This project focusses three different areas of professional life. First of all students will compare everyday professional life within their professions (painter and vehicle varnisher). Part of this comparison will be to examine the two different systems of vocational education (Dual-VET system in Germany and full-time school based system in Norway) and to explore the specific differences in everyday work life (e.g. structuring of working day, dealing with safety regulations, dealing with hierarchy etc.). These experiences will be documented by personal diaries / reports (blogs) of the students and prepared video interviews.
The second focus of this project will be the step-by-step manuals of special painting techniques for painters and vehicle varnishers. These documentations will be produced including photography and video. All partners plan to use these step-by-step manuals as in class illustration material in the future.
Both prospective actions are geared to an intensified use of English as a foreign language - the third column of this project. In the preparation of the two activities (e.g. preparation of an interview questionnaire), during the production of the interviews and the step-by-step manuals, all students will have to communicate in English and use the correct profession related terms. Therefore all participating students will advance their English-skills and their professional English-vocabulary.
Project Objectives
1. Students compare the professional every-day-life. They explore the differences and similarities of issues such as vocational education, structuring of working day, dealing with safety regulations, dealing with hierarchy etc. during internships in appropriate companies. Within this comparison the students will have to reflect upon individual expectations, individual ways of conduct and habits, regional peculiarities and national standards. As a result the students will have to question their own culture with specific values and habits.
In order to initiate this exploration and reflection process, students will produce a questionnaire to interview their counterparts in the other country. Additionally they will draft their individual expectations concerning the items of the questionnaire. As a result of the interviews the students will be able to highlight the differences and the similarities. Additionally these interviews will create occasions for communication using English. The results of this comparative study will be published in the form of reports / diaries (blogs) and video interviews.
Due to the fact that two closely related but separate educational backgrounds will take part in this project (painters and vehicle varnishers), the two groups have to split up during these working sections.
2. Students exercise, present and document special painting techniques. Separated along their vocational subjects (painter / vehicle varnisher) the students share their repertoire of special techniques and guide each other step-by-step through the process. They highlight issues concerning the individual techniques. After some exercise the students will record the step-by-step process with video equipment, in order to produce short video-clips with step-by-step manuals.
All students will learn new techniques and extend their professional skills. Furthermore in order to demonstrate special painting techniques they need to structure, verbalize, execute and evaluate the entire production process. Again students will create occasions to communicate in English.
3. Students train and expand their English skills. Both products - the cultural reports and the step-by-step manuals - deliberately require various acts of communication among the students of the two countries. Even beforehand, during the preparation of the interview questionnaires and later on drafting and correcting the reports all students will have to rely on their English-skills.
Project Impact
Students will improve their foreign language skills. Communicating with peers from the partner country they will experience themselves as being able to act self-sufficiently. Obstacles communicating in a foreign language (English) will be reduced or eliminated completely. This will result in a boost of motivation to use English actively.
Additionally the long lasting partnership between Byåsen v.g.s. and the Richard-Riemerschmid-BK will be intensified. Knowing the staff at the partnering colleges enables smooth and efficient project executions. New generations of staff will take part in this project in order get involved with Comenius exchanges. The relationship will be intensified and might even lead to further cooperation in other exchange programs.
Due to their involvement in this project the foreign language skills of the staff involved in this project will benefit from this exchange as well.
VOCTRAIN
Project Summary
This project focusses three different areas of professional life. First of all students will compare everyday professional life within their professions (painter and vehicle varnisher). Part of this comparison will be to examine the two different systems of vocational education (Dual-VET system in Germany and full-time school based system in Norway) and to explore the specific differences in everyday work life (e.g. structuring of working day, dealing with safety regulations, dealing with hierarchy etc.). These experiences will be documented by personal diaries / reports (blogs) of the students and prepared video interviews.
The second focus of this project will be the step-by-step manuals of special painting techniques for painters and vehicle varnishers. These documentations will be produced including photography and video. All partners plan to use these step-by-step manuals as in class illustration material in the future.
Both prospective actions are geared to an intensified use of English as a foreign language - the third column of this project. In the preparation of the two activities (e.g. preparation of an interview questionnaire), during the production of the interviews and the step-by-step manuals, all students will have to communicate in English and use the correct profession related terms. Therefore all participating students will advance their English-skills and their professional English-vocabulary.
Project Objectives
1. Students compare the professional every-day-life. They explore the differences and similarities of issues such as vocational education, structuring of working day, dealing with safety regulations, dealing with hierarchy etc. during internships in appropriate companies. Within this comparison the students will have to reflect upon individual expectations, individual ways of conduct and habits, regional peculiarities and national standards. As a result the students will have to question their own culture with specific values and habits.
In order to initiate this exploration and reflection process, students will produce a questionnaire to interview their counterparts in the other country. Additionally they will draft their individual expectations concerning the items of the questionnaire. As a result of the interviews the students will be able to highlight the differences and the similarities. Additionally these interviews will create occasions for communication using English. The results of this comparative study will be published in the form of reports / diaries (blogs) and video interviews.
Due to the fact that two closely related but separate educational backgrounds will take part in this project (painters and vehicle varnishers), the two groups have to split up during these working sections.
2. Students exercise, present and document special painting techniques. Separated along their vocational subjects (painter / vehicle varnisher) the students share their repertoire of special techniques and guide each other step-by-step through the process. They highlight issues concerning the individual techniques. After some exercise the students will record the step-by-step process with video equipment, in order to produce short video-clips with step-by-step manuals.
All students will learn new techniques and extend their professional skills. Furthermore in order to demonstrate special painting techniques they need to structure, verbalize, execute and evaluate the entire production process. Again students will create occasions to communicate in English.
3. Students train and expand their English skills. Both products - the cultural reports and the step-by-step manuals - deliberately require various acts of communication among the students of the two countries. Even beforehand, during the preparation of the interview questionnaires and later on drafting and correcting the reports all students will have to rely on their English-skills.
Project Impact
Students will improve their foreign language skills. Communicating with peers from the partner country they will experience themselves as being able to act self-sufficiently. Obstacles communicating in a foreign language (English) will be reduced or eliminated completely. This will result in a boost of motivation to use English actively.
Additionally the long lasting partnership between Byåsen v.g.s. and the Richard-Riemerschmid-BK will be intensified. Knowing the staff at the partnering colleges enables smooth and efficient project executions. New generations of staff will take part in this project in order get involved with Comenius exchanges. The relationship will be intensified and might even lead to further cooperation in other exchange programs.
Due to their involvement in this project the foreign language skills of the staff involved in this project will benefit from this exchange as well.