The general methodology the project chooses can be best described as ‘evidence based research and development’ as well as ‘learning by doing’. The project will see research, cooperative development, testing, evaluating and adjustments, peer-to-peer assessment, surveys, quality assurance and public as well as policy presentations. Taken down into clearly defined steps, the projects methodology results in our set of complementary work packages.
Some (not exhaustive) of the mayor milestones and indicators are:
1. Inventory of the 8 partner countries state of the art in curriculum development, teacher training and the various priority educations addressed in this project. Milestone: Country Status Report / Comparative Study.
2. Exemplary construction of 2 or 3 thematic open learning lines (Food, Energy and/or Water) in each region, connecting primary and secondary education (16 pilots on Flight for Knowledge).
3. Cooperation of 4 teachers and 20 pupils in each region (total ap. 200 direct involved) in the ‘translation’ of their textbook contents into the Flight for Knowledge learning resulting in a Observations on Inquiry Based Learning.
4. Teachers’ and academics’ deliver a comparative study of Curriculum requirements compared to the Flights for Knowledge approach in order to assess the transversal learning values of inquiry- en work-based learning (Curriculum Value Test).
5. Ap. 100 pupil learning assignments in regional labour derived from the content logic of the Flight for Knowledge themes to explore transversal skills.
6. 40 Interview Reports by teachers and pupils on labour market learning sources’ accessibility.
7. 40 Work-based learning assignments of pupils in private industry on one of the Flight for Knowledge themes.
8. Theme Presentations for Live Audience by pupils from entrepreneurial perspective (20-40 Businessclass Presentations on Food/Energy/Water).
9. Businessclass Blueprint (description, work plan, action list).
10. Defining the needs and challenges facing Teachers in practice as well as skills and competences for (an adoption of) pre-service teacher education (Teach Base Inquiry).
11. Creation of a more-year professionalization trajectory for teachers, including regional and European courses, on the projects’ approach (Master in OPEDUCA blueprint).
12. Operationalization and Evaluation of a 3-day try-out of the Master in OPEDUCA program
13. Labour market/private industry survey (interviews in person and online) on the concept, methodology and operationability of the approach and education(al development) at hand.
14. Municipality/City Education & Labour Policy Document.
15. Assessment & Evaluation Scheme for learners’ achievements and growth in knowledge, competences and transversal skills.
16. Implementation Scheme of inquire-, work-, and problem based learning in regular schooling.
OPEDUCA School Plan Concept Document for/with school management and regional policy makers ('School for the Future').