Intellectual outputs developed within Equine and Horse Management
Through transnational collaboration between Nordwin, Clusius, Skjetlein, Munkagård and Axxell 3 virtual assignments, 3 transnational learning unit and 1 pilot were conducted/developed within the projects lifespan. The aim was to develop sustainable, high quality, learning opportunities where students from the partners countries would be able to develop their professional and 21st century skills through online learning and transnational mobilities.
Within the project we could see that the project and the virtual assignments and transnational pilot made teachers more aware of how they can share and develop teaching practices, online assignments and share ideas on an European level. The teachers could also gain a better understanding of the realities different countries face when it comes to VET in livestock and dairy. This will help them support and encourage their students to take part in European mobilities and take part in virtual assignments and transnational courses offered by the partners. Teachers saw also an opportunity to upgrade their lesson plans and recognize how transnational collaboration and mobilities support the development of 21st century skills, while at the same time help empower students and find hidden talents.
The learning modules and virtual assignments developed in Amoove21 pilots also forced teachers to teach in English (a foreign language to all the partners in this project) and to educate students with mixed nationalities. Even if this was scary in the beginning it became soon evident that the barrier to speak and educate in a foreign language vanished and the teachers confidence to host and teach students from foreign countries improved.
When developing the virtual assignments and learning units focus was on the making the curriculums fit with the ECVET rules and regulations. The teachers learned to use eTwinning and pretty soon realized how they best could implement eTwinning into their virtual assignments and through this establish contacts with students from foreign countries in a simple and time effective way.
We are convinced that all students that took part in the virtual assignments and in the transnational learning units did gain many new skills that will make them attractive on the (international) labor market. This because they have been able to develop their language skills, cultural awareness and problem solving skills. The students are now more independent and secure when it comes to working in a foreign country and using a foreign language at work. This in turn will help them adapt in different environments and work situations in the future.
When it comes the partner organisations we have been able to witness and increased cooperation between the partner organisations. The step to set up pedagogical transnational collaborations has become smaller and local and regional companies have been introduced to the concepts of Amoove21.
The learning modules and virtual assignments developed in Amoove21 pilots also forced teachers to teach in English (a foreign language to all the partners in this project) and to educate students with mixed nationalities. Even if this was scary in the beginning it became soon evident that the barrier to speak and educate in a foreign language vanished and the teachers confidence to host and teach students from foreign countries improved.
When developing the virtual assignments and learning units focus was on the making the curriculums fit with the ECVET rules and regulations. The teachers learned to use eTwinning and pretty soon realized how they best could implement eTwinning into their virtual assignments and through this establish contacts with students from foreign countries in a simple and time effective way.
We are convinced that all students that took part in the virtual assignments and in the transnational learning units did gain many new skills that will make them attractive on the (international) labor market. This because they have been able to develop their language skills, cultural awareness and problem solving skills. The students are now more independent and secure when it comes to working in a foreign country and using a foreign language at work. This in turn will help them adapt in different environments and work situations in the future.
When it comes the partner organisations we have been able to witness and increased cooperation between the partner organisations. The step to set up pedagogical transnational collaborations has become smaller and local and regional companies have been introduced to the concepts of Amoove21.
If you want to learn more about the different learning units and virtual assignments you can do so by clicking on the links below:
Equine and horse management is a wide subject and different countries have different ways of working with horses. The VET colleges found a common interest in the subjects of horse care and different breeds of horses. Together, we offer skills on therapy horses, racehorses, stable systems and horse driving.
In Norway we offer unit 1 on the Norwegian breeds and how these breeds are used in tourism, for therapy and for work. How does the climate in Norway effect the horses and how do we take good care of them.
In Finland we offer a unit 2 on Finnhorse breeding and harness racing with race horses. Specific knowledge will be taught on the care of the the race horse. |
In The Netherlands we offer unit 3 on the Dutch sport horse and The Frisian horse and how to drive a horsecar with the Frisian. We will focus on breeding and caring of these breeds and we will teach how to drive the horsecar with the Frisian. Also, we focus on stable systems and how this effects the welfare of horses.
The learning units and the virtual assignments connected to the learning units will be available in December 2022. They will be available in a format that makes it possible for interested parties to use them as they are or make amendments to them so that they fit the existing rules connected to agricultural education