VET, the link between the needs of the territories and cooperation between training establishments

As a reminder, VET 4 CHANGE follows on from the INNOVET project, where rural areas are examined and particular attempts are made to examine the link between vocational training systems and the discussion of rural development and the areas themselves.

Examples of good practice

Intergenerational Center Bled: this is a universal community center for young and old, with a library, in which it is possible to organize various meetings and seminars.

Entrepreneurship Center, Kovacnica Coworking Center: this center for people who want premises and help to develop ideas so that they become products or services that they can later manage as a business . These parties pay a rent of 25 to 50 EUR per month to access the consultancy services.

Author's conclusion: Jóhannes Árnason

After this week in Slovenia, my opinion has strengthened a lot that we at the VMA need to look around in the North and East. I do not pretend to know all the threads of cooperation of the various ministries with the community and the business world of the region, but I would like to see more formal areas of cooperation. I have long been of the opinion that the cooperation and collaboration of upper secondary schools in the North and East should be greatly increased.

If we don't want or trust each other to unite or coordinate, then we can at least make it easier for students to study in more than one school at a time. Also to coordinate learning and courses so that there is more transparency. It is an absolute minimum to offer students and the community at large information about learning in one place.

We should be able to teach, for example, specialist courses in more than one school at a time. These subjects often have small study groups and it should be possible to attend students via teleconference, as one group would be in a classroom at a school while other students would be present at the teleconferences.

The internship must also be in a more formal collaboration. This does not only mean that the faculties work together, but that the school, as a professional school, provides formal means of obtaining information on needs and requirements, of maintaining a list of workplaces belonging to certain professions and to work on a constant discussion of the disciplines.

Of course, it is possible to cite professional councils and other formal parties in the vocational training system, but our reality is that there are very few or very few of these parties in the region. I think it would be very useful to look at the state of internships in the field, both in terms of the needs and not least in the way we work together.

Mobility context

BSC Slovenia – an organization preparing a regional plan for the province of Gorenjska, welcomed us and the project partners:

  • Breza Croatia – an institution that takes care of young people in need, with the presence of Miranda Glavaš Kul – director of school and youth affairs in the county of Osijek-Baranya
  • LAG Napoca Romania – a regional organization that manages a variety of projects in the province of Napoca, accompanied by Ruben Laze – member of the youth parliament
  • VMA Iceland
  • Leader Liit Estonia – association of NGO leaders working in regional affairs

and the MFR delegation, in full, with the presence of:

  • of directors [Nadine Di Matteo – President MFR Regional Federation of Grand Est, Michèle Peters – directors at MFR St Dié]
  • instructors [Tatiana Marchand – MFR from Gionges, Sandrine Collard – MFR from Vertus]
  • a communication development team [Eva Bezin – leads the social networks of the Union Nationale, Antoine Saba – independent videographer for La Fabrica]
  • Olivier Gineste – project manager at the Union Nationale
  • Giang Pham – independent and head of the consulting firm The Cube
  • René Caspar – experiments with the development of dispersed agglomerations.

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