<< Background >>This project brings together six partners from four countries to explore the potential of emerging digital technology, Virtual Reality, in the context of vocationally-oriented language learning. VET learners are the group of learners with speficic language needs which will adress to their future language needs for the labour life. However, in most of the VET schools or centers there is a general language curriculum or the needs of the target group are not identified exactly. As a result, the appropriate approaches or methodologies cannot be applied for the teaching of language in these classes. After the learners graduate, they cannot acheive the desired language level for the jobs and the unemployment become a serious problem for the individuals. Thus, the integration of VR technology in VET classes will increase the motivation of learners when they are exposed to real life situations, and learning and teaching of English for Specific Purposes (ESP) will not be such a great problem in VET schools or centers . Learners will be able to learn the language in real contexts, and teachers will be able to integrate these new technology in their teaching. Six experienced partners will come together in the scope of this project and adress to the language needs of the VET learners, organise activities for pre and in-service English teachers and increase the efficiency of the language teaching in VET schools and centers. In this way, more qualified individuals will graduate and their integration to labour market will be easier.<< Objectives >>The project applies an action-research approach to;1. Identify where and how VR is likely to add value to vocationally-oriented language learning2. Test the application of VR in a range of vocationally-oriented language learning3. Evaluate the benefits to learners and the practical implications for learning providers.In offering pre-service, in-service English teachers, VET teachers and learners from these different countries an opportunity to explore the practical application of this significant new technology, the project directly addresses the Erasmus priorities of;• Open education and innovative practices in a digital era• Further strengthening key competences in VET• Introducing systematic approaches to, and opportunities for, the initial and continuous professional development of pre-service, in-service English teachers, VET teachers, trainers, and mentors, in both school and work-based settings.The project also responds to the need for improved employment among youth, the use of innovative methods and digital technology and improved mobility of workers due to improved language skills.<< Implementation >>There are going to be 4 Transnational meetings, 3 LTT activities, 5 multiplier events, and 6 outputs in order to achieve the desired goals. In transnational meetings, we plan to decide on the project logo, let the participating organizations introduce themselves and see their capacities in face to face meetings, discuss about the ongoing process and the activities. In LTT activities, we want to access the target groups and help them learn how to integrate VR in their classes, how to identify the language needs of the learners, and how to contuniue to benefit from this digitl tool in long run. With the multiplier events, we aim to share the project results with the target groups, local public, and disseminate the activities and the results at national and international level. For the sustainability of the project, there are going to be 6 intellectual outputs developed by each participating organisation and with the cooperation of all six participants. While determining the responsible organisation for the outputs, their capacity, relevancy and previous experiences were all considered for a qualified result that will adress to the target groups' needs and will be used in long term.<< Results >>Outputs achieved by the project activities are;1. Identify key language competences for target vocational areas through a needs and situation analysis.- This will include a corpus analysis of the existing vocational materials and curricula. A paper will be published in a relevant journal and findings so far will be disseminated at professional body conferences.2. Identify areas of vocational courses most responsive to VR web platform This will be done through online activities and LTTs in partner countries.3. Scenarios for these situations in target VET areas will be created next at a mobility meeting with participants from all partner countries. These scenarios will be used to design and create VR experiences, a Guidebook including these scenarios will be developed alongside this.4. Teacher mobility meeting to familiarise teachers who will be rolling out the VR Web Based Platform on their courses, with the new materials using the Guidebook. Skills in the use of VR materials will be mapped to the EQF framework.At each of these stages of the project, a systematic evaluation will ensure that materials and the other required packs are ready for the next stage and any issues have been ironed out.5. Piloting of VR materials and the Guidebook with step by step instructions in all partner countries to further refine the main output of VR materials for vocational language learning.6. After evaluation of the pilots, the materials will be published on the project website, professional body websites and events, platforms such as EPALE and at multiplier events.An important outcome of the project will be a group of teachers with skills in the use of cutting edge technology for vocational language learning. Soft outcomes will include the establishment of a VET teacher network with support from the ECMLLanguage for Work network, EfVET (European forum for Vocational Education and Training) and EPALE. Systematic professional development of pre-service and in-service English teachers, teachers participating in the project and beyond the project through professional body events and webinars is another soft outcome.The impact beyond the project will be a core of teachers and institutions in each partner country to deliver VR supported learning on vocational courses and to train pre and in-service English teachers, the teachers of VET to deliver this type of learning.

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

South Africa is a country that continues to fight with poverty, high levels of unemployment and inequality despite the fact that economic growth has slowed down in recent years. “Basic enablers” for Southern Africa's sustainable growth, employment creation and reducing income inequality are especially HE institutions with business enabling environment, education and skills as mentioned in the Strategy Paper of the country. Particularly, successful organization of engineering education is related to the increasing relevance of the issues that are directly reflected in South Africa's National Priorities. One of the greatest challenges Southern Africa is facing at the moment is the acute shortage of engineers. The White Paper (Dep. of HE&T, Nov. 2013) proposes the introduction of on-line learning as appropriate to increase access, enhance quality and improve throughput and success.Using the knowledge developed by all partners the output of the proposed project PEESA III are: a) Design of min. three (3) engineering degree programmes at Partner Country's HEIs aligned with EUR-ACE standards, effective use of ICT, flexible learning path, transversale skills and closer University – Enterprise cooperation.b) Finalise self-assessment reports for EUR-ACE Accreditation of three (3) MA programmes on Energy Efficiency developed within the Edulink’s PEESA project, c) Increase the number of female students in engineering at Partner Country's universities together with closer University-Enterprise cooperation.As a result we get better employability of graduates, more engineering students (especially female students) which contribute to regional sustainable growth as well as social and cultural development. We promote student centred learning by accommodating their different learning styles as well as different circumstances in which students find themselves.The national and international mobility is supported through mutual recognition of degrees and modules.

This is a higher education student and staff mobility project, please consult the website of the organisation to obtain additional details.