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                                             MET-VET – Metacognition for
                                            Environmental Thinking in VET
                                                   Project number:
                                          2021-2-PL01-KA220-VET-000050783



                No. of VET teachers/trainers   6
                involved
                No. of Managers of VET        2
                organisations involved
                Total no. of respondents      8
                Profile of the respondents    The  respondents  represent  six  VET  trainers  and  two  VET
                                              managers with a diverse experience in vocational education
                                              and  training  (some  of  them  with  more  than  20  years  of
                                              experience, other with just a few years) and working in two
                                              different VET institutions in Cham, Germany. The VET trainers
                                              teach  various  subjects:  ethic,  soft  skills,  entrepreneurship,
                                              etc.
                Methodology adopted           Online questionnaire
                                                  MAIN FINDINGS
                The  results  showed  insufficient  implementation  of  integration  and  change  management
                strategies in the VET centre. Only three participants think their VET centre already implemented
                such  strategies,  unlike  five  participants  who  disagree.  Two  of  the  three  participants  who
                answered positively to this question are VET managers, who, concerning their role, perhaps
                have a clearer insight into the management and quality assurance plans and strategies. One of
                the  managers  mentioned  introducing  the  EFQM  (European  Foundation  for  Quality
                Management)  quality  system,  which  supports  organisations  in  change  management  and
                performance improvement, along with strategies as part of the school curricula (but only to a
                small extent).
                The other two participants mentioned strategies focused on digitalisation, such as investment
                in equipment, digital media, teaching materials, and project development in the area of ESD.
                The lack of integration and change management strategies, according to three participants, is
                justified  by  lack  of  personnel,  lack  of  time,  and  the  organisation’s  approach  focused  on
                addressing immediate needs of the labour market, not having comprehensive planning as a
                priority. At last, two participants could not think of any reason.
                Furthermore, almost all participants (7) think that the VET centre they work/manage has not
                implemented strategies for promoting metacognition skills in the context of digitalisation and
                green transition strategies. The reasons they provided are lack of (mandatory) teacher training
                on  the  topics  of  sustainability  and  digitalisation;  lack  of  knowledge;  lack  of  time  and  high
                workload;  capacity  issues;  low  commitment  to  those  topics  in  training  courses;  language
                barriers  of  students  or  no  interest  in  those  topics;  different  departments  and  different
                requirements of the school; heterogeneous composition of employees. The participant who
                thinks such strategies are implemented, gave an example of having metacognition partially
                evident in the subject “Lebensgestaltung” (in English: “Life Design”) which focuses on critical
                thinking, reflection and self-reflection. The subject positively affect the students who express
                high satisfaction with being able to reflect on themselves and get an insight into how others
                see them. The weakest point might be that it requires concentration to reach success.
                At last, all participants agreed on the usefulness of adopting the MET-VET project results. Some
                participants  showed  a  welcoming  attitude towards new  tools that they  perceive as  useful,
                supporting  the  improvement  of  the  learning  process  and  pedagogical  approaches  and



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               Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not
               necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither
               the European Union nor EACEA can be held responsible for them.

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