Flipped VET – monthly online meeting (February 2023)

Good news! Today’s meeting was a productive one in which we discussed about the learning guide, the 3 subsections corresponding to the 7 modules (the intro, recap and peer mentoring homework wil be ready soon), and last but not least the development of a Flipped Work-based toolkit. Also, the moodle platform is taking shape and will contain all the materials that have been produced within the project.

The team will meet online in March to discuss the details regarding the development of the next results of the project.

Final Transnational Project Meeting in Rome, for COVET project

On February 10, 2023, the last meeting of the COVET project took place, in the beautiful city of Rome, our host being the Archivio della Memoria organization.

The purpose of the meeting was to evaluate the status of each result and final product of the project. The coordinating institution, Proeduca, made a detailed review of every relevant aspect related to the results and, together with the other partners, established the steps to follow for the successful completion of the project. The dissemination and valorization activities were also discussed, especially the multiplication events that will be organized by each participating organization, at the national level, towards the end of February.

The meeting was fruitful, the dialogue was constructive and applied to solving all the essential aspects of the implementation, and the atmosphere was cordial and very pleasant.

Follow the project website where you will find soon the final results: need analysis, Covet curriculum, containing a complete Training Program and over 35 Lesson examples, all accompanied and detailed in the Covet Guide.

http://www.covet-project.eu

iHETP project: New online meeting deepening the focus-groups

The partners of the iHetp project have gathered today for a new online meeting in which to share details related to the focus group activities to be implemented by each partner, at the local level, in the following period.

These focus groups have the role of identifying the opinions of key people – experts or people directly involved in working with people with disabilities, from the academic environment.

Trying to identify and describe the competences that an inclusive teacher must possess in order to perform their duties is a complex but necessary process to identify the constituent elements of the initial and ongoing training of future and in-service teachers. This is because, we strongly reiterate, for the development of quality inclusive education a fundamental role is played by the teacher.

In line with what has researched so far, we have therefore chosen to analyse the necessary competences and skills that a teacher must possess and develop in order to arrive at the construction of the Inclusive Teacher Profile.

Some of the thematic proposals for our further investigation in the focus groups are:

Obstacles for disabled students in the higher  education and training context

Competences to acquire by the trainers/teachers

Services and support offered by universities

Awarness campaign to create an inclusive community that allows everyone to feel welcome

Inclusive teacher is that professional who is able to develop personal problem-solving strategies.

Teachers are responsible for their lifelong learning.

Future teachers, through special training activities, can observe, collect and analyse inclusive practices in order to reflect on their own professional actions and the skills necessary to deliver a truly inclusive approach to education.

Plural approach to inclusivity

Creation of a list of inclusive practices