individual learning

The project focused on the different learning conditions and the increasing heterogeneity of the students attending the vocational school. These included both professional competencies and so-called core competencies (such as reading, writing, listening and spelling) and key qualifications (such as social, personal and methodological competences). The students who participated in the project differed from their knowledge, their individual learning ability, their social background, their mother tongue, their interests and their performance. These reflect the entire spectrum of society in terms of gender, ethnic origin, religion, sexual orientation and disability.Our main goal was to improve the professional and methodical skills of the students. Encouraging students to control and reflect on their learning process played an essential role in the project. Strengthening the competency of the students allows them to develop their creativity and personality. The increasing autonomy prepares students for lifelong learning, which is part of a new learning culture, in which the students are able to independently control their learning process. This new learning culture leads to increasing individual awareness and commitment in lifelong learning. Based on this new learning culture, our goal is to reduce the drop-out rate. The reduction in the rate of exit at European schools also means reducing youth unemployment throughout the EU. In addition to the improvement of professional and methodological skills, the project aimed to promote principles and values ​​such as (social) equality, social cohesion and the acceptance of foreign cultures. The promotion of these principles and values ​​enables pupils to participate actively in society.Five European partners took part in the above-mentioned project: Business School in Göppingen (Germany) (Coordination School), Tredu Vocational School in Tampere (Finland), Seeland Business College in Naestved (Denmark), Bradford College in Bradford (UK) and State Seminar for Didactics And teacher training (Berufsschulen) in Karlsruhe (Germany). Two participating partners have been cooperating with the commercial school for several years. All teachers participating in the project have extensive experience in the field of individual learningThe duration of the project can be divided into individual steps:Each phase consisted of a working phase and a meeting of the participating partners in which the results were exchanged and evaluated.With the help of these different steps, the following aspects have been taken into account which are of decisive importance for practical learning in schools:- organization of individual learning at school- Diagnostic methods- Methods for promoting individual learning at school- content of the materials used (with reference to the different curricula)All the results of the project have been summarized and lead to a common concept of individual learning in schools, which is available for schools in Europe. This common concept of individual learning can also be used to train teachers locally and nationally.A total of five meetings were held: two meetings were held in the first two years. A fifth session was held in the third and final year of the program. For each meeting, an exchange of experience is planned between the co-operation partners to discuss further steps. The exchange of experiences between the partners takes place via digital media such as e-mail or Skype. After the project is completed, a further exchange of experience takes place between all participating partners in the project