WP2
The project design is based on a thorough needs’ assessment that has identified the gaps and challenges in the current education system in rural regions of Kenya by different partners of the project consortium. The needs assessment has been conducted in close collaboration with stakeholders, ensuring that the project design is responsive to the local context.
This work package aims to conduct a comprehensive site assessment of each VET-school in order to identify the energy requirements and suitability for photovoltaic equipment installations, as well as the ICT equipment needed. Additionally, a need analysis regarding ICT- and transversal competences of industry is required to integrate industry needs in the planned learning-and
work task (WBL approach).
Based on the above, the objectives of WP2 are:
- To elaborate the need of technical ICT infrastructure of partner VET-schools in line with Erasmus+ funding rules
- To calculate the necessary size of photovoltaic systems and power storage for VET schools
- To buy the necessary technical infrastructure
- To identify the necessary ICT and professional competences of employees through a company survey in order to use them as a base for WBL in VET schools
WP3
The installation of photovoltaic equipment at VET schools is an important step towards achieving sustainable energy supply in the education sector. With the increasing demand for electricity in VET schools, the use of low-emission, low-cost photovoltaic equipment is a key strategy for reducing energy costs and carbon emissions, while increasing access to modern technology. The goal is to ensure that VET schools are equipped with reliable and sustainable sources of energy that will support their educational programs and reduce their carbon footprint.
The work package aims to install photovoltaic (PV) equipment at selected vocational education and training (VET) schools to ensure a sustainable energy supply for their ICT labs. The main objective is to reduce the schools’ dependency on non-renewable energy sources and to create a sustainable and eco-friendly environment for the students. The underlying research method in this work package is Design-based research (DBR) to link development and research on the topic as closely as possible.
As a first step, the requirements identified in WP2 and theory on the topic are considered to create a learning and work task (LWT) which will be in a first test loop at Rongo University, evaluated and re-designed as necessary to have a functioning LWT for implementing solar equipment in the three VET-schools, after which the process will be reevaluated. It is not intended to just pass a manual on how to install photovoltaic equipment to teachers and students. LWT are based on real work tasks (i.e. of a photovoltaic company) and consists of the four phases of an industrial work process: acceptance (of an order), planning, implementation and completion. So, before starting with construction phase, teachers and students will also learn how to identify the energy requirements for a photovoltaic system, calculate costs, procure and prepare the equipment, as well as define a monitoring and maintenance plan for the installed PV equipment. Due to the guiding character of the LWT, they should end up with the same results as the photovoltaic experts who designed the LWT task together with pedagogues. In this way, they will gain knowledge in many areas of industrial production and have a holistic view of the working task. The collaborative nature of a LWT means that social, methodological and personal skills will be tackled, also.
The LWT will emphasize the “implementation” part of the work process, thus, it is important to execute the LWT procedures flawlessly. Therefore, a test run of the LWT is necessary with teachers of the three VET-schools, some selected students (both of schools and university) as well as the university staff and European partners (Design Based Research). This allows the LWT to be tested for ease of understanding and correctness of results. There will be questionnaires and user stories to inform on the task experience and, if necessary, modify it. After the test run, the LWT will be formally implemented and evaluated at all three VET-schools together with other teachers, helpers, students and the project consortium.
Based on the above, WP3 consists of the following objectives:
- Design a Learning and Work Task (LWT) for Installations of Photovoltaic systems
- Testing, evaluating and (if necessary adapting) of designed LWT at Rongo University
- Execution and Evaluation of LWT “Installation of Photovoltaic Systems” at VET schools
- Providing 3 VET-Schools and Rongo University with necessary and functioning Photovoltaic Equipment, including a monitoring and maintenance plan
WP4
In the modern world, digital teaching and learning are becoming necessary in many educational institutions, and VET schools in Kenya are no exception. The use of low-energy devices such as tablets and Raspberry Pi is an innovative and efficient way of delivering quality education to students. This work package focuses on implementing digital teaching and learning at VET schools in Kenya using low-energy devices like tablets and Raspberry Pi, and providing learning and work tasks for students. The work package aims to promote the integration of digital technology into the VET education system, enhance the quality of education, and provide opportunities for teachers (and students) to develop practical skills and competencies in the use of modern technology.
Based on the digital teaching strategy in WP2, train-the-teacher trainings will be run at LTTAs in Kenya and Germany, with learning and work tasks to make teachers aware of this didactic WBL method so they can apply it for their students in Kenya. Furthermore, they will also participate in workshops on general digital teaching (digital teaching 1-3, each taking place in the LTTA project meetings in Kenya and Germany). These workshops can be designed to teach teachers how to use specific digital tools, create mobile learning or use software, or help them develop their own digital teaching strategies. To begin preparations for the next LTTA in Kenya, all partners will receive a basic introduction on “Setting up digital equipment for teaching”.
After the training in Germany, VET-teachers from Kenya will start designing a Learning-and Work task for their students, taking into consideration the industry need analysis from WP2 as well as their experiences regarding the region and their students. The LWT can tackle improving ICT-skills or transversal skills dealing with any subject and/or improving necessary professional skills of their students. The teachers use the developed LWT in their classes (at least 180 students per school) in order to evaluate their impact on competences of their students.
The objectives of this work-package are as follows:
- Train-the-teachers in the field of digital teaching and learning, considering the equipment they will receive at their schools
- Train university staff and youth organization in order to provide support to colleagues, implement accredited digital learning courses at Rongo University as well as provide mentoring or training to other interested schools and for youth at the youth centers
- Train all partners in the field of entrepreneurship, as this is an important field for their students. Gaining knowledge both in the field of sustainable energy supply and digitalization and teaching are vital components for economic and social development in poor rural regions of Kenya
- Train all partners in development and design of LWT and provide theoretical knowledge for the upcoming project activities (setting up digital equipment and electrical installations as well as using raspberry Pii and tablets for teaching)
- Train students with developed LWTs and evaluate their ICT-, transversal- and professional (if applicable) competences before and after the trainings in order to see the effect of the LWT on the development of competences
WP5
This work package aims to spearhead the implementation of low energy devices and corresponding electrical installations to support digital teaching at Vocational Education and Training (VET) schools in Kenya. The objective is to promote sustainable education by reducing energy consumption and to enhance the quality of education through the use of modern digital devices. By the end of the Work-Package, the planned and procured ICT-Equipment will be installed in each VET-schools. From the trainings outlined in WP4, teachers will have the necessary training and LWT to help them implement the equipment themselves and use it for future ICT classes, while integrating WBL through LWT in their curriculum.
Based in the above, the objectives of WP5 are:
- Designing LWT5 for self-execution at VET-schools (involving teachers and students) with experts from ICT/IT
- Testing, evaluating, if necessary re-designing and finalizing the LWT (Methodology: DBR)
- Installing “Digi.Cube” (Raspberry Pi) for offline digital teaching
- Implementing a rental system for mobile equipment bought for Rongo University