iPEER

Key facts

Project title: iPEER (Reinventing the STEM VET via Peer assisted learning and Innovative pedagogy)

Website: https://ipeer.org/ 

Programme: Erasmus+

Key action: Cooperation for innovation and the exchange of good practices

Action type: Partnerships for Digital Education Readiness 

Role: Partner

Project number: 2020-1-BG01-KA226-VET-095211

Project duration: 1 March 2021 – 31 May 2023

Results

• IO3: PAL methodologies

• FB page

Leader

• Foundation 4.0  (Bulgaria) 

Partners

• Narxoz university  (Kazakhstan)

• VšĮ Inovacijų biuras (Innovation Office) (Lithuania)

• Avenatura Marao clube (Spain)

• ESMOVIA (Spain)

• BICERO Ltd. (Slovenia)

• ACEEU GmbH (Germany)

• Professional School of Mechanical and Electrical Engineering from the city Pirdop (Bulgaria)

Summary

While entering a post crisis world, and facing the needs of multipurpose professionals, this proposal is aimed at expanding the baseline of skills, knowledge and values for STEM VET learners by establishing well-structured and effective peer learning circles, using a variety of methods. Moreover the project focus on expanding the learning opportunities by introducing cutting edge methods, e.g. peer-to-peer learning, peer tutoring and innovative pedagogy, and thus boosting the quality of the learning experience in VET professional schools and centers. 

Objectives

1. Establishing a new and unique methods for digitized peer-assisted learning in distant classes and small COVID-19 secured participatory classes in- and outside- school premises.

2. Implementing a new model for learning stimulation, e.g. peer-tutoring or cooperative learning to cover the knowledge gap generated by the hyper accelerated post crisis technological society;

3. Enhancing the active and intended usage of new pedagogical methods by the students, e.g. peer-to-peer learning, tutoring, flipped classroom, project based learning, etc. to prolong the daily learning curve of learners; ensure full participation; get instant feedback (incl. on sensitive or uncomfortable subjects) or improving the learning flow;

4. Evolving the role of the Alumni clubs and Bright learners in-school societies by assigning a new teaching role to the students, hence improving the knowledge base of the younger generation by covering the gaps between the expected skills, as defined by the descriptor;

5. Reducing the number of early leaving VET learners via boosting an early warning systems in the partner countries as defined by EQAVET, and implementing indicator #4, i.e. the completion rate in STEM VET targeted programs: the number of persons having successfully completed/abandoned VET programs, according to the type of programs and the individual criteria.