About CollaboratiVET Project
We started with a simple observation of VET institutions in our consortium, who were struggling to support their VET students when they got stuck on assignments at home, whether in a physical, online, or hybrid classroom setup. We noticed that while differentiated instruction, blended learning, and individualized learning were frequently used, flipped learning, personalized learning, and gamification were not being practiced as much as they could be, mainly due to the time and resources required.
We conducted research and found that implementing a flipped approach can have impressive results, especially in higher education institutions and schools. Flipped learning involves “reversed lessons,” where students learn the content before class and use class time for discussion, questions, and practice. A case study showed that the implementation of the flipped approach brought positive results; nglish class failure rate decreased from 52% to 19%, Math class failure rate decreased from 44% to 13%, and social studies failure rate decreased from 28% to 9%.
As a response to all these, the CollaboratiVET project aims to address the challenges in vocational education and training (VET) by introducing the flipped approach and its four pillars, which are Flexible Environment, Learning Culture, International Content, and Professional Educator. By integrating this innovative approach, we aim to increase the attractiveness of VET education and reduce the number of dropouts. This will be achieved by preparing VET educators to be confident and capable with 21st century skills, fostering innovation and attractiveness of VET education, and enhancing the skills of VET students to meet the labour market requirements.
Our main objectives
CollaboratiVET will introduce the Flipped approach to VET education, which has been successfully applied in other fields of education. This approach involves students and teachers collaborating in preparing the materials and using technology tools before or during the classroom. By using ICT tools and having collaborative activities available before the class, VET educators and students will be more confident and digitally competent. This will result in more interested VET students and more competent VET educators.