Project

Futureed2Job

The needs of industry changes dramatically with the correspondingly with sudden and rapid developments in technology, so as the requirements of the firms which employ new recruitment. Although the progress of technology is this rapid, the vocational training programs could not keep up with the pace of those developments. And also, vocational education and skill development is primarily supply driven (i.e. the skills imparted by training institutes may not be in line with the industry requirement. The current vocational training system should meet these newly defined requirements demanded by the firms.

On the another hand, the learning styles approach to education focuses on the fact that individuals perceive and process information in very different ways. The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. This notion of individualized learning styles has gained widespread recognition in education theory and classroom management strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior experience. It is important for educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments.

There are currently seven “Learning Styles“:

  • Visual (spatial): using pictures, images, and spatial understanding.
  • Aural (auditory-musical): using sound and music.
  • Verbal (linguistic): using words, both in speech and writing.
  • Physical (kinesthetic): using your body, hands and sense of touch.
  • Logical (mathematical): using logic, reasoning and systems.
  • Social (interpersonal): learning in groups or with other people.
  • Solitary (intrapersonal): working alone and use self-study.

This Project aims to examine the candidate and currents students of vocational training programs as well as the instructors by revealing their learning styles. By determining the learning styles of students, ones could be lead to have a better perspective on their vocational training, and also the curiosity and speed level of their future jobs would be propped up. On the other hand, the teaching styles of the instructors have an influence on how fast students learn the topic and the knowledge’s permanence. By revealing the teaching style of the instructors, the students could be allocated and matched with the correct instructor under the correct topic.

The learning and the teaching styles of both students and teachers are determined by the tests which occur at the end of this project. All the participants of the project are expected to work on those skill tests to make them more reliable and result-oriented. In the first place, this project focuses on a research paper that would reveal the exact needs of vocational training programs, the method of instructors’ in teaching and the students’ tendencies in learning. The tests are constructed by working on a control and a test group. After kick off meeting with all the partners where everyone could state their opinions and criticisms on the paper, and after a common conclusion, there would be a pilot study whether the test are fulfill their duty or not. The tests would be manipulated according to partners’ different experiences which they took reports after the pilot study since each partner have their own and different methods on vocational training and capacity.

At the end of the project, it is expected to have students with problem solving skills, self-evaluation skills to assess suitability for a particular job, practical skills of using new technology out of school curricula etc. By gathering all the feedback from participants, the curriculum of vocational training programs are expected to overhaul to meet the future requirements of Industry 4.0 would impose upon.

The project’s target group is public administration staff, VET Providers staff and students, professionals that intends to train or re-train in order to acquire specific skills on Industry 4.0. etc.

Activities

Activity 1: Research Paper

Activities include the following activities.

  • Making an elaboration of the subject of the project
  • Outlining the research
  • Making research on academic articles (e.g. innovations in vocational education, the effects of technological developments, innovations in industry 4.0)
  • Preparing research test that can be applied on students, teachers
  • Reviewing innovations in partners’ own vocational training system, related to the project
  • Organizing group meetings to obtain information in the field about the needs of the firms and issues that need to be improved in vocational education and training

Activity 2: Developing test

Activities include the following activities.

  • Creating test questions (each partner can be responsible for a test)
  • Taking approval of all project partners for the specified test questions
  • Leader’s finalizing the tests
  • Choosing a sample for each partner
  • Applying the tests
  • Writing pilot application report
  • Taking clarification of test questions
  • Taking internal evaluations
  • Finalizing the tests

Activity 3: Training for partner

Activities include the following activities.

  • Identifying training curriculum topics
  • Creating training content
  • Taking approval for training content by partners
  • Taking internal evaluations and finalizing
  • Creating guidelines
  • Training partners
  • Training co-workers in their own institutions

Activity 4: Development curriculum

Activities include the following activities.

  • Each partners’ selecting a profession and curriculum
  • Changing the selected curriculum according to each learning style
  • Writing report of difficulties and solutions found
  • Taking internal evaluations and finalizing

Activity 5: Implementation of test and curriculum

Activities include the following activities.

  • Selecting a sample
  • Implementing the tests
  • Writing reports about the tests
  • Implementing the curriculum
  • Writing application result report
  • Taking internal evaluations and finalizing

Results

  • A research paper will be composed of learning preferences, styles, teachers’ teaching methods, the developments in vocational training throughout all partners’ countries, effect on the vocational training, tests applied in vocational training, different kinds of educations models for vocational trainings. Research paper is for how to educate the intermediate staffs as needed by the enterprises, how the technological developments affect the vocational education, determine what kind of skills are needed for the intermediate staff, how to develop the existing trainings and add new topics in training.
  • With this research, project stakeholders can have a better understanding ability to gap between demand and supply in labour market, with a view to develop training and vocational training tests.
  • With this research project stakeholders can understand and see weaknesses and strengths. This part of research gives an opportunity to harmonize existing curriculum in order to identify intermedia staffs’ profile that can request or demand from the firms.
  • Vocational training institutions and organizations can have a chance to evaluate themselves and to develop their curriculum or add new topics in the curriculum.
  • To improve the quality of vocational training, how curriculums are transformed according to students' learning styles will also be examined. The research will be prepared in a guiding nature.
  • Tests will be developed for vocational skills, social ability, openness to technology, and learning styles.
  • Pilot study will be conducted for the tests. At the end of the pilot study, project stakeholders will evaluate if there will be any changes in the tests and if additional work is needed.
  • Training will be created for the teachers for how to transform their curriculum according to learning styles.
  • Students will shape their career planning and direct social activities.
  • Vocational trainings which is priority for each partner in their country and research report, will be transformed according to learning styles.
  • New skill tests will be developed according to technological improvements. These tests will be applied to students to understand inadequate information and abilities upon developments.