The background of the project is that in Hungary in agrarian education the dual vocational system has been introduced. Against this, agrarian companies are averse from entering student contracts. The association has hold informative talks on the advantages of entering these contracts, and tried to answer all the questions. Unfortunately, these steps still don’t seem to be enough. It is still a difficulty for schools as well as for the parents of the students to find a suitable place for field practice. Moreover, it is also difficult to keep the od, fruitfully working companies in this new educational situation. That’s why we decided to show the leaders of Makeszisz’s schools and the leaders of all horticultural companies connected to Makeszisz the dual vocational training system in the cradle if it, in Germany. We would like to give information on this system as it is with all the questions and solutions, advantages and disadvantages. The main aim of the project was that vocational schools and companies could study a model in a flourishing environment which could promotea qualitative change of the Hungarian agrarian vocational training.The Assosiation of Hungarian Horticultural Vocational Institutes (Magyar Kertészeti Szakképző Intézmények Szövetsége) consists 23 schools. Its coverage is national so the information would get fast to all participants of the vocational training. The beneficiaries of this application were teachers, vocational teachers who take part in secondary-, vocational and students with special need education. Majority has a university or college degree on their major and as a teacher too. They also have at least 10 years of experience. According to the project on the behalf of the companies the ones responsible for the students would also take part. In this way, not only schools but the representatives of the companies took part. All in all 40 people took part in the project.The main steps of the realization: -the preparation of the project with the possible hosting and mediator school-writing the application- the results- choosing the representatives of the first shift; decisions made on the basis of the schools’ working group, then on presidency ( 2015 beginning of September)- entering contracts with the representatives( 2015 middle of September)-organizing the journey ( 2015 end of October)- travelling of the first shift ( 2015 November)- presentation in general assembly (2016 March)- selection of representatives based on the recommendations of the school’s working group and presidency ( 2016 April)- entering contracts with the representatives ( 2016 middle of May)- organizing the journey ( 2016 middle of May)- selection of the second shift ( 2016 end of May)- presentation in general assembly (2016 October)The hosting institut is the Berufsbildende Schulen Ammerland school, Germany, Bad Zwischenahn. The project gives an opportunity for the ones responsible for students of local nurseries to show special conditions within their nurseries. During the programme the Hungarian expertises got answers immediately about contracts with students, especially because they saw an effective system. To see student contracts in action has high importance as we hope it will have an immediate effect on Hungarian agrarian companies. Its long-term effect is very adantegeous for the whole Hungarian agrarian vocational training. The fact that our Assosiation has national coverage an advantage in spreading the news and information. Companies and schools from all over the country attended in the project so they can put their experience in practice almost at the same time. The number of student contract will probable increase in the agrarian vocational training

The background of the planned project is that in Hungary in agrarian education the dual vocational system has been introduced. Against this, agrarian companies are averse from entering student contracts.The association has hold informative talks on the advantages of entering these contracts, and tried to answer all the questions.Unfortunately, these steps still don’t seem to be enough. It is still a difficulty for schools as well as for the parents of the students to find a suitable place for field practice. Moreover, it's also difficult to keep the old, fruitfully working companies in this new educational situation. That’s why we decided to show the leaders of Makeszisz’s schools and the leaders of all horticultural companies connected to Makeszisz the dual vocational training system in the cradle of it, in Germany. We would like to give information on this system as it is with all the questions and solutions, advantages and disadvantages. The main aim of the project is that vocational schools and companies could study a model in a flourishing environment which could promote the qualitative change of the Hungarian agrarian vocational training.The main aims of the field trips were that students could put the already gained knowledge into practice in plants, could learn new up-to – date knowledge, have a closer look in the horticultural vocational education of the hosting institute’s country and to improve their knowledge of a foreign language. The students of parkbuilding and –maintenance as well as students of horticultural studies thanks to the field trips could have a closer look on the hosting countries’ parks. They could see the parks’ path, their designs, instalments of flower beds and water architectures and usage of plants. Beside the park maintenance students could get to know the way the already planted plants were prepared. In plants they took part in field practice where they learnt how to grow or handle these plants, and they also widened their knowledge of the given plants. The Association of Hungarian Horticultural Vocational Institutes’s(MaKeszisz) coverage is national so the information would get fast to all participants of the vocational training. All together 30 people took part in the fact-finding trip. In the internship 28 students took part although we had planned 30. The main steps of the realization: -the preparation of the project with the possible hosting and mediator school-writing the application (Jan-Feb 2017)- announcing the results- choosing the representatives of the 1st field trip; notifying the participants, signing the contracts, cultural preparation and language teaching, organising travelling, insurance, accommodation (June, 2017)- travelling of the first lot (June 2017), monitoring visit, final evaluation- choosing the representatives of the 2nd field trip; notifying the participants, signing the contracts, cultural preparation and language teaching, organising travelling, insurance, accommodation (July, 2017)- travelling of the second lot (July 2017), monitoring visit, final evaluation- choosing the participants of the 1st fact-finding trip;, signing the contracts, organising travelling, insurance, accommodation (September 2017)- travelling of the first lot (October 2017), monitoring visit, final evaluation- giving reports within general assembly- choosing the representatives of the 2nd fact-finding trip; notifying the participants, signing, cultural preparation and language teaching, organising travelling, insurance, accommodation (March – April 2018)- travelling of the second lot (April 2018), monitoring visit, final evaluation- choosing the representatives of the 3rd field trip; notifying the participants, signing the contracts, cultural preparation and language teaching, organising travelling, insurance, accommodation (May 2018)- travelling of the 3rd lot (June 2018), monitoring visit, final evaluation- choosing the representatives of the 4th field trip; notifying the participants, signing the contracts, cultural preparation and language teaching, organising travelling, insurance, accommodation (June 2018)- travelling of the 4th lot (July 2018), monitoring visit, final evaluation- choosing the representatives of the 5th field trip; notifying the participants, signing the contracts, cultural preparation and language teaching, organising travelling, insurance, accommodation (July 2018)- travelling of the 5th lot (August 2018), monitoring visit, final evaluation- choosing the representatives of the 3rd fact-finding trip; notifying the participants, signing the contracts, organising travelling, insurance, accommodation (April 2019)- travelling of the third lot (May 2019), monitoring visit, final evaluation- financial repost, final reportWe think it is quintessential to examine working student contracts as they can have an immediate effect on Hungarian enterprises. Thanks to the fact that our association is national it helps spreading

<< Background >>Having reviewed currently used teaching materials in vocational education (both digital and traditional textbooks), we discovered that●the content is often too academic, the wording is not fit for students entering VET schools (their reading comprehension competencies are relatively low)●content is not always motivating, few examples are practical or real-life●the learning content has gaps - it does not always correspond to the needs of the labour market (new technologies are not reflected in the curriculum)●the interdisciplinary approach in VET schools is still lacking, there is no real cross-curricular collaboration - subjects are taught in 45-minute lessons, despite the fact that in real life, when solving a problem, students will need to select and put together and apply knowledge and skills from various subject areas●at the exams students are required to work on project tasks with their peers, however the project method and related working forms are not common during their training●most VET teachers do not have the skills necessary for project-based teaching, the evaluation methods they apply are mostly traditional (grading of tests)●repositories that are available for VET teachers often contain scanned textbook pages, real digital interactive learning content is not widely available●specific to Hungary: the whole system of vocational education has changed – as result, if there are textbooks existing, they were not prepared for the new professions, they are not up-to-date, not fit for the learning-outcome oriented approach; methodologically they are not suitable for active learning and the development of soft skills.We performed a preliminary needs analysis in Hungary. We received 60 responses from teachers in the Agriculture and forestry and IT and telecommunications sectors, and the results justify our initial hypothesis. (The analysis is uploaded as an attachment).We strongly felt that there is a need for a new model of collaborative learning content development, so we formulated our proposal, targeting the initial training (before specialization) of two selected sectors – one of them is IT and telecommunication which can be connected to any other sectors because of the importance of new technologies.<< Objectives >>We want to collaboratively develop real-life projects tasks and related interdisciplinary, project-based digital learning content for the initial/basic training of 1st and 2nd year VET students (incl. grade 13) in specific topics that belong to Agriculture and forestry and/or IT and telecommunications sectors.The project will support:•development of digital competencies to a higher level•wider application of the project method •soft skills development matching the needs of the labour marketThe project’s objectives are:●Review the curriculum, learning materials and teaching methods currently used in the initial training of the two sectors in the partner countries to identify needs in terms of digital learning content development●Train VET teachers of the selected sectors specifically about the project method, related digital tools, innovative assessment practices and digital content creation. ●Assign real-life project tasks for VET students, in close collaboration of teachers and labour market representatives.●Create project-based, re-usable, high-quality, motivating digital learning content in an interdisciplinary approach, using Open Educational Resources as well as own development, with substantial support from the educational expert partner. Implement the created content in an open repository.●Support students in completing their project tasks by designing and delivering mini-courses for them. using the previously created learning content, and applying methods mastered at the teachers’ training. ●Evaluate and document the process, creating a model that is published as a guide to be followed by selected teachers of other VET institutes and educational experts who deal with digital learning content development.<< Implementation >>We are going to analyse curricula and learning materials used in the initial training of the selected sectors. Besides a desktop survey we are going to have focus groups (involving students, teachers, employers) to better understand the needs in the partner countries.We will design a blended course for VET teachers focusing on project-based learning and we will invite participants who teach in the initial training years of the selected sectors (IT and telecommunication, Agriculture and forestry).Real-life project tasks will be designed by companies for students to solve. Teachers with support from the educational expert partner and the company will prepare mini-courses that cover the knowledge and skills necessary for the successful completion of the project task. Throughout the process we will apply an interdisciplinary approach and will encourage the usage of innovative assessment methods.We will develop motivating digital learning content for the mini-courses, for the vocational initial/basic training of the two selected sectors in collaboration of VET institutes, employers and educational experts. Learning content will not be created by individual teachers, but rather a group of specialists to ensure outstanding quality and wide usability.The created digital learning content of the mini-courses as well as the student projects will be shared in open repositories so it can be widely used, not only in VET education but in a wider context as well.Students will participate in their dedicated mini-course and in parallel will start working on the assigned project task in groups. Their performance and presentation of the results will be evaluated by the company assigning the task, as well as teachers and peers.Finally, we will document the process, including reflections from various participants (company, students, teachers, etc.) to create a model that can be used by other VET schools.<< Results >>We plan to produce the following results:1.A comparative study will be written on the 21st century relevance of textbooks and learning content based on thorough analysis of curricula and learning materials in Agriculture and forestry, and IT and telecommunications sectors. The initial training offering of these sectors will be reviewed, involving teachers, students and employers in the partner countries (Italy, Germany and Hungary). This will identify the needs of the partner countries in terms of digital content development for VET initial training in the selected two sectors.2.A blended course is designed and delivered in 4 languages (EN, DE, IT, HU) for VET teachers focusing on project-based learning in an interdisciplinary approach. There will be 4 online modules in the course covering the following topics: 1. Project-based learning2. Digital Tools for VET project management3. Innovative assessment practices for VET4. Creation and innovative use of digital content for VET.The online part will be followed by a practical session in project management where teachers will have to work as a project team themselves, applying knowledge and skills mastered in the online modules.3.9 labour-market oriented project tasks are designed and assigned to VET students by companies, using a standard template to ensure that they can be re-used and implemented by other VET teachers as well in the future. Having the project tasks defined, project plans will be created and mini-courses will be designed in collaboration of teachers and company representatives, aiming at preparing students for the successful completion of the project tasks. 4.A web-based application, a repository of re-usable digital micro-learning content will be developed for sharing digital learning content elements that are created in collaboration of teachers, employers, educational experts. Schools will be able to download and use the application within their school for managing digital learning content.High quality, motivating, up-to-date digital micro-learning contents will be created in an interdisciplinary approach to help students prepare for solving the project task. The content will be project-based rather than subject based. 5.Student projects will be implemented, evaluated and presented parallel to the delivery of mini-courses by the teachers. 6.A guide will be prepared for VET expert teachers in 4 languages in the form of a downloadable e-book. The guide will present the methodology we piloted – from analysing curricula, through developing, publishing and re-using digital micro-learning content to the final assessment of student projects..