INNOVET- Project Bridging the gap between high-tech and slow learners

1. INNOVET- Project Bridging the gap between high-tech and slow learners ETF Regional Meeting – Schools for inclusive Education in the Western Balkans and Turkey Sanliurfa, Turkey, 4.-6. October 2010 There are presenting: Jürgen Lau, VESBE e.V. & ÇolpanErdem, MEKSA VAKFI

2. Jürgen Lau, VESBE e.V., Germany Overview of the project The relation to the ETF regional meeting Action-based learning Conclusion Çolpan Erdem, MEKSA VAKFI Why participating in this project & Turkey‘s experience in this project The agenda

3. Project INNOVET • INNOVET – Innovative VET concept Car- Mechatronics / Mechatronics for weak and unexperienced learners, especially for youngsters and young adults • Project no.: DE/07/LLP-LdV/TOI/14734 • Project co-ordination: VESBE e.V.- Hennef, Germany • Project partners: • Berufskolleg Troisdorf, Germany • HIRON / CEPO, Sofia, Bulgaria • KENTEQ, Hilversum, The Netherlands • MEKSA Foundation, Ankara, Turkey • VESBE e.V., Hennef, Germany • Duration: 29. September 2008 – 30. November 2010Webseite: www.innovet-mechatronics.eu Jürgen Lau, VESBE e.V. Assosiation for European Social Work, Education and Training, Germany

4. The fields of the INNOVET project Mechatronics in Turkey: Engineering drawing and constructing manual for trainings modules (conveyor belt, measuring/controlling/sensoric, SPS) Car-Mechatronics in Bulgaria: Working on real cars / Soft ware-simulations (EDT); Car complex. Servicing motors and it‘s aggregate, Bus-Complex in Vehical/ Crossing Jürgen Lau, VESBE e.V. Assosiation for European Social Work, Education and Training, Germany

5. Products and results of the project Project website and newsletter Evaluation and pres-selection of existing curricula, concepts and materials Testing of the pilot conception Testing with the specific target Workshop for trainers and instructors Information and transfer workshops (events) Jürgen Lau, VESBE e.V. Assosiation for European Social Work, Education and Training, Germany

6. Learners with learning disablilities Disadvantaged learners Learners with learning disablilities Second language learners Disadvantaged learners Second language learners The target group- slow learner Jürgen Lau, VESBE e.V. Assosiation for European Social Work, Education and Training, Germany

7. What causes to be a slow learner? • Temporary emotional strain • Lack of meta-cognition • Traumata Cognitive disability Neurological structure The variety of causes Disadvantages due to Strategic behavioral deficits • Economic conditions • Cyclical conditions • Adverse social living conditions • Family-related • Enviormental-related • Poor memory performance • Learning behavior • Information-processing weakness

8. The existence of coherency Youth with migration backgrounds School-drop-outs Close connection between young unqualified adults and disadvantaged young people Group of slow learners Lower level of school certifications young people with health limitations Young adults without a chance of a vocational education or job

9. Slow Learners and the community‘s future Employment Social inclusion • Vocational schools as well as SME's often lack students’ valuable resources • The vocational-pedagogical competences to successfully teach qualified disadvantaged people, is lacking in the training staff. Changing of qualifications requirement Changing the framework for slow learners to get the qualification e.g. Mechatronic/ Car-Mechatronic

10. Action-based learning Develop learners‘ personality Inclusion of their social situation competences practising skills abilities Comprehensive perception of action Action-based learning/ embedded learning

11. Action-based learning • Based on a comprehensive concept of action which includes creative and design aspects • Opens up learning opportunities that enable individual initiative, personal responsibility and independent action to solve tasks and problems • Places the learners with their individual learning requirements at the centre (and not the subject-matter, or the curriculum, etc.) Jürgen Lau, VESBE e.V. Assosiation for European Social Work, Education and Training, Germany

12. Action-based learning • Involves the learners actively in the planning and design of the learning process • Supports the identification of learners with the learning subject-matter, learners feel responsible for the success of the learning process • Including learners in the planning supports the linguistic and substantive handling of the learning subject.

13. INNOVET MechatronicsExemplary module (3-4) Car-MechatronicsExemplary module (3-4) Futur of trainings and further trainings Conceptguidelines • Holistic in thinking & acting • Interactive learning in social learning processes • Methodological competence & problem-solving skills • Working in different learning and teaching teams • Thinking and acting in systems/ complex correlations. Action-based learning – embedded learning Train the Trainer Jürgen Lau, VESBE e.V. Assosiation for European Social Work, Education and Training, Germany

14. Thank you for your attentions! Jürgen Lau, VESBE e.V. Assosiation for European Social Work, Education and Training, Germany

15. INNOVET- Project Turkey’s experience in the Leonardo da Vinci Transfer of Innovation Project ETF Regional Meeting – Schools for inclusive Education in the Western Balkans and Turkey Sanliurfa, Turkey, 4.-6. October 2010 There are presenting: Jürgen Lau, VESBE e.V. & ÇolpanErdem, MEKSA VAKFI

16. The agenda Jürgen Lau, VESBE e.V., Germany Overview of the Project The relation to the ETF regional meeting Action-based learning Conclusions Çolpan Erdem, MEKSA VAKFI Why participating in this project & Turkey‘s experience in this project

17. MEKSA VAKFI 25 years experiences of Vocational Trainings 40 kind of different branches in 23 training centers 25% marginalised group of 5000 trainees each year Çolpan Erdem, MEKSA VAKFI, Turkey

18. WHY INNOVET PROJECT IS SO IMPORTANT FOR MEKSA ? The mechatronics field is expanding very fastly Mechatronics qualified personals are needed Çolpan Erdem, MEKSA VAKFI, Turkey

19. Participation of MEKSA Analysed process of Mechatronics in Turkey Hold meetings with 23 automotive champers, 4 universities, 8 high schools for making analysis Helped partners to develop concepts, curricula, materials, media, learning arrangements Translated concepts and materials into turkish Çolpan Erdem, MEKSA VAKFI, Turkey

20. Hold meetings with Trainers and informed them about slow learners and embedded learnings. Adaptation of modules to Turkey (with translators and trainers) Testing mechatronics modules in 4 training center with trainees. Will write a report of testing materials Participation of MEKSA Çolpan Erdem, MEKSA VAKFI, Turkey

21. Arranged a 5-Days workshop „Train the Trainers“ together with VESBE e.V. & In co-operation of the Marmara University (Prof. Dr. N. Akkus), Istanbul Pedagogical and Technical issues Participation of MEKSA

22. Contributions of Innovet Project to Meksa Experinces about developing mechatronics and car-mechatronics training modules Adopting proffesional training materials Workshop for trainers Extended the number of the target group

23. Contributions of Innovet Project to Meksa Meksa is growing with the contribution of Innovet Project ; It has expanded technical capacity &the number of the trainings for the target group.

24. Thank you for your attentions! Jürgen Lau, VESBE e.V. Assosiation for European Social Work, Education and Training, Germany