Training and Modules

Training Content and Pedagogical Approach

We determined in each case the required methodological approaches needed with respect to how to teach, and meet Programme Country staff needs. Each EU partner will design bespoke training programmes to best meet this target market that stem from an agreed set of principles and enabling all university faculty areas to be addressed. The pedagogical approach will stress a communicative, learner-centered teaching approach utilising the latest ICT/Blended/E-learning teaching tools. Following our needs analysis of the situation in the PC countries, these modules were identified to form the Core Curriculum. Priority areas will be learning based on act theory, didactic elements of vocational education,  organisation forms of vocational learning and teaching, teaching and learning methods, control and evaluation of learning results, production structures and vocational education, project and case study methods.


Module 1:

Communicative Approach versus Traditional Approach in the classroom and use of oral skills for presenting, lecturing, public speaking.

Module 2:

ICT/Blended/E-Learning based vocational teaching and learning approaches.

Module 3:

Innovation methodology in vocational teaching and learning (including the use of the internet/library/media centre for lesson development and implementation).

Module 4:

Monitoring and evaluation of examination creation and assessment.

Module 5:

Recognition and validation of language skills in line with the Common European Framework of Reference (CEFR).  Key languages are English and German.

Module 6:

Language learning for vocational education purposes for internships and employment (CVs, letter of applications, interviews for domestic and international development in ASEAN block).

Module 7:

Teaching for Diversity in vocational education for individuals with special needs and including a focus on intercultural awareness. Here teaching strategies will be designed to be fully inclusive, incorporating strong differentiation and the necessity to address special educational needs and disabilities (SEND) at vocational level.

Module 8:

Train the Multiplication Factor Trainer for effective multiplicator at home and in domestic institutions.

Module 9:

Quality Assurance and Planning in vocational education (including observation, self-assessment techniques, using ECTS and EU Tuning Frameworks in modular creation).

Supplementary Modules

Module 10:

ESP Pathway Program Module

QA English for Specific Purposes Training (terminology, soft skills, key writing skills) package for PCs based on in depth needs analysis will be developed and will be integrated into official university curricula for weaker staff and domestic/international students as a Pathway Program.

Module 11:

Catalyst Core Curricula Strategic Planning for Sustainability and Dissemination

Sustainability – Official AccredidationProcess for Core Curricula including Inter-university Module Recognition Agreements. (allowing participants to participate in modules not offered by a specific institution and gain transferable ECTS points thus employing best BP practice).

Strategic training on how to establish an Action Group in the respective PC country composed of the same membership as the PC Steering Group that will have been in the entire project development and will outlive the project and to co-ordinate with representation of Ministry, university, HEI and other stakeholders to further identify and target constant improvement and innovation in the delivery of Catalyst Core Curricula training on a self-financing basis by offering the above module as in-service training.