lecturer changes and there is an aspiration to convey as much knowledge as possible to students through experience.

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I think that we need to study the needs of vocational schools and explaining the fact that with Etwinning, teachers will find a way to
* "Develop and strength their technical and digital skills",
* "to encourage inclusive multicultural environments and to promote equal opportunities" to their students.

I think that I would also promote after the face to face session a short training online on  how to create collaborative activities and create a group where I would show different projects that have been done in Vocational schools.
I would also underline the fact that teachers learn how to interact in multilanguages context.

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What is the best way to approach the staff working in vocational schools?

it should be well explained that the gains are returned to the project together with the applications.

What could you do to support the IVET school staff? What challenges do you think you would face?

I think that school visits and one-on-one lectures will be more effective. Award-winning projects should also be mentioned.

What actions and strategies would you use in order to introduce eTwinning to IVET school staff

It would be good to examine the projects made in that field and get inspired.

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As an ambassador, we could support vocational teachers.
It's one of my goals to show teachers the great impact of eTwinning on pupils learning and progress by discovering students' talents.
I will create a community where they can talk and discuss their skills and identify their continuing professional development needs in eTwinning.
As well as I will encourage the improvement in the digital skills of teachers and learners.
Motivate teachers to develop themselves with professional development opportunities in collaboration with the EU Academy.

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ABOUT MY ROLE( be near, show, help...be opened...)
* show a support
*promote etwinning in  school
* organising meetings, webinars and etwinning workshops
* explaining the use of etwinning for the new participants
*lead specific sessions about eTwinning

*explain thedissemination of projects .

*show how to display children's work around the school to encourage other teachers  to take active part in eTwinning.

Visible examples -very good promotion!
Renata, Lithuania

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Here are some possible actions and strategies that I as an eTwinning ambassador could use to introduce eTwinning to IVET school staff:

1. Organize a presentation: i could organize a presentation for the staff members of the IVET school. The presentation should highlight the benefits of eTwinning and how it can help in enhancing the teaching-learning process.

2. Share success stories: i could share success stories of other schools that have participated in eTwinning projects. This will help in building trust and confidence among the staff members.

3. Provide training: i could provide training to the staff members on how to use eTwinning tools and resources effectively.

4. Create awareness: i could create awareness about eTwinning by distributing flyers, brochures, and other promotional materials.

5. Collaborate with existing eTwinners: i could collaborate with existing eTwinners from other schools to showcase their projects and experiences.

6. Use social media: i could use social media platforms like Twitter, Facebook, LinkedIn, etc., to promote eTwinning and engage with the IVET school staff members.

7. Offer support: i should offer support to the staff members throughout the process of setting up an eTwinning project and provide guidance whenever required.

8. Follow-up: Finally, i should follow-up with the IVET school staff members regularly to ensure that they are making progress in their eTwinning projects and address any issues or concerns they may have

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Vocational education and training (VET) prepares people for work and develops citizens' skills to remain employable and respond to the needs of the economy. For that reasons e-twinning offers great opportunities thank you to the collaboration with schools and students all around Europe.
For istance students can:
- enrich their linguistic competencies
-  improve the capacity to work in team and to collaborate in an international environment
- develop activities and life skills useful also for the labour market
- increase their intercultural backgrounds
- enhance their digital skills

So is important to support the staff, the teachers to join the eTwinning community showing all the benefits for the students and for the teachers in order to innovate their and teaching methods and approaches.

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The best way to approach staff working in vocational schools is through clear and direct communication, showing them how eTwinning can benefit their educational practice and pedagogy, as well as how it can help them meet the future needs in their professional development. It is important to highlight the impact of eTwinning on early childhood education and care and initial vocational education and training and how it can be specifically applied in your educational context.

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Creating a community and enhancing Professional Development activities in eTwinning could be helpful in supporting staff working in vocational schools and in facilitating the students learning. eTwinning will support school staff on specific national and European policy objectives in ECEC and IVET such as improving teachers’ and learners’ digital skills, promoting teachers’ networking and PD , and guide them towards more transversal EU policy actions and initiatives.

Possible actions:

·       to organize workshops on the importance of sharing teaching methodologies and work with other teachers through eTwinning projects on the ESEP platform in order to motivate students to work with other partners in a European project and involve teachers from the technical-professional area carrying out activities in a foreign language.

·        to promote pedagogical methodologies such as project-based learning (PBL) and inquiry

·        to bring all transversal skills, sustainability, inclusion and of European citizenship.

·        to discover and implement project teaching and multidisciplinary work,

·        to develop ICT and language skills,European, international, and intercultural experiences,

·        to develop professional skills (project management, setting goals, planning, teamwork),

·        to reflect on professional practices; exchanges with teachers from other education systems.

·        to stay informed with new content published every week, including opinion pieces by experts, news articles, interviews, current news, and examples of practices.

·        to  find resources such as reports from recent research, teaching materials created in European projects and training courses, and the European Toolkit for Schools with material on preventing early school leaving and a self-assessment tool to help you develop your own school activities

·        to get familiar with funding through the Erasmus+ opportunities, consisting of three practical tools (course catalogue, mobility opportunities directory, and strategic partnership search) to help schools prepare their Erasmus+ applications.

·        to develop yourself with the professional development opportunities such as free online courses, webinars, and teaching materials in collaboration with the EU Academy.

·        to Interact, collaborate, and develop projects with other verified school staff in Europe in the eTwinning community.

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https://twitter.com/izmir_ilmem/status/1526105145796440064?t=_yh51CddDpatT-KfNxV7jA&s=08
We had two webinars in the scope of European Skills week

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İzmir eTwinning Webinarları

Mesleki Beceriler Haftası Çevrimiçi Etkinliği Ödüllü eTwinning Projesi:"İş Hayatına Hazırlanıyorum / I am getting ready for business life"

📆10.05.2022
🕖21.00
🔗https://t.co/hnGtHv3dGF
🔐eTw35

@tcmeb @MucahitYentur

# data[].attributes.wish_content.attachment_props.original_text
İzmir eTwinning Webinarları

Mesleki Beceriler Haftası Çevrimiçi Etkinliği Ödüllü eTwinning Projesi:"İş Hayatına Hazırlanıyorum / I am getting ready for business life"

📆10.05.2022
🕖21.00
🔗https://t.co/hnGtHv3dGF
🔐eTw35

@tcmeb @MucahitYentur https://t.co/fJM9PPF7Ef

# data[].attributes.attachment_link.embed_code
İzmir eTwinning Webinarları

Mesleki Beceriler Haftası Çevrimiçi Etkinliği Ödüllü eTwinning Projesi:"İş Hayatına Hazırlanıyorum / I am getting ready for business life"

📆10.05.2022
🕖21.00
🔗https://t.co/hnGtHv3dGF
🔐eTw35@tcmeb @MucahitYentur pic.twitter.com/fJM9PPF7Ef
— İzmir İl Milli Eğitim Müdürlüğü (@izmir_ilmem) May 10, 2022

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
İzmir eTwinning Webinarları

Mesleki Beceriler Haftası Çevrimiçi Etkinliği Ödüllü eTwinning Projesi:"İş Hayatına Hazırlanıyorum / I am getting ready for business life"

📆10.05.2022
🕖21.00
🔗https://t.co/hnGtHv3dGF
🔐eTw35

@tcmeb @MucahitYentur https://t.co/fJM9PPF7Ef

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İzmir eTwinning Webinarları

Mesleki Beceriler Haftası Çevrimiçi Etkinliği Ödüllü eTwinning Projesi:"İş Hayatına Hazırlanıyorum / I am getting ready for business life"

📆10.05.2022
🕖21.00
🔗https://t.co/hnGtHv3dGF
🔐eTw35

@tcmeb @MucahitYentur https://t.co/fJM9PPF7Ef

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İzmir eTwinning Webinarları

Mesleki Beceriler Haftası Çevrimiçi Etkinliği Ödüllü eTwinning Projesi:"İş Hayatına Hazırlanıyorum / I am getting ready for business life"

📆10.05.2022
🕖21.00
🔗https://t.co/hnGtHv3dGF
🔐eTw35

@tcmeb @MucahitYentur

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to make your school more international course is unique and tailored considering the needs of its participants. The main focus is to set the ground for developing a vision of internationalization in your organization. Moreover, we emphasize the importance of the school policy plan, so that internationalization will be given a rather central than marginal position in the organization.

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What is the best way to approach the staff working in vocational school?

The best way to approach the staff working in vocational schools could  be to create a community where they should underline their competence and daily practice,  identify their needs, motives and obstacles regarding Continuing Professional Development activities in eTwinning, and  indicate the elements that would further support their work, and facilitate the students learning.

What could you do to support the IVET school staff?

I could think about  concrete, tangible actions that  could supports learners, teachers and schools in working towards specific national and European policy objectives in ECEC and IVET such as improving teachers’ and learners’ digital skills, promoting teachers’ networking and PD , and guide them towards more transversal EU policy actions and initiatives.

I could indicate the elements that would further support their work, and facilitate the students learning in terms of providing valuable insights regarding their  perceptions about their national CPD policies and aspects of their curricula in relation to eTwinning, elements that could inform future developments and increase the relevance and impact of eTwinning

What challenges do you think you would face?What actions and strategies would you use in order to introduce eTwinning to IVET school staff?

I would create workshops on the importance of sharing teaching methodologies and work with other teachers through eTwinning projects on the ESEP platform teaching practice in the classroom and how it is important:

to motivate students to work with other partners in a European project. In the projects it is important:

to involve teachers from the technical-professional area and carry out activities in a foreign language

to promote pedagogical methodologies such as project-based learning (PBL) and inquiry

to bring all transversal skills, sustainability, inclusion and of European citizenship.

to discover and implement project teaching and multidisciplinary work,

to develop ICT and language skills,European, international, and intercultural experiences,

to develop professional skills (project management, setting goals, planning, teamwork),

to reflect on professional practices; exchanges with teachers from other education systems.

to stay informed with new content published every week, including opinion pieces by experts, news articles, interviews, current news, and examples of practices.

to  find resources such as reports from recent research, teaching materials created in European projects and training courses, and the European Toolkit for Schools with material on preventing early school leaving and a self-assessment tool to help you develop your own school activities

to get familiar with funding through the Erasmus+ opportunities, consisting of three practical tools (course catalogue, mobility opportunities directory, and strategic partnership search) to help schools prepare their Erasmus+ applications.

to develop yourself with the professional development opportunities such as free online courses, webinars, and teaching materials in collaboration with the EU Academy.

to Interact, collaborate, and develop projects with other verified school staff in Europe in the eTwinning community.

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eTwinning at Vet schools can be used very effectively. and we need to inform the stuff of schools. we must create positive atmosphere at the school. and we must give oppinions to Vet students.

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eTwinning is a great opportunity for vocational schools and vocational teachers.
As an ambassador, we could support vocational teachers, encourage them by using eTwinning with pupils and work in different ways.
We can help them to register on ESEP platform, organize webinars and face-to-face...and help them to find partners for their projects.
It's important to show teachers the strong  eTwinning impact on student learning ; that impulse motivation.
The idea of educated people capable of developing innovative ideas is a great purpose. It's important to share ideas and collaborate.

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As an eTwinning ambassador my goal is to show how eTwinning projects can influence the discovery of students' talents and guide them in their future profession. In this sense, I can organize seminars with the respective theme or propose it as a topic for discussion at the professorial, methodical councils. Partnerships can also be made with various NGOs and interested institutions from the locality.

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As an eTwinning Ambassador, here are some strategies and actions I would use to approach and support staff working in vocational schools in their eTwinning work and needs:

1. Understand their needs and goals: Before approaching the staff, it is important to understand their needs and goals related to eTwinning. This could be achieved by conducting a survey or organising a focus group to gather information about their current use of technology, their level of familiarity with eTwinning, and their expectations for using the platform.

2. Provide training and support: Based on the information gathered, I would provide tailored training and support to the staff. This could include organising online or face-to-face training sessions, creating and sharing resources, or providing individual support and coaching.

3. Build a community of practice: I would encourage the staff to join a community of practice where they can share ideas, resources, and best practices with other eTwinning users. This could be done through online forums, webinars, or local networking events.

4. Address challenges: There may be challenges that the staff could face in using eTwinning, such as language barriers or lack of resources. I would work with them to identify and address these challenges, such as providing support for multilingual communication or helping them to find additional funding or resources.

5. Showcase success stories: I would share success stories of eTwinning projects from vocational schools to inspire and motivate the staff to engage in eTwinning. This could be done through case studies, videos, or testimonials.

Some challenges that I could face in introducing eTwinning to IVET school staff could include lack of time, competing priorities, or limited access to technology. To overcome these challenges, I would work with the staff to find creative solutions, such as integrating eTwinning into existing projects or identifying opportunities to collaborate with other schools.

Overall, my approach would be to provide personalised, practical, and ongoing support to the staff to help them to integrate eTwinning into their teaching practice and achieve their goals.

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The best way to approach staff working in vocational schools
I think I have to make a meeting with the staff first test their knowledge their working methods their pedagogical objective and depending on the result we can schedule and schedule training sessions face to face and then online
To support the staff of the vocational school
I can create an etwinning project and help them either at the platform level or in the use of web2 tools. Or even can set up a communication group to answer their questions and follow them in their work.

My challenge I think I can find is resistance to change many teachers do not accept the change of their working methods so I have to show them examples and help them to convince them and I can even help them create activities using technology to wait for their goals.

Would the actions and strategies I use to introduce eTwinning to VET school staff

I can do several actions example meetings, in the establishment; I can even invite student twinners to talk about their experiences and the skills they have had thanks to etwinning I can even collaborate with another ambassador or NSO member for expert-led trainings

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As an eTwinning Ambassador, supporting the staff in initial vocational education and training with regards to their eTwinning work and needs can be done in several ways. Here are some ideas on how to approach the staff, support them, and introduce eTwinning to them:

1. Build relationships: It is essential to establish a relationship with the staff in vocational schools, building a rapport and trust, and identifying their needs. This can be done through various means, such as attending staff meetings, in-person visits, and networking events.

2. Promote the benefits: Educators in vocational schools may not be familiar with eTwinning's possibilities, so it's crucial to explain its benefits. It can be done through presentations, workshops, or webinars. The focus should be on the practical application of eTwinning in vocational education, highlighting the potential for cross-border collaboration, and its impact on learner outcomes.

3. Provide training: Vocational educators may require additional training to make the most of eTwinning. The ambassador can arrange training sessions for the staff, including the basics of the platform, how to create an eTwinning project, and how to implement it in their classroom.

4. Collaborate: It is crucial to establish partnerships and collaborations between vocational schools within and outside the country. The ambassador can help facilitate these partnerships, connecting schools with similar interests or areas of expertise, and encouraging cross-border collaborations.

5. Overcome challenges: Vocational schools may face challenges, such as a lack of resources, time constraints, and limited access to technology. The ambassador can assist in addressing these challenges, providing guidance on how to overcome them, or suggest alternatives that could work within the available resources.

6. Showcase success: Celebrating success stories of eTwinning projects in vocational schools can help raise awareness, motivate educators, and encourage them to explore the platform's potential.

Overall, the ambassador's role is to provide support, training, and guidance to vocational educators, build relationships, and promote eTwinning's benefits. The approach should be tailored to the specific needs of each vocational school, taking into account the available resources, technology, and time constraints.

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The best way to communicate with teachers working in vocational schools is through finding common ground between us and holding individual and group meetings face to face and continuing communication via online tools.
The ambassadors' challenges will be those of supporting and strengthening digital technical skills, fostering multicultural and inclusive environments and to be attentive to changes in labor market.

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What is the best way to approach the staff working in vocational schools?
I can organize training sessions for them and help them to use the eTwinning platform effectively, including how to create a project, how to find partner schools, how to communicate with other schools, and how to manage the project. Also can include them into eTwinning group and discuss about the best ways to develope their teaching skills and they can share thair ideas with other teachers.

What could you do to support the IVET school staff? What challenges do you think you would face?
I can make workshopes for them online or onsite, make eTwinning group to collaborate with teachers have experiences in eTwinning.

What actions and strategies would you use in order to introduce eTwinning to IVET school staff?
I can make workshopes onsite or online to introduce eTwinning for them. Share good practices with them and offer guidance materials, templates and examples of successful projects to help school staff develop their eTwinning projects.

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Reading the 2022 Report on the impact of eTwinning in vocational and educational training and the impact on professional development and future needs was really very interesting. I teach in a primary school, so my vision is quite distant from the reality of vocational schools. Reading the report was very helpful in fulfilling my role as ambassador.
What is the best way to approach staff working in vocational schools?
The report shows that teaching staff require support to activate new methodologies and also We are well aware that the participation and involvement of students in partnership projects generate skills of various types and of a high profile. So I think it would be useful:
- organize seminars to present the benefits of the eTwinning projects
- workshops to share the use of digital tools useful for innovative teaching that is closer to the students' reality of assessment suitable for assessing new skills.

What could you do to support IVET school staff? What challenges do you think you face?
In my opinion, one of the greatest challenges posed by the current world of work is the ability to work and design as a team. In fact, reading the report also shows that the group and the leadership are weak points.It is therefore necessary to support teachers in choosing eTwinning projects that allow for the development of the formal and informal curriculum in a collaborative way. In this way students and teachers will learn new ways to achieve higher competences.

What actions and strategies would you use to introduce eTwinning to IVET school staff?

To introduce eTwinning to the school staff I would refer to the stakeholders who are already familiar to the Erasmus projects. In this way, eTwinning/Erasmus collaborations could develop in the area and good learning service projects could be activated.

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The enrollment of VET and IVET schools at eTwinning is one of the main targets of most european National Agencies who are inviting their Ambassadors to support them passing the word from teacher to teacher, taking part to webinars and seminars which promote the participation of the VET and IVET schools to the eTwinning.
Actually I am more than convinced that more than teachers we should involve the headteachers who have the "power" to promote or to discourage all the extracurricular activities...after all they are the legal representatives.
In some countries National Agencies award teachers who involve the school in International projects, which is quite helpful...however, in ordinary situations in which Intarnationalization is based mostly on passion and volonteering I think the Ambassador should show the great advantages coming from opening the school to European experiences , maybe first virtual and then real, especially in schools such as the VET and IVET where coming in touch with international situation can be really helpful. Opening the students' mkinds is the main role of a teacher and opening the teachers's and headteachers's mind is the main role of an eTwinning Ambassador

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·        What is the best way to approach the staff working in vocational schools?

I would like to share a project and create one with the volunteer staff.

To show middle school pupils what VET students learnt during an ERASMUS/eTwinning mobility .

·        What could you do to support the IVET school staff? What challenges do you think you would face?

I would face the fact that I do not teach in a VET school. I would need the help of a colleague who teaches in a VET school.

I would show examples of projects created by teachers in VET schools.

·        What actions and strategies would you use in order to introduce eTwinning to IVET school staff?

I would show successful projects with pupils in VET schools.

I would ask students who experienced such projects to talk about their experience.

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VET schools often have unique challenges and opportunities when it comes to eTwinning, and we can help to promote the benefits of eTwinning for VET schools specifically. This can include highlighting relevant projects and success stories, and demonstrating how eTwinning can support vocational training.

1. Provide support to VET teachers: VET teachers may have different needs and priorities when it comes to eTwinning, and you can offer support and guidance on how to develop and implement eTwinning projects that align with their vocational training goals.

2. Encourage VET learners to participate: VET learners can benefit greatly from eTwinning projects, and we can encourage their participation by promoting relevant projects, connecting them with partners, and highlighting the benefits of cross-cultural exchange and digital skills development.

As eTwinning Ambassadors, we can play a vital role in promoting and supporting VET schools, teachers, and learners in their eTwinning activities. By providing support, encouraging participation, facilitating collaborations, and advocating for eTwinning at the policy level, we can help to create a culture of innovation and collaboration that benefits VET education and learners.

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What is the best way to approach the staff working in vocational schools?

probably join a project with staff working in vocational schools, and make online meeting with .
What could you do to support the IVET school staff? What challenges do you think you would face?

What could you do to support the IVET school staff? What challenges do you think you would face?

I m a computer teacher, I can help teacher in IVET school  to use ICT tools , training them on Microsoft Office programs, showing examples for projects created by teachers in VET schools.

IVET school face some challenges and difficulties, such as lack of equipment ,financial resources, and weakness in equipping workshops with the necessary tools .

What actions and strategies would you use in order to introduce eTwinning to IVET school staff?

Holding online meetings with teachers in IVET school to publishing the idea of Etwinning and encourage them to participate in projects, as well as explaining the Etwinning platform.

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I have been teaching in a Vocational school for 10 years and since 2017 years my students and colleagues have been involved in eTwinning projects and the Erasmus programme. Working on the platform represents a very edifying and constructive moment for my students who, in collaboration with foreign students, feel like citizens of the world, improve their skills and learn new operating methods.
The main difficulty remains the involvement of colleagues who often consider eTwinning planning as an exclusive prerogative of foreign language teachers. It is necessary to be strong, incisive and inspire colleagues, promote, show the activities carried out, disseminate, create a network of teachers, plan, organise events, support and share. Only in this way it will be possible to rise awareness of the added value that eTwinning planning can bring to students' growth.