Pyramid netpaper (English)

Building a Pyramid - Crossroads and Road Signs along the Paths to Employment (PYRAMID) Manner-Suomen ESR-ohjelma 1.4.2012 - 30.6.2015

“Uusia näkökulmia – uusia hyviä käytäntöjä”

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Contents 1.

Introduction 4

1.1 Targets and Aims 4

2.

Vocational Education Center Sedu

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3.

Project Details and Dissemination

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4.

Disseminated ESF Projects 11 4.1.

Etelä-Pohjanmaan pajoilta urille 11

4.2. Yrittämällä Eteenpäin – Entrepreneurship forward 11 4.3.

Etelä-Pohjanmaan YES- Keskus 12 – South Ostobothnian YES Center 12 4.4.

Monimuotoiset opinpolut 13 – Diversed Study Paths 13 4.5.

SeDuuni -osumaa työhön 14 4.6.

SeDuuni 2 15 4.7.

SeduEvents 16

5.

International Partners 17 5.1.

WEB vzw, BELGIUM 17

5.2. Sociale Economie Oostende vzw, BELGIUM – De Duinenwacht 17

5.3. Valnalon, Asturias, SPAIN - Ciudad Tecnológica

del Valle del Nalón S.A.U, Langreo, Spain 18

5.4. The Institute of Entrepreneurship Development, GREECE 19

5.5. Technical School Center of Nova Gorica, SLOVENIA 20

5.6. Manchester Academy, Manchester, UNITED KINGDOM 21

6.

Selected Good Practices from Finland and abroad

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6.1.

Entrepreneurship: 22

6.1.1.

Student cooperatives 22 6.1.2.

Entrepreneurship Passport 24 6.1.3.

Regional Entrepreneurship models 25 6.1.4.

Entrepreneurship team activities 27

6.1.5. Yrittäjyyden Oma Polku /Entrepreneurial Pathway 29

6.1.6. YES Keskus – YES Center model 30

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6.1.7. Women’s Entrepreneurial Problems after Consulting AND Women’s e- Entrepreneurship 33

6.1.8. aSkills: Assessment of Social Skills for Better Possibilities for Employment 34

6.1.9. Study of the “Local economy and entrepreneurship in Thessaly” 35

6.1.10. Transnational cooperation between student cooperatives 36

6.1.11. Branding in Youth workshops and cooperatives 37

6.1.12. Activity cooperative – Starters Labo 39

6.2.

Innovative Learning Environments 41

6.2.1.

Youth Workshops 41 6.2.2.

RealEvent 43 6.2.3.

OwnEvent 44 6.2.4.

Event Manual 45

6.2.5. Birley Fields Education Impact Group” – Regional Development group 47

6.3.

Student Wellbeing 49 6.3.1.

Orientation studies in Sedu 49

6.3.2. Language test for entrance to VET 51 6.3.3.

Jeesitupa-Help House model 53

6.3.4. KesäJeesi – Summer House at the School 54

6.3.5. Use of outdoor activities to improve student’s welfare 55 6.3.6.

Mentoring – Outreach programs 57

6.4.

Career and Study Guidance 58 6.4.1. eTaitava 58 6.4.2.

SeDuuni –activity models 60

6.4.3. Models for training of Work-placement Coaches - työpaikkaohjaajakoulutuksen malleja 61

6.4.4. Työelämäyhteistyön kehittämisjaksojen toimintamalleja

- Working life experience periods for teachers 63

6.4.5. Opportunities to work with the business partners 64

7.

Working Seminar 65 8.

Spring 2014 – Piloted Good Practices

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9.

Benchmarking Trips: 74

9.1.

Observations about learning outcomes 74 9.1.1.

United Kingdom 74 9.1.2.

France 77

9.2.

Observations about Guidance practices 84 9.2.1.

Luxembourg 84 9.2.2.

Catalonia, Spain 88

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1. Introduction 1.1 Targets and Aims Through Pyramid-ESR project we have disseminated the most important results and good practices that we have achieved in our seven projects, which have been funded by European Social Fund. Besides, the dissemination of the good practices; project offered further development of the measures and approaches with the cooperation of international partners.

In many of our projects we are performing pioneering work and international cooperation brings added value which is made available by the different point of views from abroad.

The dissemination is mainly done by organizing international workshops, benchmarking trips and related activities in and out of Finland, during spring 2012 and 2015.

Those projects are focused on ”Developing of the general labor market skills such as entrepreneurial attitude of the students” and ”Creating open and flexible learning environments and study paths for the students”.

While sharing these findings, we have observed and learned more on those topics from our international partners.

We can combine the themes and the topics related to the disseminated projects as: 1) Open learning environments (workplace, cooperatives, youth workshops, and student companies) and flexible study paths for these models, as well as the necessary electronic control tools, methods and verification instruments for learning.

2) The generic competences, such as the entrepreneurship spirit, aimed at developing teaching and counseling methods.

The projects of the Vocational Education Sedu’s projects have a common aim; to give students possibility to improve themselves, their knowledge and competences.

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2. Vocational Education Center Sedu Seinäjoki Joint Municipal Authority for Education consists of Vocational Education Centre Sedu and Sedu Adult Education.

In Sedu, individualized study paths, project learning and a strong emphasis on enterprise education and internationalization feature in the provision of education. In Vocational Education Centre we provide high quality education and student welfare for more than 4200 students and has some 600 employees. Majority of the students start their studies at the age of 16. In Sedu Adult Education the student flow/year is around 10 000 students As a regional vocational upper secondary education provider, we have a mission to provide the students with learning opportunities that enable them to acquire the knowledge, skills and competences that meet both the needs of the students and the world of work in an optimal way.

We provide vocational qualifications in the following study sectors: Social Science, Business and Administration, Arts and Crafts, Social Services and Health, Natural Resources, Tourism, Catering and Domestic Services, Technology and Transport Sector.

Different models of studying parts of the vocational qualification in working life, in co-operatives, in youth workshops or in student companies are issues that we are constantly developing further. The future trend is study sector based knowledge centers which are going be developed to support both the excellence of the Sedu students and the key economical clusters of the region.

In Sedu, individualized study paths, project learning and a strong emphasis on enterprise education and internationalization feature in the provision of education. In Vocational Education Centre we provide high quality education and student welfare for more than 4200 students and has some 600 employees. Majority of the students start their studies at the age of 16. In Sedu Adult Education the student flow/year is around 10 000 students

Areas of Focus Sedu is active in developing vocational education through different kinds of international projects. Seinäjoki Region itself is well known for high amount of SME’s and the positive attitude towards entrepreneurship. The promotion of entrepreneurship is one of the key focus points in the future development of the area. Entrepreneurship education is a key area of development in Vocational Education Centre Sedu and we aim to develop and offer diversified learning environments for the students. Sedu does cooperation with other educational institutions to diversify the students’ study opportunities. Students have the possibility to choose courses from other schools.

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3. Project Details and Dissemination We have organized 5 workshops and 4 benchmarking trips to present the results of our projects and exchange information with our international partners. These workshops were:

29 May – 2 June 2012, Belgium: “Vocational education and social entrepreneurship, business skills workshops” We have disseminated Etelä-Pohjanmaan pajoilta urille project with our Belgian partners; Social Economy Oostende vzw, and WEB (Work Experience Companies).

Our good practices were cooperative model in vocational education and cooperation between school and youth workshops. In this trip we had a representative from Käks’ Kättä työpaja.

23-25 of January 2013, Seinäjoki, Finland: “Co-operatives as a tool of Entrepreneurial Education” We have disseminated in addition to “Etelä-Pohjanmaan pajoilta urille”, “Yrittämällä eteenpäin” and “Etelä-Pohjanmaan YES- Center” projects with our Belgian partners; Social Economy Oostende vzw, and WEB (Work Experience Companies) and our Spanish partner Ciudad Tecnológica Valnalón.

We have presented addition to the previous good practices YES project operations, Yrittämällä eteenpäin projects entrepreneurship education models and methods and Oma Polku project. In these workshops we have found out our partners’ good practices: Branding in Youth workshops and cooperatives, upcycling in workshops, image improvement of the student cooperatives and youth workshops, and transnational cooperation between student cooperatives.

This workshop was performed partially with in Entrepreneurship Seminar 2013, Seinäjoki. We have networking with other international projects: Preventing Dropping out and Passion for Enterprise.

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15-17 of April 2013, Larissa, Greece: “The young entrepreneur to the knowledge, skills and competencies identification and development in education” We have disseminated “Yrittämällä eteenpäin” and ”Etelä-Pohjanmaan YES- Center” with our Greek partners from Institute of Entrepreneurship Development. The good practices we have shared were YES Network, Projects curriculum development and strategy development activities, Entrepreneur Pass, Entrepreneurship measurement, Yrittämällä eteenpäin’s regional teams, the entrepreneurial education activities implementation in regions and schools.

From the Greek side we have observed Women’s Entrepreneurial Problems after Consulting, Women’s e-Entrepreneurship projects, and aSkills: Assessment of Social Skills for Better Possibilities for Employment. Besides these we have learned about the research done by our Greek partner of the “Local economy and entrepreneurship in Thessaly region”.

26-28 of August 2013, Nova Gorica, Slovenia: ”Student guidance tools and methods” Student Counseling, Jeesitupa/Kesätupa, Orientation studies, and Language test for immigrants in Sedu and its effects on the immigrant students study plan and student wellbeing from Monimuotoiset opinpolut and eTaitava program and electronic tools for work-based learning guidance“Workplace practice for trainers” from SeDuuni -osumaa työhön project was presented. The Slovenian partner Technical School Center of Nova Gorica their extensive use of outdoor activities to improve student’s welfare and Recruiting students with problems to VET practices.

21-23 of October 2013, Manchester, UK: “Work-oriented learning environments” TosiDuuni-, EtäDuuni- ja TuttuDuunimodels and eTaitava from SeDuuni -osumaa työhön; workplace instructor training model from SeDuuni2 and RealEvent, OwnEvent, EventManualfrom Sedu Events projects were disseminated with our English and Swiss colleagues.

We have observed from British partners; their well-established cooperation with the business partners model, “Birley Fields Education Impact Group” – Regional Development group network operations and their bilateral mentoring programs with the professionals, universities and primary schools.

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Benchmarking Trips: 22-24 of October 2014, Portsmouth, UK: ”Making Learning Outcomes Visible” During the trip the Finnish group has visited two organizations: Vocational Training Charity Trust in Eastleigh; and Highbury College in Portsmouth.

The questions we tried to answer and the outcomes we wanted to get from this trip were: Observing the implementation of learning outcomes in vocational education in UK and answering to questions such as: How the British make education more visible?, Paths before, during, and after the training; and How the learning outcomes of the study units and the assessment steps be more approachable to students? Also, Can we develop more simple and visual material to motivate the students and teachers in British model?

03-07 of February 2015, Luxembourg: ”House of Orientation, Youth Guidance and Counselling in Luxembourg” During the trip the Finnish group has visited following organizations: AVOPP Applied VocationalPsychology and Policy Research Unit; Action locale pour jeunes: Action for Youth Centre National de la Formation Professionnelle Continue:National Center of Continuous Vocational Education L’Agence pour le développement de l’emploi (ADEM) ; Employement Development Agency; Centre of Documentation and Information on Higher Education; City of Bertrange preschool, kindergarten and primary school infrastructures; Lycée Classique de Diekirch and got familiar with the Guidance and orieantation practices in Luxembourg.

Visits main theme and target was to observe the “maison de l’orientation”: Guidance house and how having all the career and study guidance being under one roof works in practice.

07-11 of April 2015, Auvergne France: “L’impact du stage en entreprise sur l’apprentissage des élèves et étudiants - THE IMPACT OF WORK PLACEMENT ON STUDENTS’ LEARNING OUTCOMES” Between 7th and 11th of April 2015 a delegate from Sedu had visited the Auvergne region of France. The group consisted Head of Programmes, Curricullum Coordinators, teachers and project workers.

The target of the visit was to learn more about French vocational education, and the evaluation of the learning outcomes in the work placement periods.

The visit was hosted by colleagues from Cité scolaire Albert Londres, Vichy. Our host have 2500 students and 250 staff. It is divided in three parts : academic/technical/vocational studies.

The group had the chance to observe vocational education in the construction, electricity assembly,agriculture, logistics and the customer services fields while they have visited the

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following schools; Cité scolaire Albert Londres, Lycée Pierre-Joël Bonté – Construction, and LEGTA Louis Pasteur -Marmilhat.

Besides these schools our group had observed the work placement periods in regional enterprises from local artisan electricians, cheese farms to internationally known Ligier car manafacturer to plastics giant CEP. Ligier is Europe’s second largest microcar manufacturer, and largest manufacturer of drivers license-exempt vehicles, known in Finland as «mopoauto».

24- 28 of May 2015, Lleida Spain Between 24th and 28th of May 2015 a delegate from Sedu had visited Lleida in Catalonia, Spain. The group consisted manager of , development managers, guidance councilors, social workers, teachers and project workers.

The target of the visit was to learn more about Spanish vocational education, and practices about Guidance and career counseling, learning outcomes, orientation and parent-school cooperation.

The group had the chance to observe vocational education in the carpentry, electricity assembly,auto maintanence, logistics and international trade, media and visual arts fields while they have visited the following schools; Institut Escola del Treball, Institut Manuel de Montsuar and Institut Caparrella.

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4. Disseminated ESF Projects 4.1. Etelä-Pohjanmaan pajoilta urille Etelä-Pohjanmaan Pajoilta Urille has developed a new kind of cooperative model in Sedu. The model’s purpose would be to answer two group’s needs: The students in Sedu and youngsters working in youth workshops in South Ostrobotnia area.

The project was a youth workshops’ and school – workshop cooperation development project. Its purpose was to develop workshops, functions, and business skills, to enhance cooperation between the workshops and Upper secondary education institutions.

In addition, the project started in Sedu co-operative activities. The project also piloted in the school premises summer use and the development of career guidance for young people.

Main goals include preventing social exclusion of the youth, improving youths work application skills, creating new learning environments to vocational schools and workshops in our region, improving youth workshops’ business knowledge, developing further cooperation between local youth workshops.

Funded by European Social Funds

4.2. Yrittämällä Eteenpäin – Entrepreneurship forward The aim of the project was to reinforce entrepreneurial learning culture in general and in the vocational education in Southern Osthrobotnia region. The focus was to create models of entrepreneurship education for local needs.

The process of creating local models included: • • •

Discussions and descriptions of the goals and methods of entrepreneurship education Workshops where teachers, principals and entrepreneurs cooperated Education and training sessions of what entrepreneurship education is all about

In Entrepreneurship – a Way Forward project it is believed that entrepreneurship education is a tool for upholding enthusiastic attitude for life.

The learning environment in entrepreneurship education • •

Gives responsibility to learners Encourages them to do things themselves

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• • • • • •

Guides them towards recognizing opportunities and seizing them Bolsters insightful and inventive learning Reinforces learners’ confidence in their own capabilities Gives scope for risk-taking and Guides towards goal-oriented collaboration with others Documentation of Entrepreneurship skills

The need to develop learning environments and pedagogical solutions to support entrepreneurship education was well recognized and acknowledged in Vocational Education Centre Sedu.

There were a lot of good practices concerning entrepreneurship. The next step was to share and extend those practices and enhance entrepreneurial learning culture. Therefore, entrepreneurship was chosen for the theme of the year.

The idea of “entrepreneurial pathways” arose in a group meeting where we discussed the goals and methods of entrepreneurship education in this particular institute.

Important in the strategy process of Entrepreneurship Education • • • • •

Clear objectives: conveying the attitude of determined entrepreneurship, networking with local entrepreneurs.

Management commitment to the cause: orders to organise entrepreneurship teams for the schools and valuing their activities.

Constant evaluation of activities: regular steering group meetings.

Sharing good practices: organising joined events, keeping in contact. versatility of the learning environment.

Funded by European Social Funds

4.3. Etelä-Pohjanmaan YES- Keskus

– South Ostobothnian YES Center YES-Center is a network for developing entrepreneurial education on different education levels.

According to the Ministry of Education’s strategy Entrepreneurship education guidelines up to 2015; Network between different entrepreneurship education agents should be strengthen on international, national, regional, and local levels. Activities of regional resource centers will have stabilized and become nationally inclusive.

Entrepreneurship education will be increasingly included in the basics of new national curricula. It will also be included in schools’ and academies’ own curricula. Entrepreneurship education will be increasingly included into municipalities’ educational and commercial strategies and development plans.

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The European commission’s action plan for entrepreneurship 2010 focuses on entrepreneurship education in schools to secure the development of Europe’s welfare. According to the Commission each second decree student should receive experiences on entrepreneurship by, for example, practicing entrepreneurship in educational programs.

South Ostrobothnia YES Centre helps the region’s primary, secondary schools and vocational school teachers in the implementation of entrepreneurship education.

YES-center facilities are • • • • •

curriculum development services, entrepreneurship education material services, teacher training, school-enterprise cooperation Young Entrepreneur Association’s regional offices.

Funded by European Social Funds

4.4. Monimuotoiset opinpolut

– Diversed Study Paths Diversed study paths project aims to prevent young people from exclusion. On the other hand the aim of the project is to promote the students’ completion of the profession within a reasonable time.

A number of versatile, flexible and the doctrine of individual paths are developed during the project that allow the maximum number of students move from the primary school to the vocational education and preserve their interest in their profession and skills development.

Flexible and diverse paths are produced in this project for the students in Vocational Education Centre Sedu.

The duration of the project is 1/2009 – 11/2011. The financing is granted by Vocational Education Centre Sedu, The State Provincial Office of Western Finland and European Social Fund (ESF).

There were four study paths to be built during the project: 1. a path for students needing special attendance

a. Workshop for not passed exams

b. Teaching assistants

c. Job application training for challenging students

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2. a path for students suffering from mental and other health problems

a. Workshop cooperation

b. Supported work learning places

c. Work-based profession 3. a path for immigrants

a. Language test

b. Material in plain language 4. a path for students considering changing the field of vocational education

a. Orientation studies in Sedu

b. Joint step cooperation

c. Sedu policies Funded by European Social Funds

4.5. SeDuuni -osumaa työhön SeDuuni- project aimed to promote and deepen the co-operation between educational and work life and to develop new methods of secondary vocational education components to implement in real work environments.

One of the main goals of the project is to increase the work-life orientation of vocational education and training by opening new learning environments and utilizing the network of working life contacts in teaching.

To achieve the goals of improving the working life skills of the students, supporting the working life in developing the skills needed in tutoring which is especially important for the learning periods of the students in companies, the project implemented cooperation projects were: For the students: • • • •

contacts in the job market and possible future jobs practical knowledge of occupational field improved work skills stronger employment opportunities

For the worklife: • • •

to be able to participate in development of vocational training from the perspective of work life closer contacts with the teachers of the learning on the job program develop the skills of staff orientation and counseling for work

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For teachers: • • •

to try out new teaching methods to expand learning environments workplace-oriented approach and the use of contacts in their own teaching

Funded by European Social Funds

4.6. SeDuuni 2 The two key actions of the SeDuuni 2 project were 1.

Working life experience periods for teachers to enhance cooperation with working life

2.

Workplace Instructor Training for improvement of the learning process during work placement periods of the students.

By implementing professional development placements project planned to support and promote the quality of work-based learning and vocational skills demonstrations, and improve workplace instructors evaluation skills and increase the smoothness of the evaluation visits.

To improve cooperation with working life together with representatives of the workplace project identified tasks which were defined for each project participant and the workplace separately.

These include.

• • • • • • • •

orientation and training of trainers Initiatives to improve the quality of work-based learning the creation of new work-based learning models preparation of job descriptions development of vocational skills demonstration environments mapping for special needs students in work-based learning venues clarification of curricula and job training objectives in the workplace international comparability of qualifications and networking abroad with other jobs in the field

Funded by European Social Funds

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4.7. SeduEvents

SeduEvents is a project that started in October 2011. It has held 25 events with the participation of 1640 students and 6 new partners.

The main goals of the projects: 1.

2.

3.

4.

5.

To develop the internal entrepreneurship of the students To improve teamwork skills of the students, increasing the cooperation between the study unit, staff and the students.

To give the students a possibility to act with a professional side by side To provide the students the possibility to utilize the special skills and creativity during the studies To create new and authentic vocational demonstrations environments

The main aim of SeduEvents project is to arrange events at the Vocational Education Centre Sedu. It also involves the students to act with the co-operation of partners at their events and simultaneously learn event production areas on a real event bases. The event production models produced at the project are to be used at the different Sedu locations.

Project used event planning and production for creating new and innovative learning environments. The events are used for facilitating learning outside of the school with practical methods. It also provided opportunities to work with students from different units, study fields and vocations.

Funded by European Social Funds

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5. International Partners Brief Information about the partners’ and specific challenges

5.1. WEB vzw, BELGIUM WEB addresses to unemployed people and employees from the Kempen area that need intensive guidance during their search for a permanent job. WEB organizes education and training and offer work experience or employment.

Employment activities • • • • • • • •

Recycle centre (kringwinkel) 4 shops in the area Fixing/dismantle electric devices Social Workshop Social restaurant “Lokale diensteneconomie” : local service economy Assist homecare Assist energy cutters: 3,5 FTE

Coaching at the working floor • • Coaching employee and employer • Soft skills and working attitudes (communication, co-operation, … ) • Leerwerkbedrijf (=> work experience): + 120 coachings/year • Job-/language coaching: 50-70/year • Boost² (work experience art. 60): 12-15/year

5.2. Sociale Economie Oostende vzw,

BELGIUM – De Duinenwacht Established in 1996 due to the economic crisis and high unemployment rate of low skilled people, and long term unemployed situation in Northwest Belgium.

Its main goal is to create sustainable jobs within a protected work environment with education, training and coaching. As a result; more than 550 sustainable jobs for low skilled people in different kind of services have been created.

Activities.

•

De Kringwinkel – • second hand shops • Business Development (rroftop isolation, biofood collection)

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• Communication support to social enterprise De Duinenwacht • Greenkeeping in parks, industrial areas • Energyscan in private households • Graffitie cleaning • Street furniture

•

•

Merk-Waardig.

• A conceptstore – upcycle product store

•

Gusto – Activity cooperative • Offers unemployed people who wants to start a learning path of self-employed activity tailored to 18 months using their status of job seeker and retain entitlement to unemployment benefti.

• Tailor made coaching to get entrepreneur in a protected environment • The entrepreneurs check the feasibility of their business model.

5.3. Valnalon, Asturias, SPAIN

- Ciudad Tecnológica del Valle

del Nalón S.A.U, Langreo, Spain Valnalon was created by the Department for Industry and Labour of the Government of the Principality of Asturias, Spain in 1987. The goal is to design and implement a plan to regenerate, promote and dynamise a former industrial area.

Valnalón, in La Felguera, Asturias, northern Spain, is the site of a project supported by the EU’s EQUAL Community Initiative which has developed a chain of educational activities to stimulate entrepreneurship, especially among women and young people.

One of the main aims of the EU’s Lisbon Agenda is to promote a “more entrepreneurial culture and create a supportive environment for SMEs”. This is seen as a major challenge in Spain where according to a recent study “47% of parents encourage their children to look for a job in the public sector as the best career option”.

One study, Valnalon researched, has identified six key barriers faced by women entrepreneurs in Asturias and the school based in the old steel company premises has tried to find solutions to each of them.

• • • • • •

Lack of time and the burden of family responsibilities Lack of confidence and self-esteem Lack of certain skills in business management and new technology Lack of adequate finance Lack of support from the family The dominance of a male entrepreneurial culture

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5.4. The Institute of Entrepreneurship

Development, GREECE The Institute of Entrepreneurship Development was founded in 2005, is a Non-Profit organization and its main office is located in Larissa, Greece. The Institute of Entrepreneurship Development, aims to strengthen and promote entrepreneurial spirit and mindset to all countries and citizens, especially youth.

The objective of Institute of Entrepreneurship Development is to focus on social and economic development.

Social Development Objectives

• Assistance to developing countries in the fields of education and economic and social development • Promotion of human rights and democracy • Promotion of activities that contribute to the development of intellectual, economic, social and cultural levels • Development of actions for democracy and peace • Contribution to scientific research • Empowering social responsibility and cohesion • Protection of humanity and dignity • Promotion of voluntary effort and volunteerism • Promotion of economic and social processes of disadvantaged groups Economic Development Objectives • • • • • • • • • • • •

Promotion of the philosophy and principles of entrepreneurship Development of the scientific field of entrepreneurship, promoting dialogue and co operation Support of innovative entrepreneurial ideas Offer consulting and training services to organizations and businesses in the field of entrepreneurship Cooperation with other institutions, organizations, universities…etc. towards the fulfillment of the Institute’s aims objectives Contribution to policy planning in the field of entrepreneurship Activities Preparation and submission of proposals at National and European level Initiatives in the field of research and cooperation Consulting of disadvantaged groups Workshops – Training Networking

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• • • • • • •

Consulting services for institutions, businesses and individuals on issues of entrepreneurship Studies – Research National and European Programmes and projects Meetings/Conferences Collection, creation and distribution of informative material Statements and publications in press and media Membership in national and international networks

As we can see in the Institute of Entrepreneurship Development’s profile the organization is very active in the counseling of the entrepreneurship fields’ education and cooperate with related organization in regional, national and internationally.

5.5. Technical School Center of Nova Gorica, SLOVENIA Higher Vocational College at Technical School Centre in Nova Gorica, Slovenia offers training programmes in Informatics, Mechatronics and Countryside Management.

Technical college study process takes place in several different programs that are suitable for young people and adults. Studies are focused on the acquisition of practical knowledge and experience. Students can therefore use their experience and knowledge, and the latter is upgraded with practical work in laboratories and businesses.

School counselors accompany students on entry to secondary school until the completion of their education at the school. Collaborate with students, parents, teachers, managers and external institutions in order to guarantee a better quality of life of students at the school.

Students, who did not choose an educational program or occupation in accordance with their personality traits, interests, or skills receives advice on conversion to other educational programs.

School counselors assist students with educational, disciplinary or personally disturbed and involved in the imposition of educational measures. In learning difficulties can offer assistance in developing effective strategies, methods and techniques of learning.

Counselors inform students on further education and employment opportunities and assist them in seeking and obtaining scholarships.

They organize and carry out preventive activities and coordinate procedures for acquiring the status of cultural and researcher, which allows adjustment of the liabilities.

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5.6. Manchester Academy, Manchester,

UNITED KINGDOM Manchester Academy is a non-selective co-educational secondary school within the English Academy programme, in Moss Side, Manchester.

It is run by the United Learning Trust, a subsidiary of the United Church Schools Trust. Over half of pupils are entitled to free school meals and many are from refugee or non-English speaking backgrounds.

School – company partnership is very important and significant partners include law firm Pinsent Masons, the University of Manchester, the Royal Air Force, the NHS, local news website “Manchester Confidential”, Manchester City Council, Cobbetts, a national law firm.

Manchester Metropolitan University is the largest campus-based undergraduate university in the UK with a total student population of more than 37,000.

The University is arranged into eight faculties, each providing specialist learning, teaching and research hubs for students at undergraduate, postgraduate and professional development.

Working with Local Schools and Colleges

Collaborative Partnerships develops MMU’s strategic partnerships with education providers interested in exploring possible agreements, partnership arrangements and collaborative activities. The Collaborative Partnership Office also engages in widening participation projects.

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6. Selected Good Practices from Finland and abroad 6.1. Entrepreneurship: 6.1.1. Student cooperatives

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Entrepreneurship

Etelä-Pohjanmaan Pajoilta Urille

Summary/description: Aims to improve knowledge on entrepreneurship, to break some myths regarding owning and running a business. Learn to take controlled risks and take responsibility.

Cooperatives in Sedu • Artisan Cooperative Pohjanmaa in Ilmajoki Product design and manufacture, repairing and restoring, interior decoration, theather costumes • Cooperative KAMP, works in whole Southern Ostrobothnia area o KAMP has also 4 different commercial names doing business as: • ICT-Seinäjoki - ICT service • Seinäjoen Kimara, surface treatment and painting • Seinäjoen Septar, carpentry • Ähtärin Ahertajat – household and cleaning service • Used as a tool for entrepreneurship education • Students own and run the cooperatives.

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Phases of development • • • •

•

•

The cooperative model is developed in the project Etelä-Pohjanmaan pajoilta urille, funded by European Social Fund in 2009-2013 Spring 2010 – Planning begins The original goal was to develop a shared learning environment for youngsters who are either studying or working in youth workshops Sorting out the administrative essentials; Cooperative rules, terms of contract between Sedu and cooperative, insurance policy, terms of paying rent for using machines and workspaces owned by Sedu etc.

Spring 2011 – First cooperatives o 40 students, mainly artisans and household services o ”Coaches” recruited to take care of the business during summer 2012-2013 - KAMP grows bigger o New qualifications and supplementary business names

Problems to pay attention to when developing the different stages • •

Teachers are guiding students in projects, but they should let the students fail and learn from their mistakes.

The cooperatives are encouraged to handle projects the way they see is best.

Teacher is the one who creates the culture.

Conclusions Benefits according to students: • Students learn so much more with real customers, especially about customer service.

• Students also learn teamwork and how to share responsibility. Freeloaders are not tolerated.

• Contacts with customers and other entrepreneurs might help with getting a job after graduation • You get the picture how many different things are involved in entrepreneurship.

• By being active there’s a chance to get some money and maybe some job to do for evenings, weekends or even whole summer.

• During classes, if you are always the first who gets things done, the spare time can be used with real customer projects instead of getting bored.

With real customer projects one can find a specific small part of process you are very interested in. It gives a chance to specialize. Individual pathways on students’ own pace.

Funded by European Social Funds

24

6.1.2. Entrepreneurship Passport

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Entrepreneurship

Yrittämällä Eteenpäin – Entrepreneurship forward

Summary/description: Entrepreneurship Passport is a tool that aims to help students to identify their own strengths and development of its properties from the perspective of entrepreneurship.

Phases of development Self-assessment is supported by the following questions: • In what kind of situations are you independent? And in what kind of situations do you need support?

• How do you feel about responsibility?

• In what way goal orientation effects your actions?

• What kind of tasks motivate you and engage you to work?

• How do you work in teams and what kind a role do you usually have in group dynamics?

• What is your attitude towards making mistakes, and against future changes?

• What qualities do you intend to develop in the future? Explain how.

Conclusions By using Entrepreneurship Passport students can present their own skills to a wide range of, teachers or future employers. Entrepreneurship passport is the result of longterm work, and is based on the student’s evaluation of its own activities.

Website: http://yret.sedu.fi/Yrittajyyspassi Funded by European Social Funds

25

6.1.3. Regional Entrepreneurship models

Organization:

Country:

Regional Stake holders, Entrepreneurs, Regional Schools and Vocational Education Center Sedu

Finland

Field:

Project:

Entrepreneurship

Yrittämällä Eteenpäin – Entrepreneurship forward

Summary/description: In the national core curriculum entrepreneurship is marked under the cross-curricular theme of active citizenship and entrepreneurship. The purpose of the cross-curricular theme is to include entrepreneurship into both general and optional subjects as well as the rest of the schools’ culture. The objectives include positive attitudes, entrepreneurial methods, basic knowledge and skills on entrepreneurship.

Phases of development • • • •

Produced in co-operation with the municipalities’ education departments, schools and entrepreneurs during the Yrittämällä Eteenpäin project.

A local guideline to entrepreneurship education which includes information on entrepreneurship education and provides tips for school activities.

Each school designs the activities suitable for themselves based on the guide.

The Yrittämällä Eteenpäin project kicked off a strategical process of entrepreneurship education in the Järvi-Pohjanmaa area, and in the cities of Seinäjoki and Alavus, that has continued to actively develop even after the project has ended.

Problems to pay attention to when developing the different stages • • •

Collaboration of the local entrepreneurs and their organizations.

Collaboration of the local schools and the management Emphasis on regional priorities

26

Conclusions Establishing entrepreneurship teams for the schools • 2 to3 teachers + 2 representatives appointed by local entrepreneurs • The idea was to encourage the teachers to inject more operativeness to the teaching Funded by European Social Funds

27

6.1.4. Entrepreneurship team activities

Organization:

Country:

Regional Stake holders, Entrepreneurs, Regional Schools and Vocational Education Center Sedu

Finland

Field:

Project:

Entrepreneurship

Yrittämällä Eteenpäin – Entrepreneurship forward

Summary/description: • •

Establishing entrepreneurship teams at schools to 3 teachers + 2 representatives appointed by local entrepreneurs

Application of the model into vocational and special education environment It is established a multidisciplinary work group that included teachers, education managers and project staff. Teachers and education managers represented 11 different vocational qualifications. The task was to create models of entrepreneurship education considering the needs and opportunities of each qualification.

Phases of development • • •

The headmasters appointed teachers for the team and the entrepreneurs chose their own representatives for each school team A local unit allowing easier co-operation in practice.

Each team met in the autumn to brainstorm. Ideas were added into the school year program. The plans were then carried out over the school year.

The work group met once a month in spring 2011. Planning continued as a process.

Group meetings made it possible to share good practices and learn from others. There were monetary resources allocated for planning by the ESF project.

28

Problems to pay attention to when developing the different stages • • •

There was a clear promise to be creative and try new solutions by the management.

The teachers were not left alone to themselves.

Education managers involved in the process and supported the task.

Conclusions The emphasis was on developing teaching methods that guide learners towards entrepreneurial operation – learning by doing, team work, cooperation with entrepreneurs etc.

Funded by European Social Funds

29

6.1.5. Yrittäjyyden Oma Polku /Entrepreneurial Pathway

Organization:

Country:

Vocational Education Center Sedu

Finland

Field:

Project:

Entrepreneurship

Yrittämällä Eteenpäin – Entrepreneurship forward

Summary/description: Students, who participate in My entrepreneurial pathway, can proceed through personalized study paths that emphasize working together. Studying takes place, in joint projects of students from various fields. Entrepreneurship pathway consists of individualized paths for each student. The pathway does not define any compulsory studies, but it may consist of either of the parts from a degree curriculum or an entrepreneurial activity and methods.

Teachers wanted to renew the teaching practices, pedagogy and to get rid of the barriers such as; too precisely detailed cycling system of the studies, too exact timetables including single subjects while the teaching should consist of the modules.

Phases of development • •

It was implemented initially in 13 Basic qualification programs and 6 more were added eventually the project has utilized meetings and learning café events to further the practices

Conclusions In the big research called Entre Intentio organized by SeAMK, which measures the entrepreneurial intention and attitude of the students, came out that the students of Sedu were the only ones whose entrepreneurship-orientation increased during the three-year studies. Especially the students involved in the entrepreneurship learning pathway seemed to have increase of the indentations. The research has involved 10 universities of applied sciences and three vocational upper secondary schools.

Funded by European Social Funds

30

6.1.6. YES Keskus – YES Center model

Organization:

Country:

Vocational Education Center Sedu

Finland

Field:

Project:

Entrepreneurship

Etelä-Pohjanmaan YES-Keskus

Summary/description: YES-Center is a network for developing entrepreneurial education on different education levels. South Ostrobothnia YES Centre helps the region’s primary, secondary schools and vocational school teachers in the implementation of entrepreneurship education.

YES Center conveys information and acts as a meeting forum and builds bridges between teachers, entrepreneurs, business, and decision makers. YES distributes models, materials, and methods for entrepreneurship education and working life preparation.

YES also mediates information to teachers and schools about companies’ needs for workforce and skills and builds networks, conveys messages, and brings together education, business, and the needs of future workers.

YES furthers the realization of entrepreneurship education by cooperating with partners and tie-in groups both on national and regional levels.

The goal of National YES is to form YES network into a stable and nationally inclusive activity model. YES network is regionally focused. It provides services according to the needs of entrepreneurship education in the region. The action model is practical and effective. Each YES region is run by a YES Regional Manager, who works to support teachers in educational institutions. The YES regional office supports entrepreneurship education and activities reinforcing working life skills. All YES regions have same core services.

31

Functions of the Center YES-center facilities are • curriculum development services, • entrepreneurship education material services, • teacher training, • school-enterprise cooperation • Young Entrepreneur Association’s regional offices.

YES trains teachers

Entrepreneurship education training sessions of varying lengths for teaching staff through activities such as YES Intros, - YES teachers’ training sessions, YES Expert training, Junior Achievement-Young Entrepreneurs program and Seminars.

Entrepreneurship education and working life skills will be a part of teaching. Students will receive education according to the goals of the basic education act.

YES participates in the creation of strategies and education plans

Support for educational institutions in creating an education program and implementing entrepreneurship education into the institutions agenda. Students receive highquality entrepreneurship education also in the future.

YES provides models and materials for entrepreneurship education

Students learn life management and working life skills through practical experience but supplemental materials, that provided by YES Center include: • YES Catalogues - good models for entrepreneurship education • YES Pearls - short case example on entrepreneurship education • Materials and models provided by other parties

YES supports cooperation between schools and businesses

Teachers and students get to know local business life. Students receive realistic information on working life and the skills they need, and they build contacts for the future.

YES teacher-entrepreneur meet-ups - teachers and entrepreneurs meet and discuss a common themes YES Café - staff meetings move from schools to companies YES Mentor - business representatives, who agree to cooperate with schools

32

Conclusions Junior Achievement-Young Entrepreneurship Path of Entrepreneurship Education offers practical “learning by doing� programs from preschools to college-level. Programs conform to and support the goals of education programs.

Students learn entrepreneurial attitude and working life and financial skills by doing.

Funded by European Social Funds

33

6.1.7. Women’s Entrepreneurial Problems after Consulting AND

Women’s e- Entrepreneurship

Organization that presented to Pyramid group:

Country observed: Greece

The Institute of Entrepreneurship Development

Field: Entrepreneurship

Summary/description: •

Women’s Entrepreneurial Problems after Consulting OBJECT: The diagnosis of the level of entrepreneurial spirit, the obstacles that they met when starting the business venture, the desirable professional situation and if their enterprising activities were an emanation of enterprising occasion that located or was led there by. and Women’s e-Entrepreneurship OBJECT: The investigation of Gender in relation to entrepreneurship on the internet and more specifically the diagnosis of obstacles that prevents or even deters women from their professional activation online.

Phases of development The project was materialized by the Center for Consulting and Orientation of Larissa, the Office of School Professional Orientation of Agia, Platikambou, Sikouriou and the Institute of Entrepreneurship Development in the frame of the Operational Programme for Education and Initial Vocational Training and the actions for upgrading the Center for Consulting and Orientation – Offices of School Professional Orientation and the foundation of new ones.

Conclusions

The Institute of Entrepreneurship Development in the frame of the project conducted the following: • Study based on questionnaires for “Women’s Entrepreneurship” and • Research with the subject “The Obstacles of Women’s Entrepreneurship”

34

6.1.8. aSkills: Assessment of Social Skills for Better Possibilities for Employment

Organization that presented to Pyramid group:

Country observed: Greece

The Institute of Entrepreneurship Development

Field: Entrepreneurship

Summary/description: The ASkills aims to development of an assessment system for teachers/trainers, and others working with unemployed people and in particular with the aim to evaluate and accredit non-formal and informal education and training (knowledge, skills and competencies they have acquired through their experience).

Aims or targets The project will give the opportunity to assess the knowledge, skills and competencies they have received informally through work, volunteer work or through talent over the years.

Conclusions The ASkills project will lead to the development of a database with necessary exercises for assessment of knowledge, skills and competencies that unemployed have and that not have been highlighted before. Further, the project will develop a system of assessment mainly around these steps: CV evaluation, assessment and feedback.

35

6.1.9. Study of the “Local economy and entrepreneurship in Thessaly”

Organization that presented to Pyramid group:

Country: Greece

The Institute of Entrepreneurship Development

Field: Entrepreneurship

Summary/description: The present study has as an objective the diagnosis of the economic sizes of the local economy and particularly those that are directly related with the development and promotion of entrepreneurship.

Phases of development •

The study was based on secondary data and statistics. The study was conducted in the time period between February and April 2006.

Conclusions It is an effort to imprint the existing situation for the local economy and particularly for the region of Thessaly. Specifically the study aims to: Appoint of the existing situations with regards to the basic economic size of the region of Thessaly and to record of the dynamic sectors of the local economy.

36

6.1.10. Transnational cooperation between student cooperatives

Organization that presented to Pyramid group:

Country: Spain

Valnalon, -Ciudad Tecnológica del Valle del Nalón S.A.U

Field: Entrepreneurship

Summary/description: This programme for Secondary Schools is named EJE (Empresa Joven Europea). EJE aims to help secondary school students to develop enterprise capabilities and personal skills which would be really useful in their personal and working life as well as promoting the use of ICTs and foreign languages as means of communication.

Phases of development It was first implemented three years ago since then it has grown into, a programme in which last year 14 different schools of our region got involved in an experience of International Trade with schools in Sweden, Mexico, U.S.A, Germany and Scotland. The contents of EJE are developed throughout a full academic course and can be perfectly fitted into the curricular contents of subjects such as Economy and Life Skills.

Conclusions With its Learning by Doing approach EJE aims to be an alternative and innovative programme that helps both students and teachers to work in a very different way. In order to make this easier we have published a teacher’s and student’s book that can be used as a guideline throughout all the different stages of the project. In this sense, EJE proposes the creation of an import/export company to schools located in different countries of the world.

37

6.1.11. Branding in Youth workshops and cooperatives

Organization that presented to Pyramid group:

Country: Belgium

WEB vzw

Field: Entrepreneurship

Summary/description: The Belgian youth workshops have created their own separate brand “de Kringwinkel”and sell their recycled and upcycled items under these brand names.

The brand is used by several workshops and recycle centers all around Northern Belgium and stands for quality. They sell from furniture to clothes and have signs, logos and ads.

Objectives: 1. Creating sustainable employment for low-skilled people and jobseekers 2. Protection of the environment by reusing goods 3. Selling quality second hand goods to a fair and affordable price.

Avoid waste and encourage environmentally responsible production and consumption, promote reuse. reuse centers, recycle waste or care that materials are used in closed cycles, and recover waste: In practice, this often comes down on energy applications.

Remove waste in a responsible manner.

Phases of development •

May 1994: ° KVK (umbrella of Flemish Reuse centres) o Represent sector o Influence policy makers o Training and education o Advice for sector (e.g. EFQM quality model)

38

•

June 2002: ° label “De Kringwinkel” (the Reuse Shop) o = introduction quality label + brand o Uniformity in terms of communication, corporate identity and marketing strategy

•

2008: KvK - Komosie (not only reuse centres, “energy pruning” companies as well o Komosie supports the Kringwinkels in their o communication, marketing, special actions, visibility, store o image, image and corporate identity.

Marketing Strategy: Every 3 year: new communication campaign Campaign 2013 -2015 focus on: • Buyers • Bringers • New baseline (at least 10 years): “wie kringt die wint” Who “krings” wins.

• Improve image (not traffic like former campaign) • Bringer and pick-up clients “giver” • Giver manual • Sector movie • Leaflet • Roadmap to set up local image campaign • Campaign on radio • Introducing new baseline

Conclusions The brand recently opened its 125 shop. The Kringwinkel grows and continues to specialist recycling. The income and recycling in terms of kg for the shops have been constantly improving. The branding also helped to create corporate identity and collaboration between the shops and gave them advantages with stakeholders.

39

6.1.12. Activity cooperative – Starters Labo

Organization that presented to Pyramid group:

Country: Belgium

Sociale Economie Oostende vzw

Field: Entrepreneurship

Summary/description: Becoming entrepreneur in a cooperative way. The aim of the StartersLabo is to support and to guide unemployed people who dream of / are passionate about being an entrepreneur through group workshops, individual coaching and room for experimenting.

It offers unemployed people who want to start a learning path of self-employed activity tailored to 18 months using their status of job seeker and retain entitlement to unemployment benefit.

This is a project tailor made coaching to get entrepreneur in a protected environment.

The entrepreneurs check the feasibility of their business model and get financial and professional support during the 1,5 year.

Phases of development The customers get support through • group workshops: 10 workshops • individual coaching: 1,5 hours per month in part II • safe room for experimenting: • sales & purchases with our VAT number • no financial risk: unemployment allowance • full dedication to building a business: no more obligations from Civil Service Employment (RVA) and Flemish Employment Service (VDAB)

40

Conclusions StartersLabo is accredited by the National Council for Cooperation , not for profit, but a social purpose It puts profit as a means, not an end.

It distributes max profit of 6% of contributed capital as solidarity contribution, allocates rest back to members. Gives democratic decisions to participants/ customers.

It is independent: gets grants but it is not a government agency. Cooperation and sharing of expertise with other cooperatives instead of competition

41

6.2. Innovative Learning Environments 6.2.1. Youth Workshops

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Innovative Learning Environments

Etelä-Pohjanmaan pajoilta urille

Summary/description: Improving cooperation and knowledge between Youth workshops and the VET. In this project we will be developing a system that student can study in workshop and get education by doing and learning

Phases of development •

Before student start the practice there must be an agreement with the teacher and/or the workshop coach what will be done and how can help be given. Everything must be based on curriculum. Then student starts the studies.

Problems to pay attention to when developing the different stages • • •

Some students don`t like or can’t sit in the classroom and study from books.

Some students like to learn by doing.

For these reasons, many of these students would stop their studies and unfortunately they have big danger of losing their way and marginalization.

Studying in Youth workshops might be a good choice for students with lack of motivation, social and health problems, learning difficulties, etc.

42

Conclusions You can study these modules in the Youth Workshops: • • • • •

Metalwork and Machienery Hotel, Restaurant and Catering Services Household and Cleaning Services Business and commerce Wood Processing

Funded by European Social Funds

43

6.2.2. RealEvent

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Innovative Learning Environments

SeduEvents

Summary/description: SeduEvents project’s main aim is to arrange events at the Vocational Education Centre Sedu. It also involves the students to act with the co-operation of partners at their events and simultaneously learn event production areas on a real event bases. The event production models produced at the project are to be used at the different Sedu locations.

RealEvent practice provides Event production areas for learning in an authentic environment.

Aims of the practice • • •

Implementation of Master-apprentice model in partners’ events To create networks with the regional event producers and get work opportunities for the students in local events enable the students to study modules performing in a real event

Conclusions SeduEvents is a project that started in October 2011. It has held 25 events with the participation of 1640 students and 6 new partners. Genuine skills demonstration in the event environment and offer students the opportunity of completing a skills demonstration Funded by European Social Funds

44

6.2.3. OwnEvent

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Innovative Learning Environments

SeduEvents

Summary/description: SeduEvents project’s main aim is to arrange events at the Vocational Education Centre Sedu. It also involves the students to act with the co-operation of partners at their events and simultaneously learn event production areas on a real event bases. The event production models produced at the project are to be used at the different Sedu locations.

OwnEvent practice organizes student designed and implemented events

Aims of the practice • • • •

allows event design and production as part of to the study course. aid students to perceive the importance of their own work performance and event production as a whole. create situations where students to meet and networki Aid students’ ideas and give them opportunity of implementing their ideas

Conclusions Some of the events were annual SeduFest in which students from different study fields organized while practicing their vocational studies in a timely fashion.

The added factor of realizing an event gives them the concepts of urgency and communication skills and collaboration with other fields.

Funded by European Social Funds

45

6.2.4. Event Manual

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Innovative Learning Environments

SeduEvents

Summary/description: SeduEvents project’s main aim is to arrange events at the Vocational Education Centre Sedu. It also involves the students to act with the co-operation of partners at their events and simultaneously learn event production areas on a real event bases. The event production models produced at the project are to be used at the different Sedu locations.

EventManual - To produce the event production business models in schools campuses.

The event organization starts with these questions: For whom and in what place? Once these questions have been answered, we can start to design the content of the event, and event production. The event, the target group can be either students or according to your institution can also be from the nearby area high schools or secondary schools students. The target group delimitation affects the nature of the content of the event.

Event content must therefore be interesting enough that students can be intrested in the model. Event planning is a good for setting up brainstorming sessions where you can throw the jungle of ideas. The ideas are easy to be trimmed later to realistic and budget feasible.

This guide has been collected about the organization of the events in general, as well as information about the events that SeduEvents project organized during the project.

46

Aims of the practice • • • • • •

to provide material for the production as support of the event strengthen the communication of chain activities in the events... produce models of event production of various organizational structures arrange school events in the school environment as a teaching setting the planning and implementation of the events excites the students and noticeably improve their study motivation. event production project activities to teach interpersonal and networking skills and accumulate empirical knowledge about what various areas of event management can be involved and how they are interrelated

Conclusions Events as a learning environment, creating a great opportunity to network with different fields and campuses. When organizing events, a diverse range of professionals getting trained in various study fields in Sedu was needed.

Funded by European Social Funds

47

6.2.5. Birley Fields Education Impact Group” – Regional Development group

Organization:

Country:

Birley Fields Education Impact Group

United Kingdom

Field: Innovative Learning Environments

Summary/description: Birley Fields Impact Group has four different groups Youth and Adult Education, Sustainability and Environment, Health and Well-being and Employability. It is under the umbrella of Regeneration are Development Authority of Manchester.

The education impact group is targeting to create synergy, coordination and integration between the Manchester area’s educational entities. Its members are Manchester Metropolitan University’s Dean of Faculty of Education, Manchester Academy’s Deputy Principal, Webster Primary school’s head teacher, MMU’s Widening Participation Officer, Manchester City Council’s Regeneration Co-ordinator, Centre for Urban Education’s schools coordinator, MMU Youth and Community Director, Education and social research institute, Manchester Adult Education Service’s District Development Manager and MMU’s Public Engagement Manager. The main impact of the group is to develop the new campus’ effective use and optimal use of the facilities as widely as possible by the community and the educational organizations.

Education and aspiration • • • •

Qualifications School attainment Participation in higher education Aspiration towards continuing education.

48

Phases of development •

•

•

•

Manchester Metropolitan University’s plans for a new community campus were approved in principle by the City Council’s Executive in June 2009. Planning permission for Birley Campus was granted on 30 June 2011.

The rationale for this major investment in Hulme is that it not only delivers the more obvious outcomes for MMU (for example consolidation of teaching and learning into one location; improved access, design and performance) but delivers significant wider economic benefits to the city and its communities.

Specific objectives were to: Establish the key social, economic and educational characteristics of the two wards as part of a baseline profile that can be revisited in the future to measure the actual impact of the Campus. Set out a plan to assist in capturing and maximising the beneficial social, educational; regenerative and economic impacts of the new campus and the investment and expenditure it generates for the area.

MMU Partnerships with primary and secondary schools are well established and have strengthened as the Birley campus has developed. This work in Hulme and Moss Side has benefitted local schools as well as offering professional development for MMU students.

Conclusions The interaction between organization and cooperation level between the educational stakeholders was very impressive. They are also working a database, central calendar for all the events, courses, meetings, so all of the interested parties can see them, and it will have wider participation. They are exploring funding opportunities for this. They are planning to combine all 4 groups’ activities on this one map/database.

Educational impacts – the impact on the educational achievement and aspirations of local residents, including the potential to encourage more young people to remain in education longer and for adults who may have under achieved or left education early to re-engage and gain more qualifications.

49

6.3. Student Wellbeing 6.3.1. Orientation studies in Sedu

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Student Wellbeing

Monimuotoiset opinpolut

Summary/description: Goals for launching the orientation studies in Sedu can be summarized as: • Engagement of students to studies • Prevent drop out • Develop good links and spirit inside the group • Development of study skills • Explore the future occupation

Contents • • • • • • • • • • •

Orientation to the School (including curricula, job training, skills demonstrations, computer, library, student office) initial level tests Self-knowledge, learning styles and methods, study technique in total.

Team-building, Making Friends Day, NY-camp, good habits, smoking and drugs, Vocational Education Centre Sedu’s rules and guidelines (student guide), the student union demonstration, Dormitory Affairs information about the study place Getting to know the profession, feedback from students and stake holders

50

Points to pay attention to when developing the different stages The studies use skills tests (dyslexia and maths), Self-knowledge assessment: tasks and tests learning skills assessment and assistance: knowledge and tests and offered Group games and camps (so students could get to know each other).

Conclusions Contents of the orientation studies included answers to questions as where I am studying by giving information about Sedu, the students’ study programme and surrounding area. Orientation pack also includes information about what is expected of the students during their studies and in the dormitories. Such as good manners, Sedu rules, safety regulations Health and well-being (sleeping enough, the dangers of smoking, alcohol and drug consumption), information about passport for working ability and Student union and future vocation and career path (through events with visitors, Entrepreneur camp etc.) http://moop.sedu.fi/Sedulaisen-orientoivat-opinnot Funded by European Social Funds

51

6.3.2. Language test for entrance to VET

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Student Wellbeing

Monimuotoiset opinpolut

Summary/description: This language test is for all applicants to Sedu whose mother tongue is not Finnish and it is is organized before granting a student place. The applicants are invited to the test by mail or phone. And they have to confirm if they are participating in test. In the invitation they are told about the time and place of the test. This information can be also found from Sedu’s website.

Phases of development At Vocational Education Centre Sedu teaching and instruction are for the most part given in Finnish. Sufficient language competence is necessary for succeeding in studies (lessons and on-the-job learning) and observing safety at work regulations.

The test has 4 parts which are: • listening comprehension (1 exercise) • reading comprehension (1-2 exercise) • written assignments (1-2 exercise) • interview.

The whole test duration takes around 2–3 hours. Participants have to be ready to wait for their turn to the interview. 2-4 persons are needed in arrangements of the test.

Points to pay attention to when developing the different stages Applicants who fail the language test, which is about 20% of the whole, are instructed and guided to Finnish language studies or other transition point studies. It is been observed that the applicants whose Finnish language skills are tested and passed, have high motivation to study and less likely to drop off.

52

Conclusions The language test is evaluated on the scale pass/fail. A failed test can be taken again during the next joint application system. Only passed test gives a study place. This test is evaluated as a whole but at least 4 part of the test have to be passed. Half of the points are needed to pass the test. Those who take the test are given an opportunity to know about their test results. Information on the date of the test result is given to the applicants on the testing day. But, Comprehension-papers are not given to applicants.

At the moment every vocational school in Sedu use national language test, coordinated by National Board of Education.

Funded by European Social Funds

53

6.3.3. Jeesitupa-Help House model

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Student Wellbeing

Monimuotoiset opinpolut - Diversed Study Paths

Summary/description: Is designed as students’ workplace, where they can spend time during the recess, or after school while waiting for their ride back home, or before lessons if bus comes too early.

There are enough computers (and printers) which students can use freely, or they can just relax and hang out in the sofas.

The aim is to create a friendly environment for the student and create synergy between the school and the student. Make the student feel at home in the school.

Function Vocational counsellors / or special teachers and vocational coaches are guiding students in Help house during lessons or after school. Generally, when the student and counsellor are in Help house after school, they study and help with the school tasks in which student have problems with. Often the counselor also helps the student to do the tasks which have not been done, because student has been unable to do them by himself.

Conclusions The main idea is to create an open, relaxed study atmosphere and limit the stress and negativity attached to formal school environment. This might help some students that had problem with negative past experiences.

Website: http://moop.sedu.fi/ Funded by European Social Funds

54

6.3.4. KesäJeesi – Summer House at the School

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Student Wellbeing

Etelä-Pohjanmaan pajoilta urille

Summary/description: Opportunity to improve professional skills during summer time in the educational institution but outside of the normal teaching activities.

• • • •

Summertime work in school buildings.

You can either be a trainee in Sedu, or work as an entrepreneur in cooperative.

Opportunity to get your own profession’s work straight after graduation.

Career counseling available for the participants.

KesäJeesi activities had been piloted in Vocational Education Sedu in the summers of 2010, 2011, 2012 by Etelä-Pohjanmaan pajoilta urille.

Aim of KesäJeesi is maintaining the skills of young people and giving them the practical work / other experiences in their studies.

Phases of development • •

• •

During basic operations the young is not employed by an educational institution.

Career advisor will support participants in making further plans related to employment and to provide individual guidance. This may also include company visits.

Young person can come by their teacher or guidance counselor, or by themselves.

Students do not need to fill out a separate application.

Website: http://pajoiltaurille.sedu.fi/ Funded by European Social Funds

55

6.3.5. Use of outdoor activities to improve student’s welfare

Organization:

Country:

Technical School Center of Nova Gorica

Slovenia

Field: Student Wellbeing

Summary/description: Technical college study process takes place in several different programs that are suitable for young people and adults. Studies are focused on the acquisition of practical knowledge and experience. Students can therefore use their experience and knowledge, and the latter is upgraded with practical work in laboratories and businesses.

School counselors accompany students on entry to secondary school until the completion of their education at the school. Collaborate with students, parents, teachers, managers and external institutions in order to guarantee a better quality of life of students at the school.

Students, who did not choose an educational program or occupation in accordance with their personality traits, interests, or skills receives advice on conversion to other educational programs.

School counselors assist students with educational, disciplinary or personally disturbed and involved in the imposition of educational measures. In learning difficulties can offer assistance in developing effective strategies, methods and techniques of learning.

Counselors inform students on further education and employment opportunities and assist them in seeking and obtaining scholarships.

They organize and carry out preventive activities and coordinate procedures for acquiring the status of cultural and researcher, which allows adjustment of the liabilities.

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Conclusions Counselors with the support of school management arrange out of school activities for developing further ties with students.

The counselors specially attend that the activity should be an exciting out of ordinary activity that can cause the student to break out of his/her comfort zone and create a bond between the team/ study mates and the councillor. They recommend extreme sport activities such as mountain climbing, cross country motor biking, rafting, etc.

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6.3.6. Mentoring – Outreach programs

Organization:

Observed in:

Manchester Academy, Manchester Metropolitan University

United Kingdom

Field: Student Wellbeing

Summary/description: Manchester Academy Students, who are chosen by the heads of the departments, are matched on a one to one basis with a mentor and will be in contact with them over a nine month period. The programme aims to help students with their math, English and science skills.

The mentors are chosen and trained by the Manchester Metropolitan University Faculty of Education from its students. MMU sees this is a first step to enter the teaching career for its students.

In a similar way top Manchester Academy students mentor the local Primary school’s students.

Conclusions Mentoring gives invaluable experience for both mentee and mentor. It rewards the good student and help them to focus with the studies, and also highlight higher education goals and makes these goals tangible and achievable. Meanwhile, Manchester Metropolitan University students get their first step into teaching profession.

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6.4. Career and Study Guidance 6.4.1. eTaitava

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Career and Study Guidance

SeDuuni - osumaa työhön

Summary/description: eTaitava is a tool for communication between teacher, student and workplace trainer during on-the-job learning periods. Daily issues of the learners are communicated by asking them questions that are prepared in advance and passed on curriculum. The answers of the students are saved in the eTaitava database from which the teacher can follow the course of on-the-job learning period by following different types of reports.

eTaitava enables: •

•

•

•

Focusing of the guidance of the learners towards better support for the vocational skills demonstration: o The questions targeted for learners and workplace instructors are prepared by using the evaluation criteria of the vocational skills demonstrations as a reference.

The documentation of the data o Comparable data on general labour market skills, occupational safety and instruction on the work places for the purposes of developing the education provision.

Guidance – not limited by time and space o The teacher can quickly check out the answers of whole group and contact the ones in need of more specific guidance. The workplace instructor can give feedback on the students in the moment most convenient for him/her.

Teaching a new technique and a way of reporting o One of the goals of vocational education and training is to provide the students with skills, knowledge and competences necessary in meeting the needs of information society.

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Points to pay attention to when developing the different stages The types of questions used in eTaitava are Questionnaires, Open questions, multiple choice questions, Likert Scale/Selector –questions, and at the end you receive a summary of results with graphics.

Conclusions eTaitava supports students’ learning process during their stay in working life. It assists teachers to control of on-the-job training periods by giving on-line tools for monitoring, guidance and collecting systematic assessment information. It provides instant feedback and quick exchange by making results more visible, documentable and easy to analyze.

Website: http://seduuni.sedu.fi/ Funded by European Social Funds

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6.4.2. SeDuuni –activity models

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Career and Study Guidance

SeDuuni - osumaa työhön

Summary/description: o TosiDuuni / RealJob In RealJob the starting point is to support learning by working life related teaching methods. The aim is to bring the teaching out of the classrooms to real working environments and teach and learn some of the vocational subjects there. o EtäDuuni / DistantJob In DistantJob –model the students are working for their employers by producing an item or service in distance. The work of the students is supervised by their teachers at school or at home of the student. The teachers are representing the customer/company. This model can be applied both for individual students and for the groups of students at the same time. o Asiantuntijapaneelit/Expert Panel Sessions Informal and discussion meetings in which the expertise of working life representatives is available for acquiring knowledge on current trends and knowledge on specific professional fields. Expert panel consists of teachers and students as well as representatives of working life.

Conclusions To achieve the goals of improving the working life skills of the students, supporting the working life in developing the skills needed in tutoring which is especially important for the learning periods of the students in companies, the project implemented cooperation projects Funded by European Social Funds

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6.4.3. Models for training of Work-placement Coaches

- työpaikkaohjaajakoulutuksen malleja

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Career and Study Guidance

SeDuuni 2

Summary/description: Finnish National Board of Education recommends, that as many workplace instructors as possible should graduate from workplace instructor studies (3 credits). The training includes items like familiarization, instruction and assessment of student during onthe-job learning period In SeDuuni2 project training has been organized by the cooperation with other specialists as; vocational studies teachers; other projects’ workers; and special needs teachers.

Workplace instructor training can be carried out either as Studies with 3 credits in its entirety (include both general and field specific studies for workplace instructors) or Studies with selected content depending on participants’ needs, mainly 1 to 2 afternoons training, and usually main item is the assessment of vocational skills demonstrations.

Phases of development Workplace instructor training studies are with 3 credits and it consist six modules with main items: Module 1:

Basics of on-the-job learning, and education system

Module 2:

Work safety in learning environments, familiarization in the beginning of on-the-job learning period Qualification requirements, school-specific curriculums, on-the-job learning Different learning skills, instruction of student during on-the-job learning period, students with special needs Vocational skills demonstrations Seminar that includes conclusion of studies and handing out the diplomas

Module 3: Module 4: Module 5: Module 6:

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Points to pay attention to when developing the different stages • • • • • • • •

Feedback and its significance (to student and from student) Vocational skills demonstration: planning, executing and assessment Assessment of learning Assessment of vocational skills Cultivation as a workplace trainer Different learning skills Coaching of student during on-the-job learning period Students with special needs

Conclusions The project results and good practices are utilized by all Sedu units, teachers, education support staff, and management, as well as partner companies, job supervisors, and stakeholders. The project results and best practices are also utilized nationally and internationally.

Website: http://www.sedu.fi/seduuni2

Funded by European Social Funds

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6.4.4. Työelämäyhteistyön kehittämisjaksojen toimintamalleja

- Working life experience periods for teachers

Organization:

Country:

Vocational Education Centre Sedu

Finland

Field:

Project:

Career and Study Guidance

SeDuuni 2

Summary/description: The experience periods are designed to be between 2 weeks up to 2 months.

During the period teacher works at her/his own vocational field’s workplace as a project employee, meanwhile a substitute teacher takes care of teaching in her/his place at the school.

During this period teacher’s main task is to develop a school – work place partnership.

But also teacher works as a regular worker at the work place. By implementing these periods project targeted to support and promote the quality of work-based learning and workplace trainers’ assessment skills, and improve assessment practices.

Conclusions This period helps teacher to update and deepen her/his own vocational skills and knowledge. 28 teachers participated in the periods between 2 weeks to 2 months.

Funded by European Social Funds

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6.4.5. Opportunities to work with the business partners

Organization:

Observed in:

Manchester Academy

United Kingdom

Field: Career and Study Guidance

Summary/description: Pinsent Masons, Law firm, has been working in partnership with Manchester Academy since 2007 to support the school in raising academic achievement and students’ wider aspirations. The partnership focuses on two principal strands; career mentoring and reading and math support.

Phases of development The most important component of the mentoring programme is that students are paired with an employee, who alongside the student commits to the programme for the full school year. This ensures a level of continuity and commitment on both sides.

Mentoring sessions include a mix of visits to the school and sessions at Pinsent Mason’s offices. The reading and maths programmes operate through a dedicated team of volunteers who attend the school on a weekly basis (maths) and at stipulated regular intervals (reading) in term time.

Conclusions Pinsent Mason’s Staff from across departments participate in the programmes and new recruits are encouraged to come on board via “recruitment drives” and new staff inductions. The partnership with Manchester Academy breaks down barriers, encourages greater interaction and increases staff motivation and retention.

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7. Working Seminar – December 2013 Pyramid project had organized a working seminar at 10.12.2014 in the Vocational Education Center Sedu, Seinäjoki.

The main target of this seminar was to disseminate the results of the Pyramid international workshops and both our Finnish participants and our foreign partners’ good practices to a broader audience.

The working seminar had been organized with cooperation with the SeDuuni2 project.

The seminar started by the presentation of the details, targets and the history of the Pyramid project by the project coordinator Özerk Göker. This section was followed by the presentation of each individual workshop. The presentation was done by project teams who have been involved in each workshop. The presentations were focused more the good practices explored by the Finnish partners, and the effect of the Pyramid project in their work and possible future use and further development of these afore mentioned good practices and experiences.

After the conclusion of the presentations the seminar participants were divided to 4 groups and take turns in participating in 4 themed Learning Café Event.

The aim of the Learning café was to get the feedback from the participants on which of the good practices explored abroad by the Pyramid teams create more interest and attention; and how can those good practices and methods be implemented in to the education in Vocational education Center Sedu and more widely in our region South Ostrobothnia.

We have divided the good practices of our foreign partners in to 4 themes and each discussion has been moderated by one expert who had been a member of Pyramid project team.

They have shared their experiences in these themes and also shared their personal observations during their time in the Pyramid workshops.

These themes were: • • • •

Entrepreneurship education methods Possibilities in Youth workshops and cooperatives Tools for the student welfare Educational environments outside of the school

We have narrowed each theme’s good practices to 2 – 3 so we can use the limited time optimally.

•

Good practices regarding the Entrepreneurship education methods • Women’s Entrepreneurial Problems after Consulting and Women’s e-Entrepreneurship • aSkills: Assessment of Social Skills for Better Possibilities for Employment • Study of the “Local economy and entrepreneurship in Thessaly”

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•

Good practices regarding the Possibilities in Youth workshops and cooperatives • Transnational cooperation between student cooperatives • Branding in Youth workshops and cooperatives.

• Activity cooperative – Startes labo

•

Good practices regarding the Tools for the student welfare • Use of outdoor activities to improve student’s welfare.

• Recruiting students with problems to VET

•

Good practices regarding the Educational environments outside of the school • Opportunities to work with the business partners • “Birley Fields Education Impact Group” – Regional Development group • Manchester Mentoring – Outreach programs

For more information about these good practices you can refer to the Section 6.Selected Good Practices from Finland and abroad.

Opinlakeus Messu, Seinäjoki 2013

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Feedback Some of the feedback we have received from the seminar and Learning cafĂŠ participants for each themed discussion can be summarized as follows:

Entrepreneurship education methods

Possibilities in Youth workshops and cooperatives

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Tools for the student welfare

Educational environments outside of the school

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8. Spring 2014 – Piloted Good Practices In the extension period of the Pyramid project between 01.01.2014 – 31.07.2014, the main target was to disseminate the findings of project participants during the time period between 01.04.2012 and 31.12.2013.

Throughout Pyramid-ESR project we have disseminated the most important results and good practices that we have achieved in our seven projects, which have been funded by European Social Fund. This dissemination was mainly done by organizing international workshops and related activities in and out of Finland, during spring 2012 and fall 2013.

Base on the findings from working seminar, three main themes and good practices have been selected to pilot for the future use in our region and in Vocational Education Center Sedu.

These good practices were: 1.

Youth Workshop development possibilities

In the Pyramid project’s first and second workshops, our group had the opportunity to experience the branding, and upcycling good practices done in Belgian youth workshops.

Pyramid project arranged a pilot cooperation between Youth Workshops Junki from Kauhava and Käks Kättä from Seinäjoki and the textile students and teachers from the Sedu’s Pappilantie, Ilmajoki campus.

Before the pilot has launched, the idea has been presented in the South Ostrobothnia Youth Workshop forum’s meeting and been discussed with the workshop representatives from the region. This helped us to focus and identify what practice to implement. At the same time it helped Pyramid project to identify the interested parties and coordinate the activities related to the practice.

Due to the study schedule and available teacher and students in the before mentioned groups were able to participate in the activity; other groups and teachers showed interest in participating future cooperation projects in the future. After the South Ostrobothnia Youth Workshop forum’s meeting; Pyramid project coordinators have visited the interested parties and photographed the existing conditions of the youth workshops. We have shared these conditions such as sewing equipment, materials to be used, and details regarding the limitations and the possible price and cost restrictions with the students and teachers from the Sedu’s Pappilantie, Ilmajoki campus.

On the following step the students, teachers and Pyramid workers have visited the Youth Workshops Junki from Kauhava and Käks Kättä from Seinäjoki and explored the circumstances first hand, and obtain samples. After three weeks students hold a show for the Workshop

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representatives and presented their newly designed products and discussed the details and the technics to manufacture the new products.

All the groups have prepared a photographed showcase diagram on how to replicate the product. One product a sewed carpet designed from recycled pieces of other carpets, has been chosen by Youth Workshop Junki from Kauhava and students prepared a booklet and add more design ideas and improvements with more photos.

Both the Youth workshops and the Sedu’s Pappilantie, Ilmajoki teachers impressed interest in continuing the practice futher in the following year.

2.

Mentorship activity During our workshop in Manchester,United Kingdow we have observed strong use of tutoring and mentoring in different levels of education. In our extension period we have piloted a Mentoring School for Preparatory training for vocational education students.

The main target was to familiarize these students with the concepts of mentoring and prepare them to be mentors of the future Preparatory training for vocational education students during (Seduviikko) the trial periods in the vocational education.

The pilot was done with the Sedu Lapua’s Preparatory training for vocational education students and with the cooperation of their guide.

The pilot Mentoring school was done in 6 hours and included theoretical information about mentoring, parallels from students’ own study and daily life, tests about learning type and analyzing the results of these tests. We have tried to find answers with the students to the questions such as: • • • • 3.

What is mentoring?

The beneficiaries and success factors of mentoring The characteristics of a good mentor Secrets of a successful mentor Awarding of innovative learning methods and environments

When we have disseminated our ESR projects in Slovenia we have noticed the importance that our international partner gives to the role of real life experiences in education. To assess the existing good practices in this field; Building a Pyramid project has arranged an online competition.

We have asked the Sedu students and teachers if they are studying or teaching in a striking

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new way of teaching method as a part of their studies. We have received many replies from various study programmes from different parts of Sedu.

The election committee decided to award “Elective studies module: Nations and targets studies, volunteer work and organizations” from Koskenalantie, Seinäjoki Campus. Students under the supervision of the teachers Elina Toivonen and Riitta Luoma produced rag dolls from recycled material, sold them and the earnings were send to UNICEF’s Vaccination program for the children “Ragdolls to save kids program.”

The reason for the choice is underlined as the module to have Social responsibility and innovation perspectives. The use of recycled material also added the sustainable development, project operations, sales and marketing experiences also stood outs for this module during the election process.

Election committee also recognized following:

- Ilmajoentien Pappilantiellä implementation of annual theme event ”2014 – Mexico week” - Lapua, Multilayered Tourism project work

In total, we have received 11 answers from different parts of Sedu; these answers were: 1.

Campus: Koskenalantie Basic Qualification: Practical Nursing Part of the study: 10 credit optional / Perioperative Nursing Teacher: Terhi Haapala Description of studies as experiential activities: Powerful study visits obtained by 4 weeks of perioperative nursing by a full comprehensive information pack. Theory classes with diverse learning methods, practical lessons are great encouragement and guidance.

2. Campus: Koskenalantie

Basic Qualification: Practical Nursing

Part of the study: 10 credit optional / Perioperative Nursing

Teacher: Kaisa Pohtola

Description of studies as experiential activities:

Powerful study visits obtained by 4 weeks of perioperative nursing by a full

comprehensive information pack. Theory classes with diverse learning methods,

practical lessons are great encouragement and guidance.

3.

Campus: Koskenalantie

Basic Qualification: Practical Nursing

Part of the study:

Teacher: Pasi Jaskari

Description of studies as experiential activities:

Case study type exercises (First care), Virve

communication with toy cars, MOPO:

Tag patients- modifying tags for the changes

in the patient’s condition

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4.

Campus: Koskenalantie Basic Qualification: Basic Qualification for Social and Healthcare Part of the study: Voluntary elective studies: “Elective studies module: Nations and targets studies, volunteer work and organizations” 2 credits Teachers: Elina Toivonen ja Riitta Luoma Description of studies as experiential activities: Students under the supervision of the teachers Elina Toivonen and Riitta Luoma produced rag dolls from recycled material, sold them and the earnings were send to UNICEF’s Vaccination program for the children “Ragdolls to save kids program.”

Their procedures for the dolls were ordered from Unicef. Then placed in sewing machines and sewn using recycled materials. When the dolls were finished, the students sold them at the school on Maundy Thursday. Students took care of marketing themrselves. In addition, they wrote a newspaper article. 130€ incomes were generated and used to provide vital vaccinations for one child in a poor country. “This doll to save the child.” There were 10 students in the group.

5. Campus: Kurikka

Basic Qualification: Cooking

Part of the study: Personal restaurant services

Teachers: Sari Koivuporras / Sari Penttilä / Päivi Rantamäki

Description of studies as experiential activities:

Pop up Restaurant at 17.5.2014, theme was” return to 80s” and it was done by with

the staff of 23, in which 19 students and 3 teachers. Event was not a part of the study

representation, but the first and second year students make vocational skills demonstrations.

The event will be organized in the future. A similar event was not organized in

the past.

6.

Campus: Ilmajoki, Pappilantie Basic Qualification: Arts and Crafts field Part of the study: associated by various study fields and modules Teachers: Whole faculty of the campus Description of studies as experiential activities: Every year Sedu’s Pappilantie a Cultural Theme of the year event is carried out. This year theme was Mexican culture.

Year’s theme is being worked by each of the artisans’ modules. It is implemented by the participation of all the specializations (décor and space, special paint and surface, renovation and restoration, textiles, role-playing and theater costumes). The ideas of community, team learning, experience, networking, and project-based learning is carried by the event.

7.

Campus: Rastaantaival Basic Qualification: Department Secretary Teacher: Ulla Ollinkoski Description of studies as experiential activities: We made everything fun in class. For example students watch “once upon life”.

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8.

Campus: Kurikka Basic Qualification: Design and embroidery Part of the study: Entrepreneurship studies Teacher: Tuulikki Lahtinen Description of studies as experiential activities: Students had the opportunity to do work for customers under cooperatives and YE-companies. They learned customer service skills in real life conditions under the guidance of the teacher. They have received pay for their work. Rather than regular studies, they had obtained good practice in entrepreneurship, and the precious touch to the world of entrepreneurship.

9.

Campus: Ilmajoki, Ilmajoentie Basic Qualification: Maatalous Part of the study: Apprenticeship Teacher: Kimmo Nissinen Description of studies as experiential activities: Apprenticeship in Ireland

10.

Campus: Lapua Basic Qualification: Basic Qualification for Tourism management Part of the study: Event management / Tourism service implementation Teachers: Raija Ilmasti-Koivisto ja Leena Korpi Description of studies as experiential activities: The studies are carried out as much as possible with the proper working life and project cooperation.

Throughout these students will gain experiences and responsibilities that taken from the right events and events management. For example; Joupiska Soi children’s event at 22.05.14; in this event students received experience from a multi layered, fast paced event, and how much background work is needed and post-work needs to be done for a successful event.

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9. Benchmarking Trips: 9.1. Observations about learning outcomes 9.1.1. United Kingdom

Pyramid-ESR project has organized a benchmarking trip to England in 22-24 October 2014.

The Visiting group consisted of Özerk Göker, project coordinator of Pyramid ESF project, Jarmo Lamminmäki, Director of Education, School of Business, Customer Care, Anne-Kaisa Alatalo, head of JOBI 3 project and Curriculum Coordinator, Core Subjects, Raili Kurki, Social and Healthcare Senior lecturer, Teija Olkkola, Curriculum Coordinator, and Visual Arts and graphic design teacher and, Margit Pirjamo, Curriculum coordinator and Hair Dressing teacher.

During the trip the Finnish group has visited two organizations: • Vocational Training Charity Trust in Eastleigh VTCT is a Government-approved awarding organisation which has awarded qualifications since 1962.

It has been at the forefront of developing the vocational system of qualifications in the UK. Its qualification packages include: • • • • • •

Hairdressing & Barbering, Beauty Therapy, Complementary Therapy, Sport & Active Leisure, Hospitality & Catering, Business & Retail and Learning & Development.

With more than 800 approved centres, VTCT has a list of centres throughout the UK, Ireland, Italy, Malta, Cyprus, Kenya, India, South Africa and Australia.

VTCT is a charitable organisation and its main activity as an awarding body is also its first charitable objective; to develop and provide high quality education and qualifications for the service industries.

VTCT is involved in many of the new initiatives being introduced into the education system, including the embedding of general education skills and onlineassessment.

VTCT qualification documentations and evidence files are structured to be easy for the students, working life associations, employers and trainers to follow.

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•

Highbury College in Portsmouth

Highbury College is a general further education college with 50 years teaching and learning experience around Portsmouth area. In 2011 the Office for Standards in Education (Ofsted) judged Highbury to be a Grade 1 outstanding College. Highbury College is a key member of the Gazelle Colleges Group - a group of 19 colleges committed to transforming further education through enterprise and entrepreneurship.

Learning outcomes of the trip: Observing the implementation of learning outcomes in vocational education in UK • How the British make education more visible?

• Paths before, during, and after the training • How the learning outcomes of the study units and the assessment steps be more approachable to students?

• Can we develop more simple and visual material to motivate the students and teachers in British model?

Here are some of the examples we have produced and disseminated after the trip:

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Vocational Qualifications in UK Not all vocational qualifications meet the national occupational standards (NOS), that are defined by the Sector Skills Council and the industry.

All accredited vocational qualifications are designed to help the learner acquire the necessary knowledge and skills for a particular job, progress in workplace or continue education.

Vocational qualifications have different levels, ranging from the Entry Level to Level 8 which are very similar to other qualification levels. For example, Level 2 vocational qualification is equivalent to grades A*-C in the General Certificate of Secondary Education (GCSE), while Level 3 is equivalent to grade A in the GCSE. Certificates, on the other hand, are awarded to learners with 13 to 36 credits which roughly equals to 130 to 360 hours. To get a diploma, a minimum of 37 credit points or 370 hours of learning are required.

The title of qualification thus reveals the size of training and learning but it typically also reveals the qualification level and the subject that was studied.

All vocational qualifications consist of units, each of which has a credit value that allows the learner to roughly predict how long he or she will need to achieve the desired qualification considering that one credit equals 10 hours of learning.

If we know that it takes 1 to 12 credits to receive an award, the learner will need from 10 to 120 hours for this qualification.

Credit points are the core of the Qualifications and Credit Framework (QCF), the national credit transfer system in England, Wales and Northern Ireland, and the Scottish Credit and Qualifications Framework (SCQF). Although the SQCF slightly differs from the QCF, both frameworks basically work the same when it comes to credit point accumulation and transfer.

But firstly, let’s see why credit points are so important.

The QCF and SCQF are based on units with each unit having a credit value and a level. One credit point represents about 10 hours of learning and since qualifications are awarded on basis of the amount of accumulated credit points, the learner can quickly determine how much time it will take to gain the desired qualification.

Credit points indicate the size of learning but they do not indicate its difficulty. As a result, credit points are often used with level descriptors which in turn reveal the difficulty of the qualification.

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All QCF and SCQF accredited awarding organisations have to comply with the criteria for awarding qualifications. These foresee three types of qualifications that are awarded on the basis of accumulated credit points: • • •

awards; to gain an award, it is necessary to have 1 to 12 credits certificates foresee accumulation of 13 to 36 credit points diplomas require a minimum of 37 accumulated credits

From the criteria for qualifications above, it is possible to calculate an approximation of the time required to gain a particular qualification considering than one credit equals 1 credit point. This means that an award requires 10 to 120 hours of learning, while a diploma takes at least 370 hours of learning. Since credits indicate the size, not the difficulty level, an award can be acquired at any level including Level 1.

Curriculum Funding Reform • Funding is now learner-led, not programme driven.

• Age of compulsory participation in education will be raised to 18 in 2015.

• Broader study programme OR traineeship approach offers more design-freedom for providers.

9.1.2. France Pyramid-ESR project has organized a benchmarking trip to France in 7-11 April 2015.

The Visiting group consisted of Özerk Göker, project coordinator of Pyramid ESF project, Director of Educations Jarmo Huttunen and Virpi Norja, Hellevi Alestalo Curriculum Coordinator and Senior lecturer of School of Business, and Customer Care, Jarkko Piikkilä Curriculum Coordinator and teacher in Construction Field, Petri Hänninen teacher in House Technologies field and Ulla Tiitu Preparatory instruction and guidance for VET teacher.

During the trip the group has visited these organizations: Cité scolaire Albert Londres Fields: Electric assembly, construction, wood works, metal works, customer service and administration It is divided in three parts: academic/technical/vocational studies with (2500 students/250 staff ).

•

• •

lycée professionnel (vocational studies), teaches 300 full time students on two levels (basic/ground with learning difficulties and intermediate) in four fields – 3 industrial : joinery/electricity/industrial control and 1 administrative: reception work.

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After their diploma, students can mix with the students from the technical part of the college to follow advanced technical/vocational courses at the college in joinery or home design / electricity and industrial control and several administrative courses.

There are also two courses for adults hosted at the college but run by a different board. They study leather-making goods and wielding.

The ground and intermediate students at the vocational college do 8 weeks of work placement per year. The students from the technical and academic college don't do any.

Lycée Pierre-Joël Bonté – Riom Fields: Construction, Pipe fitting, HVAC, Woodworks Approximately 1,000 students and Studies are dedicated to vocational courses related to the construction industry.

The school operates as a group with Gilbert Romme-school in Riom and vocational high school in Volvic, they can accommodate more than 1200 students.

Courses offered by the institution • • • • • • • • • • • • • • •

CAP coating applicator Painter CAP Charpentier wood CAP Thermal Installer Bac pro Technician Studies Building Option A: Studies and Economics Bac pro Technician Option B Building Studies: architecture assistant Bac pro Public Works Bac pro Technician cold and air conditioning Bac pro Planning and building finishes Bac pro Technician Installation of energy and climate systems Bac Pro Maintenance Technician energy and climate systems Bac pro Building Department: organization and realization of structural work Bac pro Technician wood manufacturer Bac pro-fitter Technician Joiner Bac pro Surveyor Technician - Surveyor Third preparatory class to vocational training

Lycée agricole de Marmilhat It is located near Clermont Ferrand, the EPL Marmilhat has 5 centers: 1.

2.

a school that welcomes 700 students of the 3rd preparatory classes, a training center for 300 apprentices,

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3.

4.

5.

a training center for adults that provides 140,000 hours trainee a farm of 280 ha (arable crops, milk cows and bulls) Horticulture operation which sells around € 160,000 plant products on the farm.

Consists of 5 training centers and offers different levels of training: General and technological training, Vocational training, Formations higher (BTSA, CPGE), Continuing Education and Apprenticeship.

Lycée professionnel Pierre Boulanger - Pont du Château Fields: Logistics, car and truck maintanence We have also visited Companies that hosts work-placement periods. The French schools have a very wide network and long established relationship with enterprises. These enterprises vary between small artisan workshops to large Multi National Enterprises.

Here are some of the companies the Finnish group visited to check on the impact of work placement on student’s learning outcomes.

Ligier - car company Ligier is a French automobile maker created by former racing driver and rugby player Guy Ligier.

It is Europe's second largest microcar manufacturer, and largest manufacturer of driver’s license-exempt vehicles.

CEP – Large scale Plastics and packaging company It is a family company with three factories throughout the Thiers region, employing 270 staff.

The company is specialized uniquely in the technology of plastic injection and all products are 100% made in France.

The Research and Development department is made up of highly-qualified technicians and engineers who use state-of-the-art computer equipment. A large number of CEP moulds are designed and created on site.

The CEP industrial site is composed of 60 presses from 30 to 900 tons.CEP is made up of 3 factories, each specializing in one sector of activity: • • •

CEP Office Solutions CEP Cosmetics CEP Agriculture

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des serres municipales – City of Vichy, green houses Horticultural Production Center: Production of green plants, flowers and bedding plants (capacity: 300,000 bedding plants, 5000 green and flowering plants, chrysanthemum 6000 themes 1000 green plants hydroponics, each year).

• • •

Storage and conservation of plants and decoration orangery plants Extension of horticultural techniques to the public and school.

The outdoor spaces are organized to optimize temporary storage of woody plants pending plantation.

The design and equipment of this powerful tool meet several objectives: • •

•

•

Quality of plant products or stored.

Minimization of production costs (heating, optimization of surfaces, low handling ...).

Protection of the environment with a water recycling system and solutions Optimize the use of water, fertilization and management of climates with hardware and performance management systems.

Minimise the use of pesticides through biological protection techniques

National Education and Vocational Education in France The national vocational diplomas, divided into five levels, validate skills and knowledge that can be gained through three routes: • • •

Initial vocational education: Continuous vocational training: The validation des acquis de l’expérience (VAE) or Accreditation of Life Experience

THE STATE - the Ministry for National Education is responsible for initial vocational education at secondary level.

• • • •

it draws up frameworks for vocational diplomas in consultation with professional bodies, it sets exam rules, it awards diplomas, it offers a range of courses to pupils and on-the-job apprentices,

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• • •

it recruits, trains and pays teachers, it monitors the quality of training, it is accountable for the results and the resources used.

REGIONAL GOVERNMENT They draw up the regional plan for developing vocational training which sets out, in the medium term, in their geographical area, a coherent programme for developing courses of study for young people and adults.

They also fund certain schemes for these groups according to their priorities. They are responsible for the construction, upkeep and facilities of upper secondary schools (lycées) as well as the funding of school transport.

PROFESSIONAL BODIES They are systematically involved with the implementation of vocational training.

• • • •

they contribute to drawing up diplomas, they are represented on examination panels, they host young people into the workplace and train them, they are involved with the funding of initial technological and vocational education through the payment of a tax called « taxe d’apprentissage ».

The Certificat d’aptitude professionnelle (CAP), Vocational Training Certificate certifies an initial level of qualification; it awards its holder with a skilled worker or employee qualification.

The CAP covers over 200 specialisms for artisanal trades, production and services. A part of initial vocational education; it is taken over two years after the last year of college (lower secondary).

The ultimate aim is entry into the workplace. But it also makes it possible to obtain the Baccalauréat professionnel (Vocational baccalaureate) after a period of further study.

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The Baccalauréat professionnel (Vocational Baccalaureate); It certifies the aptitude of the holder to exercise a highly qualified professional activity. The Baccalauréat professionnel (Vocational baccalaureate) offers 70 specialisms in very diverse sectors (commerce, services, catering, maintenance, secretariat, accounting, construction, agriculture...) as well as very specialised sectors (watch making, jewellers, fashion...).

In initial vocational training, this diploma is taken over three years after the last class of college (lower secondary) or over two years after the Certificat d’aptitude professionnelle (Vocational training certificate).

The Syllabus at the lycée professionnel (Vocational Upper Secondary) Courses include general academic subjects, theoretical and practical subjects, project activites, periods of on the job training:Academic subjects include literature, history-geography, mathematics, physical science, one or two modern language(s), applied art, physical education and a class in « health, safety and environment ».

Theoretical and practical vocational courses, allowing the skills and knowledges that are specific to each Certificat d’aptitude professionnelle (Vocational training certificate) and Baccalauréat professionnel (Vocational baccalaureate) to be acquired; Project activities use practical work related to general or vocational courses to develop team skills, the organization and management of time, creativity; Periods of training in the workplace are compulsory and taken into account in the awarding of the diploma. Their length varies according to the purpose of the diploma and according to the specialism (from 12 to 22 weeks). For the Certificat d’aptitude professionnelle (Vocational training certificate), training is 2300 hours over two years including 420 to 560 hours dedicated to work-based training (12 to 16 weeks). For the Baccalauréat professionnel (vocational baccalaureate) training is 3400 to 3500 hours over two years including 770 hours in work-based training (22 weeks).

Training Through on-the-Job Apprenticeships Apprenticeships combine on the job training with an employer and courses at the Centre de formation d’apprentis (Apprenticeship Training Centre) in work time. The apprentice has a specific employment contract and receives a salary including when he or she is at the training centre. He or she must be aged between 16 and 25.

Apprentices spend between 60 and 75% of their time in the work place. They are placed under the supervision of an apprenticeship supervisor (a tutor) who transmits knowledge and know-how and assigns tasks.

The number of training hours in the Apprenticeship Training Centre is at least 800 hours for apprentices working towards the Certificat d’aptitude professionnelle(Vocational training certificate) over two years and at least 1850 hours for those working towards the Baccalauréat professionnel (Vocational baccalaureate) over three years. Courses are structured by the CFAs. Two thirds of training is dedicated to general academic and technological courses. The remaining third is dedicated to practical learning. The pedagogy of the on-off the job training of apprenticeships is characterised by the priority given to training in the workplace: trainers

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draw on pupils’experiences of business. résultats de l’apprentissage *- Learning outcomes The French approach draws on knowledge (savoir), skills (savoir-faire) and social competences (savoir-être). Individual competences relate to each other and are difficult to disassociate from the overall occupational profile.

Competences can be understood as dynamic processes of learning, developing and passing on knowledge. France has a competence-based qualifications framework. Competences have been derived from job content analysis and serve as a basis for both curriculum development and assessment.

The socle commun defines the objective of compulsory education as to ensure that every child is able to acquire a fundamental core of knowledge and skills (the socle commun). This is regarded as essential to an individual’s educational success, future learning, and personal and professional future in society.

The core is: • • • • • • • •

command of the French language; command of the main elements of mathematics and science and technology; cultural education/awareness to enable participation in society/the exercise of citizenship; command of at least one modern foreign language; working knowledge of information and communication; civic and social competences; autonomy and initiative.

The aim for this is introducing ideas of basic and transferable skills and learning outcomes, based on subject learning but not limited to specific subject skills and knowledge.

In France, pupil assessment takes different forms. There is summative assessment, i.e. the marks given by teachers to individual pupils and which are on the pupil’s report card at the end of each term and/or year, which may be accompanied by more qualitative assessments.

Obligatory national diagnostic assessments are carried out at the beginning of certain cycles (of two/three years); they take place at the beginning of the school year in the third class of compulsory education and in the first class of the college (junior secondary).

The aim is to assess the strong and weak points of each pupil in math and French. A national diagnostic evaluation is also under trial in the second year of compulsory education to assess pupil difficulties of and provide remediation. The results give national statistical data about pupil acquisition of competences but are not published by school. The assessment also has

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a clear and summative objective: to compare the results obtained by the educational system with the goals established at important points in the school curriculum.

France’s system of validation is based on procedures, established through legislation, that give individuals the right to the attainment of the same diplomas and qualifications that have traditionally been acquired through formal education and training, but via the route of validation of their informally acquired, experiential learning. Here, the learning outcomes are manifest, but only to the extent that they are identified in the formally acquired qualification.

9.2. Observations about Guidance practices 9.2.1. Luxembourg Pyramid-ESR project has organized a benchmarking trip to Luxembourg in 3-7 February 2015.

The group had Özerk Göker, project coordinator of Pyramid ESF project, Education Manager Tuija Mattila, Development Manager Aila Ylihärsilä, Project Manager of Osaamista Työpajoilta Tarja Puskala, Guidance Counselor Maija-Liisa Saarnisto, Coordinating Study secretary Miia Mäki-Ikola and manager of Junki and Kieppis youth workshops Kirsi Paavola.

During the trip the group has visited these organizations: • • • • • • • • • •

AVOPP: Applied VocationalPsychology and Policy Research Unit Action locale pour jeunes: Action for Youth Centre National de la Formation Professionnelle Continue: National Center of Continuous Vocational Education L’Agence pour le développement de l’emploi (ADEM) Employement Development Agency Centre of Documentation and Information on Higher Education City of Bertrange preschool, kindergarten and primary school infrastructures Lycée Classique de Diekirch "maison de l'orientation": Guidance house

The Luxembourg job market is characterized by a high degree of foreign workforce resulting in a polyglot and multi-cultural work environment. In June 2013, the Luxembourg labour market counted 362.500 employees and can be divided as follows: • • •

104.500 Luxembourg residents 98.300 foreigners residing in Luxembourg 159.700 commuters from France, Belgium and Germany

44% of the jobs are thus occupied by employees who do not live in Luxembourg, but cross the border to come to work in Luxembourg every day.

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Depending on the company, the working language varies between Luxembourgish, French, German, English or even Portuguese (e.g. in construction, hotel business, catering and commercial cleaning).

French has established itself as the most widely used language, whereas English is becoming more and more important especially in the commercial and financial sector and it is more commonly used as the legal language, so civil servants needs to use French.

"Maison de l'orientation": House of Guidance

The aims of the operation is providing help and guidance in identifying interests, capacities and competencies, as well as assisting with decisions regarding studies, training and professional career. These services can be find in the house: • • • • •

Guidance Counselling Career information and apprenticeship Individual coaching and support First practical experiences through voluntary services Information about European programmes

The organizations that have representation in House of Guidance: Action locale pour jeunes: Action for Youth; is a service of the Ministry of Education, Childhood and Youth. ALJ is a service for people aged between 15 and 25 years, who are transitioning from school to work life, who are looking for a change in their career, and furthermore who need information about work life, courses, vocational training.

It gives assistance to youth in such questions as: • • • •

searching for an internship or apprenticeship writing a CV or cover letter preparing for an interview or a phone call to a potential employer re-orienting educational or professional career

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It aims preventing drop out of the system and help with apprenticeship programmes and collaborates with ADEM. They operate regionally, they also search for the young people who need their assistance with coordination of ADEM and they do home visits.

L’Agence pour le développement de l’emploi (ADEM) Employement Development Agency ; is the national employment agency, is the first contact point for job-seekers and employers in Luxembourg. Placed under the authority of the Ministry of Labour, Employment and the Social and Solidarity Economy, Adem’s primary role is to match the offers and demands on the national employment market by helping job-seekers to get employed as quickly as possible and by assisting employers to recruit the right candidates for their company.

Main services for job-seekers by ADEM: • Advice and assistance in finding a job, • Apprenticeship placements for young people and for adults, • Information about the Luxembourg labour market, • Information about current job vacancies, • Matching between job-seekers and employers, • Unemployment benefits and state aids to promote employment • They coordinate apprenticeship with work places As far as social partners are concerned, the Chambers of labour, crafts and trade (chambres professionnelles) have the status of public establishments, are legal persons governed by civil law, enjoy financial autonomy and are supervised by the competent minister.

Luxembourg has six such chambers: three representing employers (Chamber of commerce (Chambre de commerce), Chamber of crafts (Chambre des métiers) and Chamber of agriculture (Chambre d’agriculture)) and until 2008 three representing employees (Chamber of private-sector employees (Chambre des employés privés), Chamber of labour (Chambre de travail) and Chamber of civil servants and public employees (Chambre des fonctionnaires et employés publics).

These organizations are not in the House of Orientation but Pyramid group has visited their office to get information of their activities: Centre of Documentation and Information on Higher Education; The Luxembourg centre of documentation and information on higher education (Centre de Documentation et d'Information sur l'Enseignement Supérieur - CEDIES), which falls under the Ministry of Higher Education and Research, provides information and advice on higher education in Luxembourg and abroad.

• • • • •

provides information and advice on the higher education in Luxembourg and abroad publishes brochures on higher education in Luxembourg and abroad and on trades manages a documentation center on higher education organizes a Student Fair every year in the month of November administers financial aid from the state for higher education

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The University of Luxembourg is the only university in Luxembourg, founded on 13 August 2003. Prior to that, there were several higher educational institutions such as the cour universitaire or the IST that offered one or two years of academic studies. Luxembourgish students had to go abroad in order to complete their studies at a university (usually to Belgium, France, Germany, Austria, and the United Kingdom). The new university makes it possible for these students to complete their studies in their own country, as well as attract foreign academic interest to Luxembourg. Even today 80% Luxembourgian youth seek to study university abroad. Due to the wide English-language programs Holland and Sweden is becoming more and more popular among Luxembourgian students.

Centre National de la Formation Professionnelle Continue: National Center for Continuous Vocational Education organizes: • • • • • • •

orientation courses and vocational initiation (OPC) continuous professional training courses training and retraining Adult Learning courses (DAP & PPC) general or specific to training for business needs, professional sectors and associations by the demand of Ministry of Labor night school

AVOPP: Applied VocationalPsychology and Policy Research Unit Founded in 2005 by psychologists, educational scientists, statisticians and economists from Belgium, Canada, Germany, Lithuania, Luxembourg, Poland and Switzerland, with additional members in France and the UK. Objectives of AVOPP: • • • • • • •

Development of studies and scientific projects; Scientific accompaniment of similar studies and projects; External evaluation of studies and scientific projects; Development and promotion of transnational networks; Development and realisation of modules and programmes of qualification for careers advisers, with certification; Consultancy work in relation to measures and programmes of career development within the framework of human resources; Edition and publication of scientific works.

Communication topics of AVOPP includes: • • • • • •

Prevention of drop out Prevention of drop out in vocational education Guidance, Counselling and Social justice Life design To be or not to be mobile Guidance in age of less

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Findings and discussion topics of the benchmarking trip included • • • •

• • • •

•

•

•

Current trends in European Guidance and counselling Life Design pros and cons Master Porgrammes for Counselling in German Universities Current problems in vocational education and higher education (Too many people took granted Higher educational and seen it as a continuation of secondary education. Masters exploded and people got narrowly specialized. ) Should education be about the skills to give you a job or good grounding?

Education has a lot to do with the culture, one model that works good in one country does not necessarily work for the other Guidance and counselling challenges in a polygot and overly multicultural environment such as Luxembourg.

Student should have passion and skills to study the field. Counseling should be personal. You have to meet and have time. Counselors should not be removed from the labour market, and preach from the ivory tower. Contact with the real world is important.

Good counsellor has always gets to make sure the decision that the counselee is his or hers and not yours, scope of the manipulation should be controlled. You are a there to accompany and not stir.

Number of times and duration of the time is essential, some people need more time to digest the counselling info. People generally know what they want they need a mirror.

There is a huge mismatch between how the vocations are represented and how they really are.

House of Orientation type organizations • • • • • • •

Structure has to be predetermined and regulated Advantages and disadvantages has to be reviewed ahead of integration of services Lessons from having all the guidance services under one roof has to be shared Clear command structure: Who should take the lead Uniform training for different departments This might end the second opinion for the student.

House of Guidance should be one unit, if everyone keeps its own specific area, then it will fail.

9.2.2. Catalonia, Spain Pyramid-ESR project has organized a benchmarking trip to Lleida, Spain by 24.-28.05.2015 The participants from Finland were Özerk Göker, Pyramid project coordinator, Education Manager Jarmo Lamminmäki, Development Manager Aila Ylihärsilä, Niina Laitio, Social

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worker, Anne Ojalehto, Osaamista Työpajoilta project coordinator, Maarit Tupamäki, study councilor, and Development Manager Anu Hietarinta.

During the trip the group has visited these organizations: •

Institut Escola del Treball, which has 60 teachers and 730 studentsin the following fields: • Business and Administration: 19 • Commerce: 13.5 • Electricity: 7 • Energy and water: 4 • Carpentry: 4 • Chemistry: 3 • Environement and Security: 2 • Professional training: 2.5 • Foreign Languages: 5

According to our observations theis strategy includes; Implementation of the dual system, particpation in the European mobility projects, implementing Content Language Teaching, Fostering job opportunities, Transfer of innovation between the work-life and schools, Quality management and Improving communication, also Fostering entrepreneurship.

Institut Escola del Treball belongs to NETINVET, an European network that 56 training centres and professional organisations. The network promotes European mobility for learners completing vocational training in International trade & Transport and logistics.

The school has been chosen to participate in a pilot project for Plurilinguism. 5 teachers have already attended the training and are elaborating materials.

The school is currently involved in three innovation projects: • Pumping water by means of solar energy (small company in Torrebesses).

• Supplying electrical pumping in the community for water irrigation in the Garrigues Sud area.

• Marketing management of two events organized by Global Lleida • Application for runners which allow the organisers a follow up of the track Institut Escola del Treball is certified according to the ISO9001 standards. The school obtained +300 points in the e2cat evaluation (based on the EFQM model) and it has recently been certifies under the ISO 14001 standards.

• Institut Caparrella has been training people for 35 years with the slogan ”the way towards your future”. Public training centre belongs to network of centers of the Generalitat de Catulanya. It offers:

Compulsory for VET courses • More than 300 placement agreements a year for VET students Optional for Baccalaureate students • About 15 placements agreements a year for Baccalaureate students

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Innovation and experimental programmes • • • • •

Institution’s strategic plan Project on foreign languages Project ”Innova FP” Plan for sports at the school Dual system education

Studies Groups Secondary compulsory education 16 Baccalaureate 4 VET (Secondary level, EQF 4) 16 VET (Tertiary level, EQF 5) 15 Preparation for VET 2 Occupational courses for non-qualified unemployed young people

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The school offers Vocational Education and Training in Graphic Arts, Communication, image and sound, Electricity and electronics, Computers and communications and Transportation and vehicle maintenance sectors.

•

Institut Manuel de Montsuar

Manuel de Montsuar is a compulsory and further education school. Which belongs to the Educational Department of the Catalan Government (Generalitat de Catalunya). It is situated in Partida de Montcada, in the surroundings of Lleida, about a one km far from the city.

The main aim is a pedagogical performance design focus on giving each student his suitable training taking in to account his personal teaching-learning process. We try to educate the students, both in academic contents and also social values.

The mission of the school has been summarized as •

To have the capability for design a future project for each student. As a result of that, build a personal planning of apprenticeship for each student.

•

To establish several agreements about order and working atmosphere in classroom and also in the school. It is necessary to guarantee the correct development of the classes. For that it is very important to involve all school community (teachers, students, families...) in the compliance of the regulations.

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The innovation is one of the most important force of education changes and an important element to improve the quality. But the most important question is the success improvement of all the students of the school. And try to get the education excellence.

Education government has given to the school innovation projects: •

ICT, with the aim to impulse the incorporation of ICT in the apprenticeship processes and in the communication exchange among school community.

The school offers the following services • • • • • •

School transport.

Canteen at playground hour.

Dinning room service for lunch with own kitchen and monitoring surveillance.

Library.

Activities out of school timetable.

Lockers inside classrooms.

Spanish Vocational Education system: The Spanish VET system has under gone major changes in an attempt to remedy the short comings of the previous Educational system when viewed in a new European context.

Spain suffers from the lack of a broad skills provision at Intermediary levels. The Spanish Road map focus on intermediary skills and to develop a VET system along 26 “professional families”.

Strongly linked to the needs arising from the labour market and the structure of the Spanish VET system.

• • •

Focus on intermediary skills.

Towards a flexible and innovative VET system Modular approach: a system that builds on competences available in the work force and accommodates with existing training structures.

The Spanish approach puts a focus on innovation in VET (substantial amount of money for training purposes and to achieve a “cultural change” towards the need for vocational training).

It involves a broad range of stakeholders, who are indispensable for shaping thetraining system, creating the value added for all participants, and finally achieving the targets of policy initiative.

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More and more pupils opt for VET training as a way to prefer for their entrance into the labour market. In 2012 the number of pupils registered in VET courses rose by more than 5 %.

In VET courses at intermediate level, out of the 22 professional families, the most popular ones are Administrative studies, Healthcare, Electricity and electronics, Vehicle maintenance and IT. In VET courses at Advanced level, the 4 most popular ones are Administrative studies, Healthcare and IT. The dual training model: study and work According to the Spanish Minister of Education, the main objective of the vocational training reform is to direct it towards the dual system, based on the German or the Austrian models.

Dual training model is based on an increase in the training time in companies, so that 33% of the training time will be spent in a workplace. Thus, one part of the knowledge will be acquired by a real immersion in the workplace, and this will provide experience and improve employment prospects.

The objectives of dual training are: • • • •

Adapting training to the real needs of the productive sectors.

Ensuring enough supply of trained people for companies.

Improving students’ skills.

Increasing employment rates of young people and offering a real possibility to work.

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Some experts estimate that the dual training system may boost the country’s progress, reduce school dropout and train professionals in accordance with the production system.

Benefits for companies: • • •

Ability to influence on the educational content and the type of learning.

Reduction of recruitment costs in the medium term.

Generation of freelancers, responsible and specialized.

Benefits for students: • • •

Training specialized and valued by the labor market.

Acquisition of skills to succeed in the work context.

Ability to combine training and paid work.

Benefits for the Public Administration: • •

Private sector contribution, which reduces public spending on education.

Reduced youth unemployment.

DUAL SYSTEM FOR VET

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Conclusion: Here are the brief summary of the findings and experiences of the Pyramid projects workshops and benchmarking trips.

The project arranged 5 workshops and 4 benchmarking trips and 53 educational professionals from South Ostrobothnia region have participated in the international workshops and trips.

Project has disseminated findings through 2 seminar, 1 competition and 3 pilot programmes.

The participants of the trips and the workshops have been selected specifically from the different fields and positions with regard to the theme of the workshop and the trip.

It gave an opportunity of exchanging ideas, good practices and open new communication channels between colleagues who are working in the same field. It also helped to present the Finnish good practices and gave us a platform for international dissemination.

It has motivated more transnational cooperation and helped education professionals who did not participate in international project to experience and encourage them for further long term international activities and helped the internationalization at home strategy.

Cooperation with most of the foreign partners will continue after Pyramid project ends. This cooperation deals with student exchanges, entrepreneurship training, work life- school cooperation, student welfare and good practice exchanges.