3D Printing in VET

To empower educators and learners in order to create more effective ways of learning and to perform better with 3D printed models in classrooms.
To support 21st century pedagogies that not only engage students in their present learning but also teach them how to be “tinkerers” in learning the rest of their lives.
To implement 3D printing into STEAM-based curricula
To include new learning possibilities, positive engagement, innovative and creative learning environments, critical thinking, and problem-solving opportunities.
To help students to approach many disciplines (eg mathematics, physics, biology).
To provide better observation in the arts (eg sculpture, architecture, painting).
To accelerate learning time, since they represent the theory in the most imaginative way.
To promote teamwork required by trainers and trainees for a 3D design object.
To make the lesson pleasant and creative, thus giving students more motivation.
To develop judgment and observability. For example, in order to take the best design
To see the boundaries of the 3D printer that students are using.

To review national training standards for VET teachers and educators and different assessment procedures and criteria they already used
To paying particular attention to those that relate to 3D printing competences or which can be adapted to that learning context.
To classify the key competences that teacher and educators need in order to use a 3D printer in their didactical approaches in each participating country.
To realise a curriculum for VET teachers developed to assist them in acquisition of key skills required for 3D printers in education.
To organize six national pilot “train the trainer” seminars to the materials realised.

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