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3.2 Experiences and innovative ways to LLL as a bridge between vocational education and training, and labor market

3.2.1 Social requirements

3.2.2 Experiences and innovative ways to lifelong learning in best practice examples


Czech Republic













Germany


The Best Practice originated at ABU gGmbH Berlin in 2004/2005 and continued to develop since then.

Young people with learning difficulties and learning under a special vocational training programme focused on "learning" should acquire, if possible, a full, i.e. nationally recognized initial vocational training degree. To achieve this goal, they need special didactic - methodical support that meets their learning characteristics.

The Best Practice of ABU gGmbH shows how to support effectively learning by this target group through the targeted use of digital learning means. It shows further that the acquisition of a full professional qualification degree opens new chances for a successful integration into the labour market. Success experiences of this kind raise learning-related self-esteem of the apprentices and promote further lifelong learning.





Best practice

                           

Name of organisation 


ABU gGmbH Berlin


Contact person

Mr Hans-Joachim Borchert, Mr Dr. sc. Siegfried Klarhöfer


Address

Beilsteiner Strasse 118, 12681 Berlin, Germany


Website 

www.abu-ggmbh.de


Period of development 

2004 / 2005


Place of development

ABU gGmbH, Beilsteiner Strasse, 118, 12681 Berlin


Target group 


Appretices with special needs under a programme focusing on learning and initial vocational training for metal workers (secondary education)


 Content of best practice


For giving members of this target group despite their handicaps a chance to obtain a full, i.e. nationally recognized initial vocational qualification, they require special didactic - methodical support. This must comply with the learning characteristics of the target group. The best practice of ABU gGmbH shows how some of these problems can be solved better through the purposeful use of digital learning resources and how basic requirements for successful like joy to learn and learning motivations can be stimulated better.


Where took the BP place? (background)


The best practice was developed by the Reha Initial Vocational Training Department for metal workers at ABU gGmbH Berlin. Inspired by the initiative "Schools Online" („Schulen ans Netz“) and the learning platform "qualiboxx", a team of trainers under the leadership of Mr. Jürgen Glock developed successfully new application means by using digital media in Reha vocational training.


Conclusions and impact

The use of digital media in the training of rehabilitants has paid off. The learning processes become more successful. Gained experience has been transferred to other training processes and specifically applied.


Sustainability (intention for continuation, useful links, potential target groups)

The use of digital learning media has gained ground at ABU gGmbH. Work is underway for a better implementation of further educational content with their help. An own ABU learning platform is close to completion.

www.qualiboxx.de/

www.schulen-ans-netz.de/

www.abu-ggmbh.de



Italy


Best Practice in the field of BRIDGING THE GAP BETWEEN VET AND WORK LIFE


The project of guidance “Itinera” started in 1991/1992 and aims at increasing students’ awareness of their choice, offering a flexible tool. The schools can use this tool to encourage and stimulate the knowledge, reflection and growth of personal resources and skills needed to plan guidance pathways to choose the right job, according to the principle of active citizenship.

This project offers supporting activities to the important choice students have to make after their educational pathway. This means increasing the awareness of students to have proposals and be independent in facing situations and choices that are related to a constantly changing socio-economical context. Thinking about the future means defining objectives, identifying the right pathways, recognizing ones skills, adopting the right strategies and evaluating and having a guidance among the different possibilities available.

The project offers activities that deal with:

  • Information aspects about the knowledge of local and regional socio-economic context; the confrontation between personal expectations and opportunities of work placement; training pathways available after the end of compulsory educational path;
  • Training aspects about knowledge of themselves, identifying the needs, interests, values, aspirations, limits and decisions; capacity to select and use the information received.

The ITINERA advisors were involved in activities that included:

  • Field 1 “Labour Market”
  • Field 2Personal Resources for Choice”

It’s a best practice because of its proved success through years and its difference from the traditional methods of guidance given in schools. Above all the fact to have a direct contact with enterprises and people from the labour market is a great plus of this practice.







Best practice

      

Name of organisation 

“Comitato Provinciale per l’Orientamento Scolastico e Professionale – COSP VERONA” 

Provincial Committee for School and Vocational Guidance – COSP VERONA

In collaboration with the local Municipality, many local companies, schools, training centres and associations. 

Contact person

Emanuele Tagetto


Address

Vicolo Vetri, 15 angolo Via XX Settembre, 37129 Verona 

Website 

www.cosp.verona.it

Period of development 

1991 to now

Place of development

Verona and Veneto region

Target group 


Students, adults, teachers, families, young people and employed and unemployed people.

Content of best practice


The project of guidance “Itinera” aims at increasing students awareness of their choice, offering a flexible tool. The schools can use this tool to encourage and stimulate the knowledge, reflection and growth of personal resources and skills needed to plan guidance pathways to choose the right job, according to the principle of active citizenship.

Where took the BP place? (background)

Schools, training centres and associations.

Conclusions and impact

This project offers supporting activities to the important choice students have to make after their educational pathway. This means increasing the awareness of students to have proposals and be independent in facing situations and choices that are related to a constantly changing socio-economical context. Thinking about the future means defining objectives, identifying the right pathways, recognizing ones skills, adopting the right strategies and evaluating and having a guidance among the different possibilities available.

The project offers activities that deal with:


-Information aspects about the knowledge of local and regional socio-economic context; the confrontation between personal expectations and opportunities of work placement; training pathways available after the end of compulsory educational path;

-Training aspects about knowledge of themselves, identifying the needs, interests, values, aspirations, limits and decisions; capacity to select and use the information received. 

Sustainability (intention for continuation, useful links, potential target groups)

It’s a best practice because of its proved success through years and its difference from the traditional methods of guidance given in schools. Above all the fact to have a direct contact with enterprises and people from the labour market is a great plus of this practice.



Norway


The In-depth project is an innovative part of the national education reform Kunnskapsløftet 2006 (K06) - the ‘Knowledge Promotion’.


The goal of Knowledge Promotion is to help all pupils to develop fundamental skills that will enable them to participate actively in our society of knowledge. 

All upper secondary schools distribute 6 teachings hours a week the first year (Vg1), and 9 teachings hours the second year (Vg2) for in-depth project. During the first part of the first year pupils usually have in-depth projects in school. The teacher in charge has to make sure that pupils get to know more about the curricula, and the common core they are divided into. He/she will help pupils finding core subjects, content, and goals to achieve. As the curricula are regulated, the school and training establishments are bound by their content.

During this period pupils start their personal in-depth curricula, and get to know more about chosen vocation education programs. The teacher in charge will evaluate and rate pupils. He/she starts planning partnership with establishments and companies, and he/she finalizes agreements and contracts for the pupils. When all elements are in place will pupils attempt working experience and update personal curricula. The teacher in charge meets pupils and supervisor to discuss progress and achievements. Pupil’s curricula will be rated at the end of the first year.


Second year attending pupils increase the amount of working day/periods at the enterprise. Pupils follow known procedures to start and follow up personal curricula. Teachers provide help, support, evaluation, and control. Teacher meets pupils and supervisor at establishment, guide pupils into the in-depth project, and lead pupils to better rates.


Each pupil’s personal in-depth project is to be rated by the teacher and the end of the second year. Feedback from establishment is to be included in the rating process.

Pupils will get personal curricula back and use those as proof of skills when applying for jobs.


We think this is a Best Practice because pupils at an early stage get a taste of the working life conditions. The In-depth project (IDP) provides pupils with knowledge helping them to make further carrier decisions. During the period when they do the IDP pupils become more aware of their own responsibilities in learning processes. Working with the right projects and company gives pupil more motivation to achieve goals.


Schools and companies are working together to offer the best possible learning conditions for pupils. Companies get to know pupils during the IDP period, and in that way companies get in contact with future workers at an early stage.








Best practice

          

Name of Best practice 

The In-dept project – Kunnskapsløftet

Name of organisation 

Norwegian Education Board / Government

Contact person


Address



Website 

http://www.udir.no/

Period of development 

2008 - 


Place of development

Norway


Target group 


Students in upper secondary school

Content of best practice


The In-depth project is an innovative part of the national education reform Kunnskapsløftet 2006 (K06) - the ‘Knowledge Promotion’. K06 was implemented in the entire Norwegian school system, from the kindergarten and elementary school to the upper secondary and vocational school, involving 450 upper secondary schools, 190 000 pupils, and 34 000 apprentices.


The goal of Knowledge Promotion is to help all pupils to develop fundamental skills that will enable them to participate actively in our society of knowledge. The Norwegian school system is inclusive; there must be room for all. Everyone is to be given the same opportunities to develop their abilities. The Knowledge Promotion, with its special emphasis on learning, is meant to help ensure that all pupils receive a differentiated education.

The Best Practice itself: The In-depth project 


All upper secondary schools distribute 6 teachings hours a week the first year (Vg1), and 9 teachings hours the second year (Vg2) for in-depth project. Teachers in charge of this subject will be responsible for all attending pupils. Numbers of pupils in each class will not extend 12 to 15.


During the first part of the first year pupils usually have in-depth projects in school. The teacher in charge has to make sure that pupils get to know more about the curricula, and the common core they are divided into. He/she will help pupils finding core subjects, content, and goals to achieve. As the curricula are regulated, the school and training establishments are bound by their content.


During this period pupils start their personal in-depth curricula, and get to know more about chosen vocation education programs. The teacher in charge will evaluate and rate pupils. He/she starts planning partnership with establishments and companies, and he/she finalizes agreements and contracts for the pupils. When all elements are in place will pupils attempt working experience and update personal curricula. The teacher in charge meets pupils and supervisor to discuss progress and achievements. Pupil’s curricula will be rated at the end of the first year.



Where took the BP place? (background)


Bergen


Conclusions and impact

Second year attending pupils get 9 teaching hours for in-depth project and increase the amount of working day/periods at the enterprise. Pupils follow known procedures to start and follow up personal curricula. Teachers provide help, support, evaluation, and control. Teacher meets pupils and supervisor at establishment, guide pupils into the in-depth project, and lead pupils to better rates.


Each pupil’s personal in-depth project is to be rated by the teacher and the end of the second year. Feedback from establishment is to be included in the rating process.

Pupils will get personal curricula back and use those as proof of skills when applying for jobs.


We think this is a Best Practice because pupils at an early stage get a taste of the working life conditions. The In-depth project (IDP) provides pupils with knowledge helping them to make further carrier decisions. During the period when they do the IDP pupils become more aware of their own responsibilities in learning processes. Working with the right projects and company gives pupil more motivation to achieve goals.

Sustainability (intention for continuation, useful links, potential target groups)

Schools and companies are working together to offer the best possible learning conditions for pupils. Companies get to know pupils during the IDP period, and in that way companies get in contact with future workers at an early stage.




United Kingdom


Relax 2 Learn –is aimed at 16-19 year old students at Newham College. It is a new, purpose built area where students can take part in a wide range of activities that aim to develop their confidence and their social, entrepreneurial and other life skills. Activities include team competitions, discussions, debates and a special flat to help students with additional learning needs to adapt to independent living.







Best practice

  

Name of organisation 


Newham College

Contact person


Julia Bollam

Address

East Ham Campus,

High Street South

London, E6 6ER


Website 

http://www.cipsonline.com/


Period of development 

2012


Place of development

London


Target group 


Students mainly aged 16-19

Content of best practice


Relax 2 Learn was built to enhance and enrich college life for students as their previous area had become too cramped. A new, purpose built space was constructed where students could get involved in a wide range of activities including team competitions, discussions and debates. The area also houses a special flat where students with additional learning needs can learn how to adapt to independent living.

Where took the BP place? (background)


Newham College is a large further education college in east London with campuses in East Ham and Stratford. The College has approximately 15,000 students. The new student area is on the East Ham campus.

Conclusions and impact

The range of activities available in Relax 2 Learn forges links across potential barriers (backgrounds, languages, cultures), enhances the curriculum and provides opportunities for self improvement. It has encouraged students to engage more with each other and the college and has enabled students to develop a wide range of social, entrepreneurial and other life skills.

Sustainability (intention for continuation, useful links, potential target groups)

 While not all organisations could build something on the scale of Relax 2 Learn, many of the methods, particularly the discussions, debates and competitions, could be adapted by individual organisations to use with their learners.