scholarly journals USING STEM PRINCIPLES FOR UNDERSTANDING SMART TEXTILES’ SOLUTIONS – THE SLOVENIAN EXPERIENCE

2019 ◽  
Vol 2019 ◽  
pp. 224-227
Author(s):  
Zoran STJEPANOVIČ ◽  
Andrej CUPAR ◽  
Razvan RADULESCU ◽  
Andreja RUDOLF
Keyword(s):  
Vocational Education And Training ◽  
Smart Textiles ◽  
Technical Textiles ◽  
Science Technology ◽  
Smart Textile ◽  
Engineering Mathematics ◽  
Project Smart ◽  
E Learning ◽  
And Training ◽  
The Eu

The contribution gives an overview of the Erasmus+ project Smart textiles for STEM training – Skills4Smartex, funded by the European Commission. Presented are main objectives, aims and expected results, focused on experiences, gained through the first year’s project activities’ in Slovenia. The project aims to improve the knowledge, skills and employability of students in the fields, related to STEM (Science, Technology, Engineering, Mathematics) by providing appropriate training tools to understand multidisciplinary work through smart textiles. The main objectives of the project are: (1) Creating a Guide on smart practices meant for supporting innovation in textile enterprises; (2) Creating a Course in smart textiles, meant for multidisciplinary thinking; (3) Creating a dedicated e-learning instrument, meant for channeling the interest of VET students for "serious games"; (4) Improving the skills of students by means of practical work in constructing smart textile prototypes. The project activities began with a survey on smart/technical textiles completed by 63 textile companies at the EU level; 10 of them were from Slovenia. The aim was to identify existing opportunities for producing smart textiles in enterprises and forecasting expected occupations and work profiles for young trainees. The results will be published in a guide meant for transferring smart practices from enterprises to Vocational Education and Training (VET) schools and young students.

scholarly journals SMART TEXTILES TO PROMOTE MULTIDISCIPLINARY STEM TRAINING

2019 ◽  
Vol 2019 ◽  
pp. 174-177
Author(s):  
Ion Razvan RADULESCU ◽  
Carmen GHITULEASA ◽  
Emilia VISILEANU ◽  
Lilioara SURDU ◽  
Razvan SCARLAT ◽  
...  
Keyword(s):  
Textile Industry ◽  
Strategic Partnership ◽  
Vocational Education And Training ◽  
Free Access ◽  
Smart Textiles ◽  
Learning Platform ◽  
Smart Textile ◽  
Project Smart ◽  
E Learning ◽  
Design And Manufacture

Smart textiles consist of multi-disciplinary knowledge. Disciplines such as physics, mathematics, material science or electrics is needed in order to be able to design and manufacture a smart textiles product. This is why knowledge in smart textiles may be used to showcase high school and university students in basic years of preparation some applications of technical disciplines they are learning. The Erasmus+ project “Smart textiles for STEM training – Skills4Smartex” is a strategic partnership project for Vocational Education and Training aiming to promote additional knowledge and skills for trainees in technical fields, for a broader understanding of interconnections and application of STEM, via smart textiles. Skills4Smartex is an ongoing project within the period Oct. 2018-Sept. 2020, with a partnership of six research providers in textiles www.skills4smartex.eu. The project has three intellectual outputs: the Guide for smart practices (O1), the Course in smart textiles (O2) and the Dedicated e-learning Instrument (O3). The Guide for smart practices consists in the analysis of a survey with 63 textile companies on partnership level and interviews with 18 companies. Main aim of O1 is to transfer from source site to target sites technical and smart textile best practices and the profile of workforce needed for the future textile industry. The needs analysis achieved within O1will serve to conceive the Course for smart textiles with 42 modules (O2), to be accessed via the Dedicated e-learning Instrument (O3). All outputs are available with free access on the e-learning platform: www.adva2tex.eu/portal.

scholarly journals GUIDE FOR SMART PRACTICES TO SUPPORT INNOVATION IN SMART TEXTILES

2019 ◽  
Vol 2019 ◽  
pp. 28-31
Author(s):  
Ana DIAS ◽  
Luís ALMEIDA ◽  
Mirela BLAGA ◽  
Razvan RADULESCU ◽  
Benny MALENGIER ◽  
...  
Keyword(s):  
Czech Republic ◽  
Real Life ◽  
Vocational Education And Training ◽  
Smart Textiles ◽  
Science Technology ◽  
Closing The Gap ◽  
Young Students ◽  
Industry And Education ◽  
And Training ◽  
New Jobs

Smart Textiles for STEM training (Science, Technology, Engineering and Math’s).is an Erasmus+ project aiming to bridge Textile Companies with the Education sector via Smart Textiles Innovation and Training. Industries have been surveyed to analyze the needs for new jobs and skills in Smart textiles, contributing to improve the links with VET Schools training and closing the gap between industry and education. During the project a number of smart textiles examples and prototypes are worked to be transferred to Schools and used by students and teachers, aiming to foster STEM training. This paper presents the results of the survey applied to selected textile companies on Technical and Smart Textiles, based on data collected from 63 textile enterprises in Romania, Belgium, Slovenia, Portugal and Czech Republic. The survey identifies existing opportunities for producing smart textiles in enterprises and forecasting expected occupations and work profiles for young trainees. The guide for smart practices presents the results of this survey and aims to transfer smart practices from enterprises to Vocational Education and Training (VET) schools and young students. Providing real life prototypes and multi-disciplinary working activities on smart textiles will make textile occupations more attractive to young students, and will improve knowledge, skills and employability of VET students in STEM related fields.

Innovative Tools and Models for E-Learning in Romania

2012 ◽  
pp. 105-122
Author(s):  
Liviu Moldovan
Keyword(s):  
Vocational Education ◽  
Digital Media ◽  
Vocational Training ◽  
State Of The Art ◽  
Vocational Education And Training ◽  
High Definition ◽  
Training Quality ◽  
E Learning ◽  
Pedagogical Innovations ◽  
And Training

This article reports examples from new, ongoing distance learning activities in Romania that utilize state of the art digital media, tools, and methods. Examples include state of the art video tools, design of video infrastructure, and training courses employed for classroom modernisation, to address technological and pedagogical innovations in vocational education and training. The objective is to renovate the teaching infrastructure used by specialists in vocational education, and improve vocational training quality by providing more flexible trainings paths to the Romanian labor market. The latter includes dissemination of a new model for organizing and delivering professional vocational training comprising of competence transfer, competence export, building networks, and development of contacts with vocational schools within a regional development perspective. The training delivery utilizes state of the art ICT solutions, high definition video services, and blended learning frameworks.

scholarly journals THE PLACE OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) IN SCIENCE, TECHNOLOGY AND INNOVATION (STI) POLICY: THE NEED FOR POLICY REFORMATION IN NIGERIA

2015 ◽  
Vol 7 (2) ◽  
pp. 59-70
Author(s):  
Chukwuemeka B. Okafor ◽  
Samson O. Chukwuedo
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Educational Programme ◽  
Advanced Technology ◽  
Vocational Education And Training ◽  
Technology And Innovation ◽  
Science Technology ◽  
Technical And Vocational Education ◽  
And Training ◽  
Science Technology And Innovation

Educational policy is a fundamental document that guides the smooth running of any educational programme. If not properly planned, prepared and implemented, such education programme can be run haphazardly without any beneficial outcome. Any policy document that cannot be applied in any educational programme may be described as inadequate. A science or technology based policy should not consider only the advanced level technology in Nigeria but also integrate the lower or indigenous level technology; hence STI policy should not neglect the TVET indigenous technologies since TVET is seen as programme to promote skill acquisition for indigenous and advanced technology in any nation. This study, therefore, investigated the place of TVET programmes in STI policy in Nigeria. The study determined that the place of TVET in STI policy may be described as illusion, mirage or not comprehensive to the public because the policy formulation and implementation appears to neglect the adoption of low level indigenous TVET technologies in Nigeria which an average Nigerian benefits from. Theories and philosophical dicta were presented with respect to policy advocacy for TVET programmes in Nigeria. The place of TVET in STI policy is undefined in Nigeria, hence the need to properly integrate TVET section in STI policy or formulate an independent TVET policy. It is, therefore, recommended that applicable societal values in technology should be considered in STI policy for the realization of the Nigerian vision 20:2020. The STI policy making and implementation process should embrace 90% of the experts in the fields of science, technology, technical and engineering education, else the need for alternative policy for TVET programmes in Nigeria. Key words: technical and vocational education and training, science, technology and innovation Policy, indigenous technology, policy reform.

scholarly journals EU AND UKRAINIAN INNOVATIVE EXPERIENCE IN EDUCATION: THE ORIENTATION POINT FOR VET OF UKRAINE

2020 ◽  
pp. 42-49
Author(s):  
Liudmyla Puhovska ◽  
Snizhana Leu-Severynenko
Keyword(s):  
Best Practices ◽  
Vocational Education ◽  
Management Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Public And Private ◽  
Local Practices ◽  
Main Ideas ◽  
And Training ◽  
The Eu

The article analyses the EU policy for innovations in the sector of vocational education and training (VET). It reveals the activity results of the European network “Innovations in vocational education and training” leading by the European Centre for the Development of Vocational Training (Cedefop). The paper identifies main development directions in VET systems and reviews its best practices of the EU countries based on the analysis of the experience of Campus of Occupations and Qualifications (France), Centre for Management, Training and Employment of Youth (Italy) and Centres of (Vocational) Excellence (Great Britain). Additionally, the following research covers some best practices in public and private educational sectors of Ukraine e.g. two university-based models of innovations eco-system realised via innovation hubs and startup schools, STEM-centres and Fabrication Laboratories. Therefore, the main ideas of positive European experience are identified being the valuable tool for developing the modern policy for innovations and VET in Ukraine. The identified local practices in education sector can be adapted to the capacity and needs of VET sector after additional and more detailed study.

scholarly journals The What, Why, Which and How of Digital Learning Role Profiles and Training Guidelines

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Adamantia Spanaka ◽  
Clive Shepherd ◽  
Achilles Kameas
Keyword(s):  
Lifelong Learning ◽  
Emerging Technology ◽  
Vocational Education And Training ◽  
Digital Learning ◽  
Complete Structure ◽  
Job Roles ◽  
E Learning ◽  
Role Profiles ◽  
Learning Professionals ◽  
And Training

What we mean by digital learning? Why digital learning matters? Which are the main skills that will help to boost the employability of digital learning professionals? How can we structure a good training course? Based on these questions, the eVirtue project (http://groupspaces.com/eVirtue/), funded by the European Commission in the context of LifeLong Learning Programme, conducted an in-depth research of the competences and skills necessary for trainers so that they meet the requirements of emerging, technology-based training job roles. In addition, a set of guidelines to design trainings that would provide qualifications that match the specifications of each of the new role roles has been developed, to be used by Vocational Education and Training (VET) providers, employers and employees. These are based on a thorough review of current training and educational offers and present in a practical way a complete structure of learning units that should be designed by VET organisations who are active in the field of e-learning professions.

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