We are very thankful that we received European funding which enabled us to do this important work. We all learned so much about how to built and maintain a good (international) network. And, very importantly, others (in and outside our countries/regions) have been inspired to learn from our project and to make use of the documents and guidelines we produced.  

The cherry on the cake was signing a Cooperation Agreement in Brussels in April 2022. All five networks of VET schools agreed on the long-term continuation of our cooperation, with some renewed elements. The basis under the agreement is the Network of Networks ‘Strategic Plan’ and an ‘Action Plan’ for the coming years (until 2026).  

We have realized a new governance structure. Part of this structure will be thematic teams, a steering committee and a supervisory board. We did already partially start with the implementation of it.  

One of the big successes of our project was the impulse it gave to the exchange of ideas, requests, help and good practices between our national and regional networks. Knowledge exchange on all different levels; teachers, international coordinators, VET leaders etc. An important follow-up of the project will be to facilitate this even better by starting thematic teams and the development of a more easily in use, low-key digital platform.  

We are very happy and proud that we managed to reach the goals of our project, despite the huge challenges we faced (Covid-19 pandemic, Brexit) which still has its impact on our daily work. And we are looking forward to keep improving the quality of our education by our continuing international cooperation.   

La entrada Network of Networks – past, present, future se publicó primero en Network of Networks.

• Inclusion and excellence 

• Internationalisation 
• Sustainability and digitalisation 
• Lifelong learning 
• and the future of Network of Networks 

In approximately 2 hours, VET leaders had the chance to go through each of the topics and exchange with their peers the situation on their own colleges, their plans and their wishes.  

Inclusion and excellence 

To achieve excellence, several ideas were shared. The importance of international exchange and the development of international competences/mindset for everybody was at the centre, together with the creation and reinforcement of alliances and multilayer cooperation (among teachers, students, VET leaders or companies). Although going abroad was not seen as essential, international visits for teachers deserved particular attention.  

The recognition of small steps and of any progress was essential to keep motivation, especially for those students at risk of drop out. In this regard, counselling was considered very important but not only focused on career skills but with a stronger focus on life skills.  

Stronger cooperation with companies and sending lecturers to industry was highly supported to get updated skills but also to develop a higher capacity of adaptation of the VET system to global changes and challenges.  

Internationalisation 

All VET leaders shared a common vision on how international activities are vital to promote innovation, seeing things in different perspectives and rethinking college´s own local, regional, or national approaches.  

Better communication to students of the opportunities of internationalisation, stimulating their curiosity and using role models and social media were mentioned, as well as including the parents in international activities and/or in the promotion of international activities. 

Strong focus should be put on internationalisation at home activities, as not every student and teacher can travel abroad because of different reasons, but this should not jeopardise their opportunities to develop their international skills. In this sense, making use of the multicultural background of our own students is a way to be explored. Teacher exchanges among NoN partners and promotion and participation in international skills competitions and training are also vias to be further developed. 

Sustainability and Digitalisation 

The dual transition is a priority in the agenda of VET leaders in colleges part of Network of Networks. It is agreed that digitalisation can help sustainability, for example reducing paperwork and travel / commuting, making use of blended learning, which showed its possibilities during the pandemic. The use of VR can also have a double purpose, while making learning more attractive and engaging for students, can also reduce the environmental impact of working with chemical fluids, raw materials, or paper. 

Sustainability is to be approached by the whole college, from the college management and strategy, for example promoting circular economy, to the curricula.   

The agenda 2030 and the United Nation´s Sustainable Development Goals) have been assumed by NoN VET colleges, but an exercise to translate the SDGs into concrete objectives for the college would be of much help.  

Lifelong learning 

The discussion on lifelong learning mainly focused on lifelong learning of VET staff, in particular teaching staff.  

One of the key points on LLL is on building awareness on LLL as part of life but also on building an environment in the VET school which promotes LLL as consequence of changes in life and carrier. Schools require professionals who will keep developing themselves, as in any other job.  

As ways of promoting and accomplishing lifelong learning, going abroad and/or job shadowing in companies and in other schools is considered essential, as well as to involve companies in the design of VET curricula, materials and/or activities.  

The future of Network of Networks 

Network of Networks was born from a common vision on internationalisation of all the regional and national networks part of it. Although starting mainly involving international coordinators, there is an increased demand for a multilayer involvement and a grassroot approach to define the future of it. 

The opportunity of getting to know people in real life and discover challenges shared and turn them into opportunities to cooperate was highlighted by VET leaders. Exchange and mutual learning on the implementation of international strategies and how to combine them with other strategies such as sustainability and digitalisation are the key success factors of Network of Networks to be further explored in the future.  

Network of Networks represents the institutions and people behind and is considered the house of the VET colleges part of it. 

La entrada VET LEADERS FROM NETWORK OF NETWORKS SHARE CHALLENGES AND DREAMS IN A LEARNING CAFÉ IN BRUSSELS  se publicó primero en Network of Networks.

• Entrepreneurship 
• Sustainable Development 
• Innovation 

• Work-based Learning 
• Internationalisation 

The Internationalisation working group, consisting of International Coordinators, has already started and are currently working on mapping the priorities and curricular areas of each participating organisation, to make finding a project partner easier and less time consuming. 

The Leaders of the 4 remaining working groups have now been provided with a list of interested members and have been asked to arrange a start-up meeting within the next couple of months. 

Registration for the working groups remains open, so if you are interested in joining any of the groups and haven’t yet signed up, please contact your Network Lead for more details. 

La entrada Network of Networks international thematic working groups 2022 se publicó primero en Network of Networks.

Objective 1 – Resilience and excellence through quality, inclusive and flexible VET: 

Good relationships with students, staff and industry are important to build resilience in colleges.   

Understanding current and future business partner needs, through technology roadmaps and horizon scanning, helps ensure the offer from VET colleges is of a high quality and aligned to these needs.  

In working with municipalities, regional partners and companies, we can think more strategically about how VET provision can become more flexible and resilient. 

Some of the biggest challenges facing VET are AI, Emerging Tech and the readiness of staff.  

Objective 2 – Establishing a new lifelong learning culture – relevance of CVET and digitalisation: 

Life Long Learning (LLL) could be redefined as Continuous Competence Development (CCD), as it is in Finland. The 70-20-10 model is helping to structure CCD:  

• 70% is doing the things you’re supposed to be doing?  

• 20% you can learn from help of others (e.g. through mentoring), but you must share  

• 10% going to courses or formal learning programmes.  

Learning should be seen as a skill in itself and defining Life Long Learning across the Networks would be beneficial and maybe more work is needed to learn from each other.  

Example of LLL can also be seen in Scotland through the Flexible Workforce Development Fund, which is opening up a more flexible approach to Workforce Development. Furthermore, a flexible system of micro credentials is also helping the LLL culture and the relevance of the CVET offer.  

Objective 3 – A Green Link in VET: 

We need to be aware of what role VET colleges can and will play in the wider ecosystem within a region. A good example is using colleges (as they do in the Netherlands) as knowledge centres.  

Continuous improvement should specifically centre around sustainability, as education is a key tool of transformation, through their work with the future workforce and young people.  

Sustainability is a huge subject (nature, environment, and social aspects too), so colleges and development agencies need to shape a common mission for our regions.  

Objective 4 – European Education and Training Area and international dimension of VET: 

As sustainability becomes ever more prominent, colleges need to integrate actions to offset carbon emissions as a result of mobility’s, e.g. planting trees and/or giving something back  

College should ask themselves… Where do mobility’s take place? Perhaps locations can change, the proximity between hosts and participants is shortened, perhaps they occur over different durations  

Other obstacles in scaling an inclusive mobility system relate to:  

• Commitment of VET Leaders and proving the value of mobility  

• If there is commitment from VET Leaders, how is this shared? 

• How do sustain funding levels, as well as identifying any new funding streams, to ensure they are maximised.  

La entrada Fish Bowl Session – Brussels KA3 work results se publicó primero en Network of Networks.

Here are some of the suggestions which the Network of Networks’ Steering Committee are considering implementing: 

• Ensure equal distribution of work by circulating amongst members and appointing responsible members for different tasks.   
• Actively utilise new working groups, e.g. new projects (funding and resources). Way of working: Share expertise with each network, create a common vision; from the vision set targets and identify the steps required to achieve targets.   
• Share knowledge, outcomes, products, experiences and make sure results are visible. 
• Organise blended mobilities and similar courses between a number of schools within the network. 
• Use internationally active staff as ambassadors and connect staff for specific topics. 

• Steering committee needs to be more formalised, rotate chairing of the network (on an annual basis?). 
• Create relevance; invite members from the networks to local/regional events. 
• What do VET schools need from Network of Networks? Exchange of knowledge, guidance, cooperation in projects, expansion in quality, strong relationships, joint forces. How to reach this? Ambassadors, succession planning, digital market place for projects, internships and best practices, networking on different levels and different themes, to involve each level within an organisation. 

1. How might we improve the effectiveness of NoN? (How to govern the whole network?) (Related to aspiration 1: Bring coherence, and enhance effectiveness and efficiency)   

• Outside experts  
• Use capacity building model to improve operation 
• Money to support NoN work (membership fee) 
• Equal distribution of work and appointed responsibilities for different tasks (circulation) 
• Improve website 

• Service design process for mobilities 
• Making results visible and measuring them 

2. How might we drive the network forward and ensure its sustainability? (regardless of Brexit)? (Related to aspiration 1: Bring coherence, and enhance effectiveness and efficiency)  

• Trust between partners 

• Time to do things 
• Stories of members and best practices implemented 
• Utilising working groups, eg. new projects (funding & resources) 
• Utilising the tools that have been created 
• Terms of reference supported by collaborative platforms 

• Commitment of VET leaders 
• VET leaders could form own network / steering committee 

3. How might we (all NoN partners together) enhance excellence in VET? (Related to aspiration 2: Enhance the quality of VET and support Economic, Social and Sustainable Cohesion)   

• Sharing how to apply certain tools and methods 

• Sharing knowledge, outcomes, products, experiences 
• Sharing excellence programs between partners 
• Excellence linked in the learning process 
• Support development & implementation 
• Visibility of results, documentation 

• Reflection & evaluation 
• Many levels: student performance, staff professionalism, quality at VET programmes, internal excellence 
• PDCE – IMWR 

4. How might we improve international learning opportunities for students within NoN (eg. considering physical mobilities and collaborative projects)? (Related to aspiration 2: Enhance the quality of VET and support Economic, Social and Sustainable Cohesion) 

• Gamification 
• Collect & share data, disciplines, WBC, arrangements, peer learning platform 
• NoN buddy program 
• Mixed groups/pairs, communication at the same level 
• Students from different schools working on a certain topic together 

• Blended mobilities, common courses between few schools + physical mobility / visit 

5. How might we encourage / support staff competence development internationally? (Related to aspiration 3. Enhance the quality of VET education by Continuous Staff Competence Development)   

• Light structure 
• Few moments of presentation, eg. annual meeting 

• Staff exchanges 
• Use internationally active staff as ambassadors 
• Connecting people in specific topics, advantage of the network, trust in supporting staff competence 

6. How might we define the topics for the NoN thematic working groups? (What do you expect to achieve through the thematic working groups? How might we measure their impact?) (Related to aspiration 3. Enhance the quality of VET education by Continuous Staff Competence Development)   

• What do we need and want? 
• Share expertise with each network, then create common vision, from vision create steps & targets. 
• Allocate tasks, set deadlines, no lead but round responsibility 
• Involve members of schools, ask them what they want (surveys) 
• Funding, clear output 

• Flexibility, adaptability 

7. How might we increase the reach of/membership of the NoN? (Should we invite more networks to join NoN? What type of networks should be invited to join NoN?  What criteria to use criteria?) (Related to aspiration 4. Raise awareness about the Network of Networks and its Added Value)  

• Quality over quantity. 
• Quality = added value, strong commitment and dedication, trust, active networks 

• Risks: bureaucracy, administration, difficult managing, risk of country that’s less dedicated 
• Aim of NoN: enhance cooperation across borders. New members = increasing opportunities but be aware of the implications.  
• Added value needed for new members 
• Steering committee needs to be more formalised + president? 
• To grow = to get more strength & more influence on policies 

• Partner needs to contribute, commit, dedicate, be active 
• Trial period, first friend then partner (application) 
• Include neighboring countries + look where our stakeholders (eg. Companies) go. 
• Requirements: network of VET with all sectors represented, minimum amount of schools? Number of students? 

8. How might we be more proactive as a network? (website content, newsletters, other?) (Related to aspiration 4. Raise awareness about the Network of Networks and its Added Value)   

• Create role models to share between organisations 
• Set up social media calendar & assign people to execute and monitor platform 
• Thematic session for teachers and others to learn, exchange and meet others 
• Involve experts outside of NoN (EU, companies etc.) 

• Measure impact through indicators & goals, measure growth & development of the network 
• Hire a secretary/administrator for general support. Or group responsible of these tasks. 
• Investigate new ways, eg. marketplace app (what can you offer rather than what are you looking for) 
• Create relevance, invite the other networks for your local/regional events. 
• Involve students. 

• Take turns (caroussel), each regional network is in the lead once in 5 years. 
• Not only VET leaders’ conference, but also for teachers/other staff 
• Share Skills competition experiences, meet each other there 

9. How might we set out the long-term vision of NoN? (Beyond 5 years strategy timeline)?    

• Commitment on all organisational levels 

• Connect with long-term strategies from EU regarding VET (but also other related topics). 
• Set aims and goals but keep on open point (instead of fixed one) because of unforseen events 
• Strengthen relationships and have a clear view on the “why” of NoN (why do we exist), vision 
• Connect long-term vision with resources, working groups, experts, teachers, futurists, management, VET leaders 
• What do VET schools need from NoN? Exchange of knowledge, guidance, cooperation in projects, expansion in quality, strong relationship, joint forces 

• How? Ambassadors, succession planning, digital market place for projects, internships & best practices, networking on different levels and different themes, for each level in the organisation.  
• Involve students at all levels. Set up workshops with students, they provide answers/ point the direction. 

La entrada The Future of Network of Networks – Analysis from the ‘How might we…?’ workshop  se publicó primero en Network of Networks.

The demand for education in the health care sector, especially in nursing, is very strong in Kenya. The groups to be trained are historically large for all three organisations, consisting of almost 450 students in the first cohort, and the size of the first phase of the operation is over 10 M€. Many students are seeking for opportunities to be educated in Europe, and now especially in Finland. After completing their studies, the participants will continue to further develop the Kenyan society with their upskilled professional competences.  Some of the graduates may also get the opportunity to stay and work, and possibly continue their studies, and thus, this co-operation may also address the shortage of skilled labor force in Finland.

Most of the students will come from the county of Uasin Gishu in Kenya. The Governor of the county H.E. Mr. Jackson Mandago has been the primus motor to realise the co-operation. Laurea is the partner delivering the tailor-made, on-demand nursing, and physiotherapy degree programmes, and Metropolia is responsible for the programme in information technology. Most of the students have already been selected and the process will start with a pathway package concentrating on the Finnish language and culture.

For Gradia providing training in the IVET qualification in social and health care within this co-operation is ground-breaking and unique since the new legislation on global education took effect in the beginning of 2022.

“We’re very excited for this new opportunity. This is a great chance to both train competent staff for the labour market and develop our own staff’s competences together with the local working life. This cooperation will benefit both the Kenyan and Finnish health care sectors,” says Sanna Salo, Programme Manager responsible for social and health care education in Gradia.Sanna is also a management-level representative in WP5 team of the Network of Networks project (KA3). 

Finland’s new Africa Strategy

This co-operation also supports Finland’s Africa Strategy. As African economies develop and populations grow, the role African countries have in world politics and economics is also becoming more prominent. Thanks to their growing markets, many African countries have also become potential trading partners for Finland. Finland’s Africa Strategy has been drafted to promote Finland’s ties with African countries on multiple levels and sectors. The joint government Strategy was prepared under the leadership of the Ministry for Foreign Affairs.

The aim of the Africa Strategy is to diversify Finland’s relations and to develop the ambitions and coherence of Finland’s Africa policy. Special attention will be paid to the expansion and deepening of Finland’s ties with African countries, the African Union and with other regional organisations on the continent. The strategy aims to identify shared interests and to strengthen connections in different sectors between Finland and Africa. Points of departure include Finland’s own interests and competencies, Agenda 2030 as well as the “Africa We Want” Agenda 2063 of the African Union.  Finland’s strategy also takes into consideration the policies of the European Union’s recent Strategy with Africa.

More information

Sanna Salo, Programme Manager, social and health care

Gradia Jyväskylä

sanna.salo@gradia.fi

La entrada Gradia making Finnish history se publicó primero en Network of Networks.

Vantaa Vocational College Varia and Deltion College have been planning and implementing together virtual international exchanges for students in several study fields since last autumn. Earlier small virtual exchanges have been carried out in safety and security as well as ICT helpdesk programmes and in March, tourism students implemented a successful and interesting cooperation project of sustainable tourism.

This project was implemented in small student teams. Teachers recommend this similar method for other international virtual experiences too because it is easier to create supportive and safe environment to communicate with new people. The project was divided into three phases: 1. getting to know each other, 2. presenting sustainability in travel and tourism in both countries and 3. a discussion and feedback session. As a result of the project, students improved their competence on sustainable tourism and also learnt good practices and examples from both Finland and the Netherlands. Several topics were covered such as the future of cycling and tourism for the Dutch travel industry and a Finnish Sustainable Travel Program with examples from first certified destination, nature tourism and indigenous Sami tourism ethical guidelines. In addition, students demonstrated their knowledge of UN Sustainable Development Goals and clearly reported an improvement of both their international competence and communication skills too.

As all feedback from students was very positive and many wished for more similar projects, new cooperation ideas are being developed for the future! Besides tourism teachers, English teachers in aircraft maintenance, as well as logistics teachers are also planning their virtual international cooperation. It has been very interesting to notice that the new possibilities have been discovered and little by little virtual international exchanges are becoming more popular. There are plenty of challenges, but luckily inside the Network of Networks partnership it has been possible to learn, create and work together towards more versatile international activities offered by the VET colleges.

La entrada Virtual international cooperation between Vantaa Vocational College Varia and Deltion College se publicó primero en Network of Networks.

The FINN-NET has a supportive, flexible, and collaborative working atmosphere, but strategical perspectives and purpose have not been very clear. The baseline audit completed during the Network of Networks Erasmus+ KA3 project was a starting point to a constructive discussion regarding improving the structure and organisation of FINN-NET.

In the the baseline audit we identified some challenges and points of improvement which included, for example, lack of structure and dissemination material, no clear guidelines, objectives, or purpose. We noticed it was also a crucial problem that the active participants in FINN-NET were mainly international coordinators.

In order to address and fix such identified challenges, workshops were organized with VET leaders. First, each college discussed the issues raised internally, in their own college documenting all opinions to a collective platform. Later, the FINN-NET steering committee worked in smaller groups and summarised the main topics mentioned and drew the following conclusions:

• We found out that FINN-NET’s main purpose is to participate in the Network of Networks activities
• Our own activities would be related to development and quality work as well as staff competence development work which are performed in the international environment.
• We decided that FINN-NET objectives and activities are based on the mutual interests which are found from each college’s internationalisation strategies. The analysis of the internationalisation strategies is performed every two years to adjust the objectives and activities.  
• We decided to improve our external dissemination activities and, for example, create a logo and a visual organisational structure for FINN-NET. These two visual tasks are performed by a graphic design student.

Based on these conclusions we managed to find the purpose and the main objectives for the network, thus allowed us to re-write our FINN-NET cooperation contract and the description of our network.

We decided to broaden the participants in FINN-NET by creating cross-disciplinary working groups, in which any staff member from any FINN-NET college could participate. The idea of the working groups is to share good practices and learn from each other, firstly, inside FINN-NET and later potentially with Network of Networks partners. We identified four topics in which we saw the benefit to collaborate and develop together, which we foresee to take 1+ years to complete. The working group topics will focus on 1) Guidance, 2) Entrepreneurship, 3) Sustainable Development and 4) International Competence.

The kick-off meeting for the FINN-NET working group was 18^th of March with, in total 26 participants (mainly teachers and guidance counsellors). We offered for each working group an example model on how to work together but each working group has flexibility to choose the best ways to work. The working atmosphere was enthusiastic and positive, and we are looking forward to seeing how the working groups evolve in the future.

In conclusion, we have found out the internal development work for FINN-NET has been very fruitful and deepened our cooperation even further. We have now clearer idea of our activities and guidelines which to follow. Together, we are stronger and we definitely see the benefits and synergies on working together as FINN-NET. Working together, we can combine our ideas, strengths and achieve collectively, better results from different perspectives.  

La entrada Developing FINN-NET at the leadership level and on the new selected working groups – An example of how to improve structure and organisation of an informal VET network se publicó primero en Network of Networks.

The story of the New skills for VET teachers project started at the Network of Networks annual meeting in Bilbao, Spain in October 2018. Salpaus Further education presented the idea of mapping out new competences teachers need for delivering and creating 21^st century education and training, and also develop how we can implement them within our own organisations. In September 2019 the project started with five partners from three different countries. Four of the partners are members of the Network of the Networks: Salpaus Further Education, Finland, as the project coordinator; South Eastern Regional College, Northern Ireland UK; Stichting Albeda, the Netherlands; and the Glasgow Kelvin College, Scotland UK. From Finland, also HAMK University of Applied Sciences, School of professional teacher education joined the project team.

The project will incorporate 3 workshops with each workshop addressing a specific issue related to teacher professional skills development. Planned topics for the workshops include lifelong learning; interaction between companies and educational organisations; dealing with changes in work life and how to respond in a flexible way; and adapting to student diversity. The outputs from each workshop will be collated and presented in the form of articles, digital tools and knowledge bases and uploaded to an on-line tool kit. The first workshop was arranged as a hybrid model right in the beginning of the Europe locking down; some partners came to Lahti, Finland, where as some partners attended on-line on March 10-12.2019.

The result of the project will be that the participants will gain new ideas on how to ensure and improve teacher professional learning. VET providers will have found ways to ensure that teachers’ skills meet the needs of working life now and in the future and new ways to improve teacher professional learning. Participants will have shared knowledge of the education challenges and phenomena across Europe. It is anticipated that the workshops will support project partners to carry out testing and implementation in order to develop their own methodology for staff training and development.

Teaching and learning in the future

The profession of vocational education is in continuous transformation as we begin to understand what is required to equip teaching staff with skills fit for the 21st Century. The skill set and role of VET teachers is being outpaced by developments of working life across industry. Employers need “work ready” students that are equipped with technical as well as those all-important transversal skills. Education has a responsibility to respond by providing opportunities for students to collaborate, develop critical-thinking skills and effective communication skills. These are the skills that will help students to flourish in an increasingly complex and uncertain world. Therefore, the teaching and learning model for education needs to focus on developing lifelong learning skills rather than simply gaining a qualification or frontloading skills that may become redundant over time. Just as industry and the economy is evolving so too must education.  

A job role no longer remains constant throughout the employee’s entire career and will evolve and change as the economic landscape changes.  Employees, must therefore, take ownership of and responsibility for their own continuous professional development as their careers unfold. Equally, employers must approach professional development at a strategic level to facilitate their staff’s lifelong learning needs. This can be achieved by working with vocational education providers who can be flexible and quickly adapt to industry need. VET educators work very closely with companies and other professional organisations to identify skills gaps and have the capacity to respond quickly to changing needs by developing bespoke training programmes.

Creating effective teaching and learning models for the future is more a question of developing innovative approaches to improve existing teaching models, so they become more efficient, effective and most importantly fit with the needs of all stakeholders: VET teachers, corporate staff, College management and employers. We believe that there are three critical aspects to be considered when developing a professional development strategy: personalisation, modularisation and digitalisation. 

However, before any change to staff development processes are implemented, due regard must be paid to the impact of these changes on staff wellbeing. Change in working life is often cited as a key source of stress and anxiety, so organisations must meet their duty of care to their employees and ensure that support for mental wellbeing is in place and effective at times of change. Staff development strategies and wellbeing strategies should run simultaneously and be cross-referenced, where appropriate.

A key focus of the New skills for VET Teachers project is to share knowledge of the education challenges and phenomena across Europe. So far, we have written five articles related to this theme and plan to publish a further ten articles in which we will share our findings from the future planned workshops. Like many other projects we have received a year’s extension. During this time to keep the momentum of the project alive the project team has decided to participate in and have our own mini-webinars. In the first mini-webinar we discussed how current circumstances have fast-tracked on-line education and digital technology. This helped all partners to see that the challenges and the solutions which we have come up with, are surprisingly similar but there were still many new ideas which we could all benefit from. Also, participating the Network of Networks webinars give the project team a chance to join wider discussions within the Network and share and implement ideas between projects.

To find more information about the project, read the articles and learn about the workshops visit the NSVETT website. Or post your comments on Twitter @nsvett1. 

https://nsvett2020.wixsite.com/mysite/articles

Elaine McKeown, South Eastern Regional College, Northern Ireland,
Craig Donald and Sannakaisa Raatikainen from Salpaus Further Education, Finland

La entrada New skills for VET teachers project se publicó primero en Network of Networks.

Erasmus+ accreditation ensures funding for both student and staff mobility for the current seven-year financial framework of the European Union. It enables the colleges and the network to continue systematic and strategic development and implementation of mobility activities.  Awarded accreditations also demonstrate the organisation’s commitment to the quality standards of the programme. Applications for accreditation were assessed based on transparent criteria which were the same in all programme countries.

Accreditation is based on Erasmus Plan and its implementation and monitoring will be developed in the Finn-Net network and, more broadly, in the Network of networks.

In 2019 Finn-Net Colleges sent 646 students abroad and received 543 students to Finland. Finn-Net staff members made 482 exchanges abroad and Finn-Net received 1083 staff mobilities to Finland.

La entrada All Finn-Net Colleges got Erasmus+ accreditation and continue to share their Erasmus Plan implementation and monitoring work together during 2021-2027 se publicó primero en Network of Networks.