Includ-ed, red europea de educación inclusiva

Résumé

Inclusion also implies focusing on each individual learner within the frames of the learning community. The success of this ambition is strongly dependent on teachers´ competencies for differentiation of their teaching and their abilities to handle organizational conditions. Inclusion is also technique: How to plan teaching such as each individual´s potentials and needs are considered?  

MAPPING aims to support teachers and school leaders who want to implement or improve the work with individual study plans in VET. The focus is on organizational context, pedagogy and the design of teaching sessions, when targeting the following three results:

1. 1. The first core result is a MAP: A guideline containing models, methodical-didactical instruments and crucial principles for the optimal implementation, respectively the improvement of individualized learning.
2. 2. The second product will be a teacher training unit, based on MAP.
3. 3. Thirdly, the project will contribute with a multimedia documentation of best practice cases from trial runs in the 5 partner countries during the project period. The documentation is meant to visualize and inspire new users of methodologies for supporting individualized learning.
4.  

MAPPING is a transfer-of-innovation project under the EU´s program Lifelong Learning. The project partners from Finland, Denmark, Slovenia, United Kingdom/Wales and Holland exchange experiences, transfer best practice from each other and co-create innovation as a contribution to the European strategy 2020, Bruges Communiqué.

MAPPING´s results are aimed to contribute to the European priority of improving quality assurance systems in VET. In this context the partners draw advantage from earlier developed methods for self-evaluation and peer review.

Project object:

Apart from the above mentioned common objectives for the entire project, the partners have each defined more specific, limited local goals to realize. These goals have their origins in the common goals and will vice versa finally contribute with experiences to the common goals.

These local goals relate to change management, to improvement of meeting structures, to dissemination of the portfolio method, to implementation of new forms of teacher training, to a better integration of virtual learning environments and to a high interaction with national strategies.

Méthodologie

The project frames a flow of transfer and local improvement.

Finland and Denmark have achieved extensive experiences with their law-based individual approach for designing educations. Both countries can report on success as well as failures from their implementation process and practice. These two countries´ experiences and materials will be filtered by all partner countries and transferred to Slovenia, UK / Wales and Holland, regarding to their needs and aims. Vice versa, Finland and Denmark will identify fields for own local improvement and work on local solutions.

The flow:

The first phase the project created the framework for local and transnational establishment and the project participants´ commitment. Preparation was undertaken: Desk top research, choice of local materials and identification of criteria for next phase´s observations.

During the second phase, the very important observations of pedagogical practice in Finland and Denmark were carried out by representatives from all partner countries as peer review. A criteria grid ensures a systematic procedure, as prepared for in the first phase.

The ongoing phase has brought a generalisation of the collected data and led to identifying methods and principles - a basis for MAP - the guideline for working with individual study plans.

In autumn 2014, the first draft of MAP will be implemented during test runs in all partner countries, but in different arenas. Depending on the partner countries´ organisational possibilities, there will be test runs with vocational technical and commercial students, and with vocational teachers in teacher education. All tests and the products will be evaluated. During all observations and tests, multimedia documentation materials is collected.

In spring 2015, the products will be adjusted  according to the results of the test runs. The multimedia documentation will be produced, and the teacher training unit will be described in its didactical framework. In some of the partner countries, the teacher training unit will be implemented in its final version, and integrated into existing courses.

The last phase is a meeting for common evaluation, before the report will be elaborated.

Objectif

See above.

Innovation de bonnes pratiques

Promoting individualized learning is the declared aim in many countries´ education policies. But so far its long term effect has hardly been analyzed, and methods have been developed while implementing the approach to practice. 
 
Thus, many teachers and education managers still have to find each of them their own way, mostly building on own former practice and pedagogical expertise, dependent on local state-of-art og randomly achieved knowledge.
 
The project works with a systematic quality approach and screening methods, based on peer reviews across the partner countries. MAPPING tries to contribute with well-proven tools and a cross-national understanding of individualized learning.

Réalisation de bonnes pratiques

Available from http://www.teaching-map.eu/outcomes/, as coming up.
By July 2014, two supporting products can be downloaded freely:

• Glossary on MAPPING-terms (May 14)

Observation grid for identification of local practice with individualized learning (May 14)
***
The work of the MAPPING partners is based on a wide range of pedagogical literature and reports. Access to links and references: http://www.teaching-map.eu/category/top-mapping/linkspr/

Partenaires du projet et autres intéressés

Within 5 countries, MAPPING´s partnership represents all direct levels, influencing the development and implementation of individual study plans:

• - National and regional ministries and institutes with authorities to develop/change rules and regulations
• - Accredited teacher education institutes
• - Vocational colleges within a broad range of educations
• - Official suppliers with technical and pedagogical expertise

Évaluation

Final evaluation not yet undertaken. Results from trial runs with the project´s interim products will come up ultimo 2014.