EBBD – professional recognition of internationalization, mobility and excellence Erasmus Project

Project Title

EBBD – professional recognition of internationalization, mobility and excellence

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for vocational education and training

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: Entrepreneurial learning – entrepreneurship education; ICT – new technologies – digital competences; Intercultural/intergenerational education and (lifelong)learning

Project Summary

Background
On the one hand there is the ever-accelerating digitalization that fundamentally changes the competences needed for employability and active participation as citizens.

On the other hand, recent research shows that students’ mind- and skills-sets do not comply with these requirements. They do have most unrealistic aspirations about the world of work and they are used to being taken care of in every aspect of their lives. Flexibility, mobility and open-mindedness, creativity, commitment, courage to experiment and learning from mistakes, as well as the willingness to make extra efforts can barely be found anymore.

The upper secondary vocational education program European Business Baccalaureate Diploma (EBBD) can contribute considerably in order to bridge this gap by providing learning opportunities where students can acquire necessary competences, attitudes and realistic aspirations and by fostering excellence.

Objectives
The main objectives are
– updating the qualification by implementing the Digital Competence Framework for Citizens 2.1, Digital Competence Framework for Consumers, Entrepreneurship Competence Framework (all 2016), Council Recommendations for lifelong learning and Reference Framework of Competences for Democratic Culture (2018)
– creating close links to world of work, thus promoting realistic professional aspirations based on authentic role models and keeping EBBD aligned to future requirements
– informing/counselling students/their parents when choosing educational pathways
– increasing the possibility of implementing EBBD in more European countries by making it more flexible, i.e. creating Learning Units (learning outcomes, knowledge, skills, attitudes, assessment according to ECVET and possibly credits)
– further disseminating EBBD in Europe

Partnership
Partners responsible for the development and future sustainability of EBBD, for (re-)accreditation of EBBD institutions and co-ordinators of regional/national EBBD networks:
– EBBD e.V.
– EBBD institutions represented in the Steering Committee of EBBD e.V.
Institutions from European Countries where EBBD is not implemented, yet.
(Associated) partners from the world of work and other stakeholders who can provide one or more of the following contributions to the project:
– expertise with regard to the competences needed in the future
– the feedback on how EBBD graduates match these requirements
– cooperation with EBBD providers which will bring work-life closer to the students (high-quality internships, practical work-life experiences in projects, workshops, simulations etc.)
– further disseminate EBBD (students, parents, companies, other stakeholders)

Activities
According to the project’s objective activities will concentrate on the following:
– developing modular learning units (learning outcomes, knowledge, skills and attitudes, assessment criteria according to ECVET
– cross-checking LU with (associated) partners from the world of work regarding their relevance for the future.
– collecting and compiling best practice examples in guidelines for (prospective) accredited EBBD institutions (creating links to the world of work, increasing elements of work-based learning (WBL), contacts with authentic role models, in particular EBBD graduates, counselling/ guiding students and parents)
– developing information strategies, including a cohesive social media strategy
– organizing EBBD conferences as platforms for exchange and improving links to stakeholders

Results and impact
After completing the project, we expect to have
– a redesigned/modernized EBBD in modular learning units.
– guidelines that describe structures and strategies as well as best practice examples, that together enable EBBD institutions to create closer links to the world of work.
– a strengthened EBBD network that helps keeping standards and aligning future developments of EBBD in all countries offering the qualification.
– a new accreditation tool that is adjusted to the new learning units and facilitates the accreditation.

Envisaged impact:
– EBBD becomes a brand for high-quality vocational education
– better guidance of students/parents regarding career choices
– more realistic job aspirations
– increased competences and employability of students
– closer links to the world of work and other relevant stakeholders
– better qualified applicants for companies and
– more competent and committed European citizens
– transfer of experiences and results to other Joint European Qualifications

Longer-term benefits:
By incorporating the recent European frameworks into EBBD their implementation in the European Education Area will be promoted within the participating organizations and all (prospective) EBBD institutions. EBBD will strengthen the development of a European identity of students (and their parents), their teachers, the EBBD colleges and other stakeholders.

Project Website

http://ebbd.eu

EU Grant (Eur)

Funding of the project from EU: 159950 Eur

Project Coordinator

Berufsbildende Schule Wirtschaft 1 Ludwigshafen & Country: DE

Project Partners

• Stichting ROC Summa College
• European Business Baccalaureate Diploma (EBBD) e.V.
• Zespol Szkol Ekonomicznych
• HELSINKI BUSINESS COLLEGE OY
• International Business College BHAK 12
• BASF SE
• Gustav-Stresemann-Wirtschaftsschule Mainz