Peat Valley: repositioning education in the region Erasmus Project

Project Title

Peat Valley: repositioning education in the region

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 2015

Project Topics

This project is related with these Project Topics: Intercultural/intergenerational education and (lifelong)learning; Quality Improvement Institutions and/or methods (incl. school development); Regional dimension and cooperation

Project Summary

Context/background and objectives of the project
Education institutes play a central role in a knowledge-based economy. Evidence shows that countries that invest heavily in education and skills, benefit economically and socially from that choice.
Research shows that it requires schools to be flexible, responsive to the needs of the labour market and the nearby future and to make a real connection with the regional partners. Schools therefore have to align their ambitions with the regional agenda (Godin, 2004). They will have to choose a new position in the region in order to remain up-to-date, flexible and competitive so they will add (economic) value (Rapport WRR, 2013).
Schools will have to fulfil a double task: their traditional roles of education and research, and their role as regional innovators. This can only arise through structural cooperation between the triple helix (Leeuwis, 2003).
The Dutch, Swedish and English have learned this lesson during the Peat Valley project (Leonardo project). They saw the possibilities for finding new ways of cooperation and how this could lead to the repositioning of a school within the region

Main question
How can schools position themselves within the region and how does this relate to the type of network structure that needs to be build, the portfolio of services and the needed capacity within the school?

Rationale
‘The need for finding new ways of cooperation with triple helix partners and how this could lead to the repositioning of a school within the region’

Partners involved
Three regions (NL/BE/SWe) will collaborate together, consisting of education institutes (VET to MSc, students, teachers, education development staff, researches), government and entrepreneurs. Directly a large team of partners will be available (approx. 50) and indirectly the three cooperatives of the region will be involved which results into a large number of beneficiaries (>3000).

Work method
We reached our objectives through the following work plan
• Work meetings (involving all partners).
• Three regional pilots that were interconnected at transnational level were implemented during the last three years (This involved multiple meetings, work sessions, student and staff exchanges, research and development of shared resources)
• Multiplier conferences to disseminate the results of the project to all those involved in each of the regional triple helix
Results and impact
Repositioning the college, capacity building and use of toolbox
• A new method for repositioning the school can be implemented in colleges using the toolbox
Networking, structure and business model
Partners worked out a five steps procedure: 1. Secure framework conditions, 2. Take stock of the regional knowledge available, 3. Take stock of the knowledge offered by regional knowledge institutes, 4. Deploy the content of the knowledge agenda, 5. Make a deal with the identified stakeholders. The steps are supported with actions as determine the models for network structure and develop a methodology for building a triple helix learning network structure

The three Pilots were used as a living lab for the design of the repositioning grid, the network model, capacity building plan and toolbox.

Impact
-Schools, who first were focused on the education content part, and teachers, after participating in this
project, more and more dare to vary as to the content of the education programme, engage regional stakeholders and use the curricula more freely so the students and the educational program have a stronger connection to the branches of trade.
-Increased the relevance of the education institute
-Promoted implementation of innovative practices in education
-Realised a closer relationship between the education system and industry and kept up better with the recent developments
-Reduced the gap between education and businesses
Students
• Students who graduate have the right skills and competences which the working world requires.
• Learned in an authentic environment with triple helix partners
Teachers
• Got better connected with the dynamics of changes within Europa
• Taught in an authentic environment and kept better up to date
• Broadened their professional network
Businesses
• Improved ability to create learning situations for the gain of competencies
• Deepened experiences with trainees/students
• Gained new insights in regard to food, short chains, circular approaches and triple helix networking
Government
• Saw the regional challenges faced with by the regional players
• Had policy actively pursued and realised with triple helix partners
• Got better insight into the requirements of the near future and how to facilitate this
Longer term benefits.
The key target group are other educational institutes who will be able to use the expertise regarding the repositioning of the education system in the region. This will lead to long term benefit throughout Europe.

EU Grant (Eur)

Funding of the project from EU: 308084,1 Eur

Project Coordinator

Stichting AOC Terra & Country: NL

Project Partners

• HANZEHOGESCHOOL GRONINGEN STICHTING
• KATHOLIEKE HOGESCHOOL VIVES ZUID
• Department of Education, Social Psychology and Language
• Västra götalandsregionen, Naturbruksförvaltningen
• Gebiedscooperatie Westerkwartier