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1 KA220-VET - Cooperation partnerships in vocational education and training CATALOGUE ONLINE “Identity in Expression: Inspirational Teaching Methods for Self- Awareness and Gender Equality”
2 KA220-VET - Cooperation partnerships in vocational education and training This catalog has been designed within the project: • Teaching VET for the Future: Innovation, Well-Being and International Cooperation • Erasmus program: 2025-1-CZ01-KA220-VET-000364272 • Year of the project: 2025-2027 • Centros colaboradores: o Vyšší odborná škola pedagogická a sociální a Střední pedagogická škola Kroměříž Czechia Zlínský kraj Kroměříž www.ped-km.cz o IES PEREZ COMENDADOR Spain Extremadura Plasencia http://iespcomenda dor.juntaextremadur a.net o Agrupamento de Escolas João da Silva Correia Portugal Norte S. João da Madeira www.aejsc.pt o The Skills Academy Ireland West Galway
3 KA220-VET - Cooperation partnerships in vocational education and training Table of Contents 1. Introduction 2. Catalogue objectives 3. Inspiring Educational Activities a. activity identity b. activity diversity c. activity creativity d. activity inclusion 4. Additional Pedagogical Resources 5. Project Impact 6. Conclusions 7. Contact and Dissemination
4 KA220-VET - Cooperation partnerships in vocational education and training 1. INTRODUCTION or PROJECT DESCRIPTION This activities catalog comes from the project “Teaching VET for the Future: Innovation, Well-being and International Cooperation,” an initiative aimed at promoting innovation, inclusion, and international collaboration in vocational education and training. Its main goal is to provide practical tools and proposals that help modernize teaching and learning processes, adapting them to the current needs of students and the educational environment. Through this project, special attention is given to incorporating active and innovative methodologies, as well as strengthening teachers’ skills, fostering more meaningful learning focused on the personal and professional development of students. It also promotes recognizing identity, self-esteem, and self-awareness as key elements for students’ overall growth. Another key pillar of this initiative is the commitment to diversity, equal opportunities, and inclusion. The project works to break gender stereotypes and remove barriers that could limit access to vocational training, ensuring a more equitable, accessible, and enriching educational environment for everyone. This catalog brings together a selection of activities designed to support these goals, serving as a practical resource for teachers and educational centers committed to more innovative, inclusive, and future-ready Vocational Education and Training (VET). By incorporating the priority of inclusion and diversity, the project aims to create an educational environment that is respectful and welcoming to all student identities, fostering a sense of belonging. This is especially important in VET contexts, where students come from diverse backgrounds and may face specific challenges. The project will promote inclusive and comprehensive sexual education, addressing LGBTI issues and creating a supportive school environment. Additionally, by integrating inclusion and diversity topics into the curriculum, the project will help fight stereotypes and promote understanding among students. The project also tackles the priority of improving quality assurance in VET by training teachers with the skills and knowledge needed to address gender stereotypes in the labor market. This includes offering training in innovative teaching methods that support students’ self-awareness, identity, and self- expression. Through the exchange of good practices and encouraging continuous improvement, the project will ensure that VET institutions are better prepared to meet the needs of their students. Overall, the project's focus on promoting inclusion, supporting mental health and well-being, and sharing good practices aligns with the selected priorities, making it a valuable contribution to the Erasmus+ Program. Our project is innovative because of its multifaceted approach to teacher training and creating an inclusive and enriching educational environment. By offering learning activities that emphasize creativity, interactivity, and experiential learning, our goal is to equip teachers with advanced teaching methods that significantly enhance their educational practices. The development of an online catalog of inspiring
5 KA220-VET - Cooperation partnerships in vocational education and training resources, enriched with good practices from various partner countries, ensures that these innovative methods are accessible not only to participants but also to a wider audience, thereby expanding the project's impact. Additionally, the transnational nature of our partnership brings a unique dimension of intercultural exchange and collaboration. Each partner country brings distinctive strengths: the Czech school's excellence in cultural curriculum development, the Portuguese emphasis on student participation in European initiatives, the Spanish focus on identity and respect, and the Irish experience in VET teacher training and addressing gender stereotypes. This diversity of knowledge enables a comprehensive approach to teaching topics such as identity, self-awareness, and self-expression, addressing students' holistic development. By sharing this variety of experiences, teachers will be able to better educate and support their students in free and effective self-expression, as well as in advocating for their own rights when they enter the workforce. In short, our proposal adds extra value at the European level by bringing together good practices and new approaches that go beyond national borders. Through regular communication and collaboration, we make sure that all partners are working towards common goals, ultimately creating a rewarding and highly impactful educational experience for VET teachers. 2. PROJECT OBJECTIVES The project aims to address several needs identified through previous collaboration between the partner organizations. It is crucial to improve the quality of education and the overall development of students in Vocational Education and Training centers across Europe. The main needs include: 1. Improving teacher skills and professional development Teachers, school leaders, and other school staff need ongoing professional training to stay up to date with the latest educational practices and labor market demands. The project will provide learning activities, seminars, workshops, and class observations, allowing teachers to improve their skills and share best practices internationally. This will ensure that educators are better prepared to tackle complex topics like identity, self-awareness, gender stereotypes, and respect. 2. Tackling identity, respect, and self-awareness The Spanish center's dedication to activities that support identity, respect, and self-awareness highlights the need for innovative methods to address these fundamental topics. By integrating the Spanish center's best practices, the project aims to give teachers effective strategies to promote the overall development of students and meet their diverse needs.
6 KA220-VET - Cooperation partnerships in vocational education and training 3. Promoting cultural awareness and European integration The excellence of the Czech coordinating center in cultural curriculum development and the Portuguese partner's emphasis on student participation in European initiatives highlight the importance of cultural awareness. The project aims to encourage a united approach to teaching cultural topics, inspiring students to appreciate diversity and engage with European values. 4. Train VET teachers and tackle gender stereotypes The extensive experience of the Irish partner in VET teacher training and addressing gender stereotypes ensures that the project's training methods are practical and relevant for the job market. By focusing on career guidance and inclusive teaching practices, the project aims to remove gender biases and support equal opportunities for all students. 5. Facilitate transnational collaboration and the exchange of good practices Transnational partnerships allow for collaboration at the European level, giving teachers the chance to learn about and share different teaching methods. Creating an online catalog of good practices, available in multiple languages, will provide a valuable resource for educators across Europe. 6. Supporting the overall development of students The project's focus on identity, self-awareness, and self-expression supports the overall development of VET students. By addressing these topics, educators will be better able to meet the diverse needs of students, fostering an inclusive and supportive learning environment. To meet these needs, the project is based on the following objectives: 1. Provide teachers with creative, interactive, and experience-based teaching methods that allow for more meaningful and participatory learning in the classroom. 2. Create an Online Catalog of Inspiring Resources that gathers best practices, activities, and innovative proposals applicable to Vocational Education. 3. Strengthen inclusion and diversity in educational settings, promoting equal opportunities and eliminating barriers related to gender stereotypes and social exclusion. 4. Promote students' emotional well-being and mental health through self- expression, personal reflection, and the use of the arts (music, theater, visual arts, and writing) as an educational tool.
7 KA220-VET - Cooperation partnerships in vocational education and training The activities included in this catalog align with these objectives and are intended to serve as a practical guide for teachers and educational centers committed to a more inclusive, innovative Vocational Education, prepared for the challenges of the future. Students' self-awareness, identity, and self-expression are important for the following reasons: • Promoting inclusion: The project activities will support an inclusive educational environment that recognizes and respects students' diverse identities and experiences, fostering a sense of belonging and acceptance for everyone. • Mental health and well-being: The new teaching methods will contribute to students' mental health and well- being, giving them the skills needed to understand and express their emotions, manage their identities, and develop healthy self-esteem and self-confidence. • Sharing good practices: The partnership will allow for sharing good practices and innovative teaching methods, promoting continuous improvement in addressing students' needs in self-awareness, identity, and self-expression. 3. INSPIRING EDUCATIONAL ACTIVITIES IDENTITY AND SELF-KNOWLEDGE ACTIVITIES Objective To promote the personal development of students through activities that reinforce self-awareness, self-esteem and the expression of their own identity. Contents • Personal self-knowledge • Emotional management • Self-esteem and self-conceivability • Individual and social identity • Respect for diversity Method Title: Genetics, Personal Identity and DNA Extraction 1. Objective
8 KA220-VET - Cooperation partnerships in vocational education and training The aim of this method is to promote students’ personal development through activities that strengthen self-awareness, self-esteem and the expression of their own identity. Through learning about genetics and carrying out a DNA extraction activity, students reflect on how genetic characteristics influence who we are, while valuing human diversity, individual differences, and the importance of inclusion and respect for others. 2. Target Group • Age range: 14–18 years old • Educational level: Secondary Education and Vocational Education and Training (VET) • Type of students: Heterogeneous groups, inclusive classrooms, and students interested in science, personal identity and emotional well-being. 3. Duration Approximately 1.5 to 2 hours. 4. Required Materials • Digital presentation on genetics and personal identity • Computer and projector • Distilled water • Liquid detergent • Table salt (NaCl) • Cold isopropyl alcohol or ethanol • Falcon tubes or test tubes • Sterile swabs • Cups, pipettes or droppers • Gloves and basic protective equipment 5. Step-by-Step Process 1. Introduce the topic of genetics and explain what DNA is and how it influences our physical characteristics, abilities and individual differences. 2. Present examples of how genetics influences personal identity, diversity and inclusion. 3. Encourage students to reflect on the relationship between genetics, self- esteem, acceptance and respect for differences. 4. Explain the DNA extraction protocol and the basic laboratory safety rules.
9 KA220-VET - Cooperation partnerships in vocational education and training 5. Prepare the lysis solution by mixing distilled water, salt and detergent. 6. Collect cells from the inside of the mouth using a sterile swab. 7. Place the swab into the tube containing the lysis solution and gently shake it. 8. Carefully add cold alcohol to precipitate the DNA. 9. Observe the precipitated DNA and discuss the importance of each person having a unique genetic combination. 10. Finish with a group reflection on identity, human diversity, inclusion and self-esteem. 6. Expected Results Participants are expected to develop: • Self-awareness and reflection on their own identity • Self-esteem and self-acceptance • Respect for human diversity • A basic understanding of genetic and scientific concepts • Critical thinking and scientific curiosity • Awareness of inclusion and empathy towards individual differences • Practical laboratory skills and scientific observation skills 7. Tips for Teachers • Use familiar and easy-to-understand examples to explain complex genetic concepts. • Promote a respectful environment in which individual differences are positively valued. • Connect the scientific activity with the emotional and social aspects of identity. • Carefully supervise the use of materials and reagents during the practical activity. • Encourage active participation and reflective dialogue among students. 8. Adaptations • For younger students: Simplify the scientific concepts and focus on the ideas of diversity and personal uniqueness. • For inclusive classrooms: Provide visual support, adapted explanations and cooperative learning activities.
10 KA220-VET - Cooperation partnerships in vocational education and training • For online or hybrid learning: Use demonstration videos or digital simulations of the DNA extraction process. • For multicultural groups: Include reflections on genetic and cultural diversity, as well as identity from different perspectives. 9. Why It Works The combination of science and personal reflection helps students connect academic content with their own identity and experiences. Observing DNA through a practical activity sparks curiosity and helps students understand that every person is unique and valuable. This activity promotes self-esteem, mutual respect and an understanding of diversity as a positive element within society and the classroom. 10. Images Related to This Activity Reflection Questions for Students • What have you learned about yourself through this activity? • How does genetics influence our identity? • Why is it important to respect differences between people? • What is the relationship between genetics, diversity and inclusion?
11 KA220-VET - Cooperation partnerships in vocational education and training • How can science help us better understand others? ADDITIONAL PEDAGOGICAL RESOURCES In addition to the activities included in this catalogue, the participating educational centres carry out numerous initiatives that enrich learning and contribute to creating a more inclusive, participatory school environment committed to students’ well-being. These initiatives complement the work carried out in the classroom and reinforce the objectives of the Erasmus+ project, promoting identity, self-esteem, equality, respect for diversity, and freedom of expression. Awareness-Raising Talks and Workshops The centres regularly organise talks, workshops and meetings led by professionals, associations and specialised organisations to raise students’ awareness of various social and educational issues, including: • Affective-sexual and gender diversity, in collaboration with LGBTIQ+ organisations. • Equality between women and men and the prevention of gender-based violence. • Prevention of school bullying and cyberbullying. • Emotional education and mental health. • Responsible use of social media. • Human rights, peaceful coexistence and respect for diversity.
12 KA220-VET - Cooperation partnerships in vocational education and training These activities encourage critical reflection, the development of empathy, and the building of relationships based on respect. School Coexistence and Well-being Programmes
13 KA220-VET - Cooperation partnerships in vocational education and training Many schools have established programmes aimed at improving the school climate and promoting students’ emotional well-being, such as: • Peer support or peer mediation programmes. • Tutorials focused on emotional education. • Activities to prevent school bullying. • Group cohesion activities. • Mental health and well-being awareness days. • Listening and support spaces. These initiatives help create safe environments in which every student can develop to their full potential. Solidarity and Service-Learning Activities Values education is also promoted through solidarity initiatives involving the entire educational community, including: • Charity markets. • Food, clothing and school supplies collection campaigns. • Collaboration with local associations and NGOs. • Charity runs. • Volunteering activities. • Service-learning projects. Through these experiences, students develop social commitment, responsibility and active citizenship.
14 KA220-VET - Cooperation partnerships in vocational education and training Intercultural Events The cultural diversity present in the schools becomes an opportunity for learning through the organisation of activities such as: • A School Day dedicated to the cultures of students’ countries of origin. • International food fairs. • Exhibitions on traditions and customs. • Traditional music and dance performances. • Workshops organised by the families themselves. • Activities aimed at introducing different languages and cultures. These events promote mutual understanding, respect for diversity, and a sense of belonging to a diverse educational community.
15 KA220-VET - Cooperation partnerships in vocational education and training Artistic Expression and Creativity The schools promote different forms of personal expression through activities such as: • Theatre performances. • Dance workshops. • Choirs and musical activities. • Creative writing and poetry competitions. • Art exhibitions.
16 KA220-VET - Cooperation partnerships in vocational education and training • Photography and audiovisual creation projects. • Collaborative murals. Art becomes a tool that enables students to explore their identity, express their emotions, and strengthen their self-esteem.
17 KA220-VET - Cooperation partnerships in vocational education and training Academic and Career Guidance Free from Stereotypes With the aim of broadening students’ academic and career expectations, the schools develop initiatives such as: • Meetings with professionals from different fields. • Career guidance workshops. • Activities aimed at encouraging STEAM vocations among girls. • Visits to universities, companies and training centres. • Presentations featuring role models who challenge gender stereotypes. These initiatives help students make decisions free from prejudice and social conditioning. Family and Community Participation The involvement of families and the wider community is a key element in strengthening learning and fostering positive coexistence. The most common initiatives include: • Family education programmes. • Open days. • Intercultural celebrations. • Workshops led by family members. • Collaboration with local institutions and associations. • Community activities. This collaboration strengthens the links between the school and the community and contributes to the holistic development of students.
18 KA220-VET - Cooperation partnerships in vocational education and training PROJECT IMPACT CONCLUSIONS As a conclusion to the project, it is worth highlighting the active participation in several international meetings held in the partner countries: the Czech Republic, Portugal, Spain and Ireland. These mobilities have made it possible to carry out a wide range of activities linked to the project’s objectives, as well as to gain first-hand knowledge of the host schools, their organisation and their working methodologies. Furthermore, these meetings have facilitated a valuable exchange of ideas, experiences and good practices among the participating teachers, encouraging interaction and mutual learning in a European context. They have also contributed to a greater understanding of the different cultures of the countries involved, strengthening the spirit of cooperation and the sense of belonging to a European educational community. Overall, the project has promoted international cooperation and has had a positive impact on improving education, inclusion, participation and respect for student diversity across the different participating schools.
19 KA220-VET - Cooperation partnerships in vocational education and training CONTACT AND DISSEMINATION https://padlet.com/silviaaugusto/teaching-vet-for-the-future-th8a24u4qolitpt3?lang=en- GB