Project information Aqua-view

Aqua-view 2

Aqua-view 2

Context/background

Context/background|
Aquaculture is a sector with opportunities and challenges: production of high-quality food in a more sustainable way, and new breeding techniques, alternative raw materials for feed, and other innovations contribute to this. The Sustainable Development Goals (SDG) of the United Nations are the blueprint to achieve a better and more sustainable future. They address the global challenges we face related to the green sector, for example food, energy, and water.

This project contributes to the SDG’s and European objectives by targeting following subjects:
- Ensure the development of food security, food safety, and sustainability within the sector
- Levelling differences across Europe
- Optimize innovative effectiveness
- Promote new entrepreneurship with sustainability at the forefront of their operations
- Accountability to climate objectives
- Exchange of students, staff, professionals working in the sector between partners in international education and enterprises
- Increase and enhance labour quality and -mobility within the sector

Through education on European level and scale, this project wants to responds to the opportunities, and also wants to make a positive contribution to the challenges. Based on the needs of industry, European Objectives, and the SDGs (related to food, soil, water and energy) this project contributes to the development of future employable employees, able to work internationally within the sector, and thus give shape to European labour mobility.

A high-quality workforce must be created that responds to challenges facing the sector, and innovations needed in order to contribute to European aquaculture objectives.

Objectives of the project
With this project a long-term cooperation starts with a consortium of European VET schools,

University colleges, and international industry within the sector of aquaculture. They work together on the development of training, that meet the needs of industry and the European objectives and SDG’s in aquaculture. The project aims to achieve these goals by developing European training at EQF level 4, at EQF level 5, and in work based learning programs for lifelong learning.

Rough-cut outline

The results of this project will be divided in 4 parts with different intellectual and intercultural outputs:

1.The research phase
2.The development phase
3.The testing and evaluation phase
4.The implementation and dissemination phase

During all four phases of the project, quality of activities and results are monitored and evaluated.  The project goals are measured in therms of quantity and Quality

Phase 1: The outcomes of research

• Clarity of industry’s needs:
- Professional competences skills and knowledge at EQF level 4 and 5, in relation to the European objectives for aquaculture
- International and hidden competences
- General employee skills
- Health and safety
• Insight and understanding of the European objectives for aquaculture
- Improve and secure food security, food safety and sustainability within the sector
- Levelling the differences in aquaculture in Europe
- Optimize the innovative effectiveness
- Promote new sustainable entrepreneurship
- Accountability to climate objectives
• Clarity of understanding of the meaning of competences in reference to responsibility, complexity of tasks and procedures, independence, ambiguity, targeting the EQF levels 4 and 5 in formal, informal and non-formal learning
• Insight/understanding with regard to formal/non-formal/informal learning & hidden competences, work based learning and outcome-based learning
• Overview of National Qualifications linked to EQF
• transparency of educational systems
• Transparency of existing curricula and assessments in Aquaculture

 

Phase 2: The outcomes of development

General
• Systematic use of ECTS and ECVET principles amongst partners
• Guidelines and procedures for recognition of learning outcomes for quality assurance
• Guidelines and procedures for assessment tools
• Use of ECTS and ECVET tools establishing standards and procedures for recognition and validation
• A list of quality criteria for the project outputs
• Establishment of a transnational network for education in aquaculture across Europe
• Establishment of a European platform for education and industry in aquaculture

EQF level 4
a. 3 international learning units, using ECVET principles
b. Descriptions of subjects for the learning units
c. A didactical model involving online and guided learning
d. A digital education platform to be able to exchange lessons, learning resources and programs
e. International assessment criteria for developed learning units
f. Ensuring the possibilities for exchange at which learners can complete a validated learning unit and gain work experience in other countries

EQF level 5
a. An international curriculum on aquaculture EQF level 5, based on ECTS principles
b. 7 international learning units
c. 1 cross over unit
d. Descriptions of subjects for a lesson programs for the learning units
e. A didactical model involving e-learning, blended and guided learning
f. A digital platform, to be able to exchange lessons, resources and lessons program’s
g. International assessment criteria for the developed learning units.
h. Ensuring the possibilities for exchange at which learners can complete a validated learning unitand gain work experience in other countries

Work based learning programs/Lifelong learning
a. (Short term)courses for lifelong learning, derived from developed products for level 4 and 5
b. A didactical model involving e/learning, blended learning and guided learning
c. A digital platform, to enable educators involved in the program to collaborate, to exchange lessons, learning resources and lessons program’s
d. International assessment criteria for formal and informal learning
e. Accreditation of recognised prior learning (RPL)
f. Ensuring the possibilities for exchange at which learners can complete a validated learning unit and gain work experience in other countries

Phase 3: The outcomes of testing and evaluation

• The project will test and evaluate learning units based on ECVET and ECTS principles, the description of learning outcomes, and the assessment of learners. This will be done by mobility of students and professionals in training to pilot the international units
• Testing the digital platform, to be able to exchange lessons, resources and lesson programs.
• The evaluation of the first testing phase of the
- Description of learning outcomes
- Securing of the European objectives for aquaculture
- Didactical model
- Digital environment
• Adaptation of the units of learning outcomes and the assessment methodology and planning for later testing phases
• Final conclusions and the assignment for the development group to work out the definitive units of learning outcomes and assessment tools
• Present the units of learning outcomes and the assessment tools to the industry experts. All project partners will participate. They are responsible for the consultation with their associations and organisations and provide their feedback to the project
• The project will use the feedback to improve the outcomes and recommendations for the target groups

Phase 4: The outcomes of implementation and dissemination

  • Implementation
    • EQF level 4 units and their assessment in the curricula area of aquaculture of VET institutions.
    • EQF level 5 courses on aquaculture in VET institutions and University colleges.
    • Lifelog learning programs EQF 4 and 5 in VET institutions and University colleges.
    • Digital platform to exchange lesson learning recourses and program
    • Policy recommendations, guidelines, regulations and agreements
    • Transnational network for professional education in aquaculture
    • European platform for education and industry in aquaculture
       
  • Dissemination of the project and project products:
    • The Aqau-view website with link to relevant websites
    • 2 multiplier events in the second and third year.
    • Dissemination activities, e.g. workshops in the partner countries - are planned to start from the second project year. The target groups for these workshops are branch related companies and educational institutions.
    • Dissemination by FEAP to the members associations and the commissions and workgroups they attend
    • Dissemination by associate partners

Monitoring and evaluation of project activities and results

During all four phases of the project, quality of activities and results is monitored at following working levels:

  • monitoring and evaluation of the project as a whole is done by the steering committee
  • partners monitor and evaluate working outcomes (homework)
  • project meetings monitor and evaluate the discussions of the work set for these meetings
  • working sessions monitor and evaluate the proposals put forward to the project meetings
  • pilot projects: learners follow an international unit abroad. Teachers and representatives of the branch carry out the assessment and monitor and evaluate the process.

 

Partners create a checklist of actions to monitor, analyse and evaluate project´s progress during meetings. Progress, quality and achievement of project activities is monitored to ensure the quality of the outputs. The content of the checklist therefore focus on work processes within the development of the intellectual outputs:

  • Clarity of understanding of the meaning of competences in reference to responsibility, complexity of tasks and procedures, independence, ambiguity, targeting the EQF levels 4/5
  • Mutual recognition of learning outcomes for aquaculture in formal and informal learning
  • Assessment of international learning units EQF level 4/5, through EQAVET tools both in school and work based settings
  • Results of translation of the ECVET and ECTS principles to international learning units and (Short term) courses for professionals to support life-long learning and labour mobility
  • Outcomes of discussion of draft versions with project partners from industry and education to gather a consensus on the final result
  • Pilot results (i.e. piloting learning units) and its evaluation
  • Accessibility and didactical approach of the digital platform to exchange lessons, learning resources and programs
  • Development of the focus areas, objectives from which the transnational network for professional education in aquaculture and European platform for education and industry in aquaculture are set up

 

In these activities, the following actors are involved in the project:

  • VET colleges: to secure interest and representation of education in the content of curricula, and transpose the content of the learning units EQF level 4 to curricula of the educational partners
  • University and Vet colleges: to secure mutual development and implementation of international courses in aquaculture EQF 5 in national educational systems
  • FEAP and other associated partners to secure interests and representation of industry in the project: description of the professional profile, core tasks, labour processes, and competences
  • Education and experts from industry with experience in quality control to assess the projects progress and the project products. They decide if the results are fit for the standards of education and industry.
  • Quality and Control experts from educational institutes and associated partners assess and advise the project´s quality. The outcomes of the quality checks will be used for input for follow-up actions within the project.

Previously used quality standards (including ECVET and ECTS formats) will be used in the quality control of the project outputs.

Frequency of the checks

  • Discussion between project partners at each meeting following the checklist set out above
  • Pilots of the project during the first, second and third year. This will be done by selected partners with a group of international learners
  • Assessment of the documents during the meeting previous to the implementation phase. Feedback will be given on the drafts during the research and development phase. In the final meeting of this phase, the partners finalize the document for the testing and evaluation phase. After this phase the units are implemented through pilots. After the pilot, the units will be improved and disseminated
  • During the last project meetings, all educational materials will be evaluated, based on the experiences from the pilot exchange.

Quantitative and qualitative indicators

The project goals are measured in terms of quantity by developing

  • 2 professional profiles EQF level 4 and 5
  • 3 learning units EQF level 4
  • 8 learning units EQF level 5
  • 6 (short term) courses for lifelong learning
  • 1 network for education
  • 1 platform for education and industry
  • 1 digital education platform to exchange lessons, learning resources and programs
  • 6 documents on policy recommendations, guidelines, regulations and agreements
  • 52 students and a number of teachers to be involved in the three pilots

 

Qualitative indicators:

  • Efficiency and coherence of the quality of project results (the relevancy between the professional profiles and how the competences is measured according to the definition of responsibility, complexity of tasks and procedures, independence, scope, and ambiguity)
  • Consistency with relevant EU policies: EQF and objectives for aquaculture
  • Effectiveness of internal and external communication
  • Visible quality of the project results, by the stakeholders

Project summary

De project summary gives a brief description of the backgrounds, goals, project activities and the project partners. The document can be used for internal and external communication purposes

Intellectual outputs:

To meet the outcomes of the various project phases, the work has been divided into different intellectual outputs.

Distribution of tasks is based on the expertise of the project partners.  The development activities take place during work meetings. These meetings are organized in the different partner countries. The composition of the partners present varies for the various work meetings. Only partners are present with specific relevant expertise required for the intellectual ouput developed in the separate work meetings. Participation at work meetings is important because of the joint responsibility for development and joint ownership of the products. This is to strengthen the quality of implementation of products and thus to increase impact.

Intellectual output: participants

Output 1 European professional profile for Aquaculture EQF level 4 and 5.

Output:
- 1 description of a professional profile for aquaculture EQF level 4
- 1 description of a professional profile for aquaculture EQF level 5


Two preparatory deliveries, necessary to develop the output
- 1 Digital available training program to create a common mind-set on knowledge and skills required
to design professional profiles, international learning units and assessments
- 1 training program executed for all project partners


European job profiles are being developed for EQF level 4 and 5. These profiles describe, the
competences, knowledge and skills, so that the employees in the professional field can function at
the desired level. The complexity, autonomy and responsibility of tasks in aquaculture at level 4 and 5
are reflected in the European profile description, corresponding with the EQF descriptors. The
description is such that local knowledge and skills can be adapted.
These descriptions need to be recognizable by industry in a national context, and will be applied at a
common European level. The European job profiles are described in such a way that the local
knowledge and skills can be incorporated in the curriculum.
The starting points for describing the job profiles are the European objectives for Aquaculture and the
Sustainability Development Goals of the UN.

The European professional profiles, the international learning units and assessments are developed
and described according to EQF, ECVET, ECT, EQAVET and outcome-based learning principles.
These principles are essential for quality of the development of common European education. In this
Output (O1) a training program will be developed and provided to partners to ensure all partners
have the knowledge and skills required to design professional profiles, international learning units
and assessments. Key point of the training program is that the EQF descriptors provide a description
of the autonomy, responsibility and complexity of the different roles in the professional profiles.
The training program will focus on the following subjects:
- Developing a common working and learning community
- Developing a mind-set on EQF and the use of EQF for descriptions of professional profiles
- Developing a mind-set ECTS, ECVET and EQAVET, ENQUA
- Implementation of 21th century skills in the professional profiles and learning units
- Understanding the principles of outcome based learning implemented in the professional profiles
- Use of Blooms’ taxonomy and revised taxonomy of Krathwohl's for the description of competences
in the professional profiles and to write effective learning objectives
- Trusting qualifications and assessments in Europe
- Introduction and implementation of formats for the development of International learning units and assessments

Output 2 International learning units and assessments EQF level 4

Output
Three international learning units and assessments on EQF level 4 for aquaculture


Two preparatory deliveries, necessary to develop the output
Delivery 1
- A document with relevant points of national qualifications for aquaculture EQF 4
- A document on similarities and differences in existing curricula of the educational partners EQF 4
- A document on a common assessment system for assessing international learning outcomes in
school and in work based settings according to ECVET principles.
- Guidelines and procedures for recognizing the unit’s learning outcomes for quality assurance
Delivery 2
- A common reference unit in terms of outcome based learning outcomes with standards for
assessment

Output description
Main objective of this output is to produce 3 international learning units and assessments of learning
outcomes on EQF level 4 in aquaculture.
These unit fit in the curricula of all involved partner schools as well as in the level 4 EQF descriptors.
These units are based on the description of professional profile EQF level 4 (IO1) and outcome
based principles. The units describe technical learning outcomes, 21th century skills, hidden
competences and cross-cultural competences.
In order to develop jointly supported international learning units by partners, the delivery of a number
of preparatory products is needed. These products are produced as a common basis for the
development of EQF level 4 learning units:
1.Overview of qualifications at EQF 4
VET partners compare their own national qualifications for aquaculture with qualifications in other
countries. Furthermore they scale them in the EQF to get a clear impression of how the various
national qualifications can be compared to one another in terms of educational levels and EQF level
4
2.Transparency of curricula of the partner countries
Due comparing their own school curricula for aquaculture with curricula of project partners from other
countries, educational partners get a clear impression on the various learning outcomes in a
European context. They recognise similarities and differences in the curricula. These elements are
used for drafting international units and describing learning outcomes.
3.Transparency of assessments
VET partners compare their own assessments with those of project partners to get a clear
impression on the various assessment systems. They recognise similarities and differences in
assessments and analyse them. These elements are used for making an assessment plan and the
description of learning outcomes in terms of skills for the assessment of the learning units.
4. Guidelines and procedures for recognition of units (learning outcomes) for quality assurance
VET partners will create documents in which they develop the key issues in this project such as:
- guidelines for unit descriptions (learning units need to fit into the EQF descriptors and the national
qualification structures)
- guidelines for ECVET procedures and the use of i.e. the ECVET toolkit
- guidelines for EQAVET (assessment and recognition, quality assurance, and the impact for
vocational education)
5. Common reference of outcome based learning outcomes, acquired in a formal, informal and/or
non-formal setting.
The partners will then develop a common unit of learning outcomes with standards. This unit will
contain international learning outcomes and standards that is used as basis for the development of
learning units and their assessments. The common reference unit will not only focus on technical
learning outcomes, but also on 21th century skills, hidden competences and cross-cultural
competences.

Output 3 International course for Aquaculture at EQF level 5

Output
- 7 International learning units and assessments for aquaculture EQF level 5
- 1 Crossover learning unit at EQF level 5
- Curriculum for an international course at EQF level 5


Two preparatory deliveries, necessary to develop the output
Delivery 1
- A document with relevant points of national qualifications EQF level 5
- An overview of existing curricula of educational partners linked at EQF level 5
- A document on a common assessment system international learning outcomes in school and work
based settings according to ECTS principles
- Guidelines and procedures for recognizing the unit’s learning outcomes for quality assurance
Delivery 2
- A common reference unit in terms of outcome based learning outcomes with standards for
assessment


Output description
Main objective of this output is to produce an international course for aquaculture at EQF level 5. Key
products of this output are the 7 international learning units and it's assessments, and an
international curriculum. The curriculum and learning units are based on the description of
professional profile EQF level 5 (IO1) and outcome based principles. The subjects of different
learning units, joined in the curriculum cover the needs of industry. There will be 1 crossover learning
unit for aquaculture and engineering. All 8 units describe professional learning outcomes, 21th
century skills, hidden competences and cross-cultural competences
In order to develop a jointly supported international course by partners, delivery of a number of
preparatory products are needed:

1.Overview of qualifications that can be linked to EQF level 5
Educational project partners will compare their own national qualifications and scale them in EQF to
get a clear impression of how various national qualifications can be compared to one another in
terms of educational levels and EQF 5
2.Transparency of curricula of partner countries
Educational partners compare their college curricula to get a clear impression on learning outcomes
in an European context. They recognise the similarities and differences in the curricula and
applicability for an international course at EQF 5 on aquaculture. These elements are used for
describing a curriculum of the international course
3.Transparency of assessments
Partners compare their assessments to get a clear impression on various assessment systems. They
recognise the similarities and differences in the assessments. These elements are used for
describing the assessment of learning units
4. Guidelines and procedures for recognition of the units (learning outcomes) for quality assurance
Partners create documents with key issues for the project such as:
- guidelines for unit descriptions (the learning units need to fit into the EQF descriptors)
- guidelines for ECTS procedures and the ECTS users guide
- guidelines for ENQA (assessment and recognition, quality assurance, impact for higher education)
5. Common reference of outcome based learning outcomes, acquired in a formal, informal and/or
non-formal setting
Partners develop a common unit of learning outcomes with standards. This unit contains international
learning outcomes and standards that will be used as basis for development of learning units and
their assessments. The common reference unit will focus on professional learning outcomes, but also
on 21th century skills, hidden competences and cross-cultural competences.

Output 4 (Short term) courses for lifelong learning, derived from developed products for level 4 and 5

Output 
The course/training programs and structure containing out of 4 Short term courses for lifelong
learning in Aquaculture


Output description
The main objective of this output is to produce 4 short time courses for aquaculture that are
implemented for lifelong learning. Key products of this output are 4 course programs with a
description of the objectives, subjects, the learning units and assessments. The courses are work
based but can be offered partly school based as well. They are applicable and established in an
international context. The partners are thus enabled to offer online and offline course using the digital
education platform developed at IO5. These courses will facilitate and increase life-long learning and
mobility possibilities.
The course is developed on the outputs of IO 01, 02 and 03 and will therefore cover the needs of
industry, the European objectives for aquaculture and de SDG’s of the UN. The courses describe
professional learning outcomes, 21th century skills, hidden competences and cross-cultural
competences. Accreditation of recognised prior learning (RPL) is implemented in the courses.
Innovation
In

Output 5 A digital platform to exchange lessons, learning resources and programs

Output
Digital educational platform


This outputs contains different elements
- A document on a joint didactical approach, to be used by all project partners
- A structure for curriculum planning and mapping for EQF 04 international learning units and its
assessments (IO 02), EQF 5 course and international learning units and its assessments (IO 03) and
Short term Courses (IO 04)
- A structure in a Virtual Learning Environment (VLE) / Learning Management System (LMS) to offer
learning units, assignments and feedback/mentoring, electronic portfolio, and assessments
- A structure to exchange and discus digital content (lessons, assignments, learning recourses,
assessments and its rating and cesure, and other relevant information between colleges)

Output description
The platform will be developed to guarantee a common approach of the implementation of the
developed products for education. Furthermore it facilitates long-term cooperation between the
project partners. Future members of the transnational network for professional education in
aquaculture also can make use of the platform.
The ability to exchange and discus teaching materials and recourses, ensures maintaining and
improving the quality of education on Aquaculture across Europe. The course structures and the
structure of offering learning materials are set up on the basis of a jointly recognized didactical
approach. This approach will be line with EVCET and ECTS principles.
As a part of the digital educational platform, a Virtual Learning Environment (VLE) / Learning
Management System (LMS) is included at least by one of the project partners (Zone College). In this
VLE/LMS an international faculty will be structured, assessable by students and staff of all project
partners and future members of the transnational network for professional education in Aquaculture.
In case colleges work with different kind of Learning Management System or VLE, the digital
program ‘Surf Contact’ will be a way of connecting the different types of Learning Management
Systems (i.e. moodle, blackboard, cum laude, it’s learning).
In offering online and offline courses through the VLE, the digital education platform will facilitate and
increase life-long learning and it supports mobility activities to follow a part of the own education
abroad. The digital platform makes that the digital content as
- international learning units and its lessons (information, instruction, assignments)
- learning recourses
- electronic assessment portfolio
- feedback/mentoring
- assessments and its rating and cesure
are available to be used by learners and teachers/coaches

Output 6 Policy recommendations, guidelines, regulations and agreements

Output
- Policy recommendations/guidelines for the agreement of learning outcomes
- Mobility manual, with i.e. a memorandum of understanding and a learning agreement
- ECVET/ ECTS agreements
- EQAVET/ ENQA Agreements
Output description
The partners will create policy recommendations and agreements with the objective to guarantee the
quality and implementation of the outputs IO2, IO3, IO4 and IO5 in the organisation and curricula of
educational project partners, which ensures continuity cooperation in the future. Educational
institutions joining the transnational network for professional education in aquaculture will be
committed to these matters. This also applies for the industry in work based education.
Project partners will create a mobility manual, with the necessary information and documents for
preparation, implementation and monitoring (including checklists for the learners and the sending
and the receiving institutions). Furthermore in the mobility manual the responsibilities of the individual
learner and of the organisation, a memorandum of understanding, a learning agreement, and an
assessment procedure to ensure implementation of the mobility of learners, following a part of their
study abroad. With the manual, the consortium has a tool for quality assurance of mobilities.
The manual takes up the latest requirements for learning mobility under the Erasmus program plus
and takes into account the guidelines ECVET and EQAVET guidelines for quality assurance.
Agreements are made about mutual recognition of learning outcomes, and the way in which
mobility’s are implemented for learners.
The partners will create an agreement on how to use the ECVET and ECTS tools developing future
international learning units, and in implementing them in the partners’ school organisation and
curricula.
The partners will create an agreement on how to use EQAVET and ENQA in the assessment of their
learning outcomes (of the international units) and for quality assurance.

Output 7 Transnational network for professional education in aquaculture

Output
Transnational network for professional education in aquaculture
Output description
With the establishment of a transnational network for professional education in aquaculture, VET
Colleges and University Colleges in the sector will join forces to become a respected network of
competence, to ensure and increase education, and the skills of all levels of workers in Aquaculture
or other relevant professional green fields in a lifelong learning perspective.
The network will be an European non-profit organization aimed at education in fish farming, teachers,
learners, aqua culturists and other relevant green area educations and professionals. The network is
a membership organization for educating learners of all European qualifying levels in the profession.
The organization will stimulate the educated learners to develop their profession aquaculture.
All the members’ entities have their own unique expertise and can contribute (through their
participation with ”study and support”), to other project partners, other colleges, the industry, and the
network as a whole, in order that the subject is further developed in line with the European objectives
for aquaculture and the Sustainable development goals of the United Nations.
Through mobility projects, educational programs, and mutual exchange of information between
members, the organization might increase the industry’s professional and social status. Through this
work it should fall naturally for all of the members to actively promote the network’s objectives and
activities.
The network ensures the sustainability of project results (transfer of results in the vocational training
practice) and contributes to its dissemination. The network should see itself as an information and
communication platform for stakeholders of education in Aquaculture. It should aim to work closely
with companies and national- and international professional associations.
To support the vision and mission, the network should strive to be an active, inspiring and innovative
organization where all the members involved take collective responsibility for achieving the goals set
by the network.

Output 8 European platform for education and industry in aquaculture

Output
European platform for education and industry in aquaculture


Output description
With the establishment of a European platform for education and industry in aquaculture, VET
Colleges and University Colleges united in the transnational network for professional education will
join forces with representatives from Industry, for example the Federation of European Aquaculture
Producers, the European Aqua Culture Society, national branch organisations as the Dutch Nevevi
and international operating companies. A community of practice should be established between
professional education and representatives from industry. Using input from Industry, education in
Aquaculture across Europe has more labour market relevance.

The Platform for education and industry needs a pyramidal shape (international and national), and
needs also to be constituted of education experts of industry and relevant counterparts of the
Colleges. This cooperation could reflect on, and influence and promote cooperation between industry
and educational field. Educational experts of Industry have influence on the (short term) courses for
learners working in the field of aquaculture, as well as on the international learning units EQF 4, and
the international training to become a EQF 5 worker.
The Platform can be used for joint projects, but should primarily serve as a tool for tuning in of supply
and demand, thus the wants and needs of industry versus the output of educational institutes. The
outcome of this process should not only have effects on European level, but in fact mainly on national
level. On national level it could affect the quality of education, and increase the volume of cooperation
between colleges and companies in Aquaculture across Europe.

In order to do so a partnership education and industry on European level needs to be installed; the
dialogue between education and industry could be formed into a structural co-operation between
industry and educational institutes.

Another possible aim of this partnership could be to improve and structure consultation on European
level as well as on national levels of industry with the educational field. In establishing this European
platform for Education and Industry, it could become a major player as to the development of
education in Aquaculture and a driving force in the advancement of industry – education
consultations. The activities of this platform could thus get a prominent place on the agenda of the
various partners. The platform could stimulate cooperation between the educational field and the
industry on all levels in aquaculture.

Transnational meetings

Organisation of project meetings:
The meetings will be divided into five concepts: steering committee meetings (SC), project meetings (PM), work group (WG) meetings Multiplier Events (ME) and Pilots (P) with pilot activities A schedule will be made in which is mentioned when the intellectual outcomes (IO) will be ready. The extent to which partners are deployed in the project and project meetings is determined by the specific activities and intellectual outcomes.

SC: 3 selected project partners
PM: All project partners (associated partners will be invited to be present)
WG: VET and University colleges
ME: Zone College, possibly supplemented with steering committee partners
P: VET and University colleges

Kick off meeting

The ‘kick off’ / meeting
The meeting will be held the Netherlands and used to confirm all the partners’ roles and
responsibilities. Goals of the project, intellectual outputs, methodology/management, pilots, quality
assurance and evaluation will be discussed and confirmed.

Steering committee meetings

Steering committee meetings
Chaired by zone college, the members of the steering committee ( Kardala LHII, M.A.R.E. SOC. COOP. A R.L.) will meet seven times during the project. The meetings are scheduled in time to control and secure the progress of all meetings.

The SC will discuss the project activities, check the results and plan and set out activities for coming project year. The SC monitors progress through “homework tasks and survey’s”, evaluate project process and results of the pilot. SC caries out quality control of products and order, if necessary, to improve products. SC communicates with partners throughout the project period about planned activities, roles and tasks, progress, and products.

Project meetings

Project meetings
During the five project meetings representatives of all project partners from colleges will meet.
Associate partners provide feedback and input through their presence at the meetings, through video
conference or the submission of relevant information. The project meetings are used to arrive at
equal starting points and knowledge. These meetings are used to present, discuss, adapt and
establish the draft products, developed by various working groups. In addition the units are
evaluated. The goal is to ensure the applicability of products for industry, European objectives for
Aquaculture and SDG’s of the United Nations.
Partners are offered a training course for outcome based learning. The aim is to develop common
and clarity of understanding of competences. The development of professional profiles and
evaluation and assessment of project products based on this profiles is part of these meetings, too.
During the meetings the learning units will be evaluated and established. The transnational network
for professional education and the European platform for education and industry are also established

Work group meetings

Work group meetings
Eight work group meetings are planned where selected partners are present. Selection has taken
place, based on the partners’ involvement in the outputs. At these meetings development activities
take place and result and progress of “homework” is discussed.
• Colleges representing EQF 4 and/or 5 are present at the professional profiles related activities.
Associate partners provide feedback and input through their presence at this meeting, through video
conference or the submission of relevant information
• VET colleges are present at the EQF 4 related activities
• At the EQF level 5 related activities University Colleges and some VET colleges are present
• Selected colleges and invited representatives from industry are present developing European
platform for education and industry
• The same way of work counts for other work meetings
A large part of the development of products is done as homework. Still jointly working at meetings is
important because of the complexity of the development process and the quality of to be developed
products. The work meetings improve the joint responsibility for the development, and joint
ownership of the products. This is to strengthen the quality of the implementation of products and
thus to increase impact. For these reasons, a relatively large number of meetings are planned.
Meetings are organized in different partner countries.

Pilot

Pilot
There will be three pilot activities in the project: the learning units EQF 4, the training course EQF 5,
and courses for lifelong learning. In all pilots learners will acquire skills, knowledge and
competences, but they also will test the quality of the products, as well as the implementation of
ECVET and ECTS principles for validation and recognition of learning outcomes into the participants
national educational systems. The mobility of the participants will be financed by a KA1 project and
does not claim the budget from this project. Members of the steering committee, staff from the
organising organisation, and a teacher from the sending college will be present at the assessment of
learning outcome. They will monitor and analyse the process.

Virtual meetings

Virtual meetings:
Use will be made of ICT, including video conferencing and Skype, to ensure the continuity of
communications between face to face meetings. The virtual meetings are not centrally organized but
are used by project partners active in the different working groups, depending on the need for
consultation between the work and project meetings. These meetings have an informal character and
can be used for exchanging ideas, getting feedback during the development of products, reinforce
shared opinions about the content and interpretation of products and guaranteeing the use of
unambiguous educational principles.

Project management

Project Management and Implementation

Project calender

  • Het arrangement Aqua-view 2 is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

    Auteur
    Thijs Rutters
    Laatst gewijzigd
    2019-10-18 14:57:01
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