Work process orientation (in German: "Handlungsorientierung") is one of the key factors in construction VET, which among others decides upon the success of an individual in the labour market. The better entire (holistic) work processes are understood by skilled workers, the better worker and company fit together. The degree of work process orientation (or action orientation) as a pedagogic-didactic method in the initial vocational education and training (VET) on secondary level varies in a massive way in Europe. The scope varies from systems which base on conveying quite a high part of "only" theoretic knowledge and not highlighting the practical aspects, to systems with a big part of conveying practical knowledge and skills (work contract with a company before entering and while staying in VET). In some countries the apprentices have a contract with a training centre and in others with a company in order to enter the VET-system in the construction sector. In the EU countries there are often systems of methodological steps in the work process orientation in VET. They range from rough 3 stages in countries (1. plan, 2. conduct and 3. control) to differentiated six steps in other countries (1. inform, 2. plan, 3. decide, 4. conduct, 5. control and 6. assess). The German model by Prof. Uhe & Meyser (Berlin, 2006) is still the method of choice in the VET of the construction sector in Germany. It was developed among others by the promoter of WinAPP and is distributed by Christiani-Verlag. This model is one of the most differentiated and also the most work process oriented content conveying method in Europe. Additionally German six-step work process-model is also embedded in the German Dual System, which is widely demanded in other European countries to compete on the transnational labour market and providing their workforce with better chances to attract a company working contract and thus lower unemployment rates.But, the system developed in 2006 is based on classical media: print and DVD. So far there is nothing existing in form of APPs for this. The existing catalogue of single working tasks to be conducted in VET by apprentices and VET-trainers/teachers should be adapted to the state of the art for mobile devices - smartphones and tablets. The suitability of these tasks´ catalogue is easy to explain, because there is always a self-contained task dedicated to the apprentice, starting with a customer´s assignment. Then the apprentice has to inform him-/herself about possibilities how to start the job, plan the work steps, decide on material and methods, conduct the work, control the quality of work and eventually assess the whole process from the starting point.This holistic methodologic approach gets even more important not only in Germany but beyond, because VET and any preparing measures for becoming construction worker is oriented towards working processes, assignment processes and business processes in the wider sense. A more intense awareness of these single steps helps apprentices at an early stage of their professional career to also cope with the necessities of the future oriented method of Building Information Modelling (BIM), in which all steps in the working process have to be documented etc.The objective here is to analyse in detail the existing models and methods of work process orientation and the degree of application in VET in the partner countries by a) desk research and b) by interviews with VET-trainers/teachers and apprentices. This should lead to a realistic approach how to cope with current requirements by the applying target groups how an APP should look like, what it should provide and which should be the core contents in terms of conveying method and practice. The APP-development will incorporate versions for apprentices and VET-trainers/teachers. The new form (APP) will cope with the need for updating the form of media and thus the acceptance to work with the contents and methods. Eventually this should open new chances for young people to enter the labour market and lower youth unemployment rates.As the construction sector labour markets are not isolated any more but flexibility is required by companies, the project is necessarily planned transnational. For workers independent of their origin (also refugees) there should be an easy tool for devices they own in far majority (smartphones), to get familiar with the method and also with pilot contents. To increase acceptance, the catalogue for self-contained tasks in this project will be defined by the project partners respecting the results of the interviews with VET-trainers/teachers and also apprentices in the very beginning phase of this project. The international gathering of content for the APP as well as the promotion of a homogeneous approach for work process orientation throughout the partners countries (first steps) but also to third countries (second steps) should contribute to a European Labour Market in construction.
Work process orientation is one of the key factors in construction VET, which among others decides upon the success of an individual in the labour market. The better entire (holistic) work processes are understood by skilled workers, the better worker and company fit together. The degree of work process orientation as a pedagogic-didactic method in the initial vocational education and training (VET) on secondary level varies in a massive way in Europe. The scope varies from systems which base on conveying quite a high part of "only" theoretic knowledge and not highlighting the practical aspects, to systems with a big part of conveying practical knowledge and skills (work contract with a company before entering and while staying in VET). But most systems are based on classical media: print and DVD. So far there has not been anything existing in form of APPs for this. The existing catalogue of single working tasks to be conducted in VET by apprentices and VET-trainers/teachers should be adapted to the state of the art for mobile devices - smartphones and tablets. The suitability of these tasks´ catalogue is easy to explain, because there is always a self-contained task dedicated to the apprentice, starting with a customer´s assignment. Then the apprentice has to realize the entire circle of a business/production process on site. A more intense awareness of these single steps helps apprentices at an early stage of their professional career to also cope with the necessities of the future oriented method of Building Information Modelling (BIM), in which all steps in the working process have to be documented etc. The APP-development has incorporated versions for apprentices and VET-trainers/teachers. The new form (APP) copes with the need for updating the form of media and thus the acceptance to work with the contents and methods. Eventually this opens new chances for young people to enter the labour market and lower youth unemployment rates. For workers independent of their origin (also refugees) there is an easy tool for devices they own in far majority (smartphones), to get familiar with the method and also with pilot contents. Objectives: IO 1 was not approved and thus not funded. In IO 2 the consortium developed 9 scripts in 7 languages - IO 2 / A 1+2+9 in English - IO 2 / A 3-8 in project partners´ languages plus English After a considering and reflection phase for content selection which was based on questionnaires and interviews all partners started editing learning modules in form of scripts in English language along the professions masonry (IO 2 / A 3+4), tiling (IO 2 / A 5+6) and road working (IO 2 / A 7+8); always one for apprentices and one for VET-trainers. All scripts followed a six-step work process orientation and all were meant to include different media like pictures, videos etc. Scripts for IO 2 / A 1+2 are those explaining the meaning and method of work process orientation (WPO) for apprentices and VET-trainers and IO 2 / A 9 is meant to provide VET-trainers with hints how to exemplary apply WPO in their daily workshops. After an project internal clearing of contents, the modules were editied in "exeLearning" which is a free software tool to edit learning sections/modules. Once the edited modules had been finished they were tested in terms of structure, content and didactics (IO 3). The recommendations out of IO 3 were considered and where appropriate integrated in the modules. The media production (taking a huge number of pictures and making use of videos etc.) and integration was part of the programming (IO 4). This was done in close dialogue with the Open University / NL. The OU staff had built up an APP structure parallel to the IO 2 works. At this stage there is an ANDROID version for the APP only. Participating organizations are 6, from which 4 are VET-centres, 1 chamber with VET-school and 1 university with faculty for pedagogy, media-pedagogy and media-design. The main activities undertaken coincide with the meetings (6) on the one hand, during which recent and future steps in the product development were discussed and defined, and with a balanced scheduled work phase plan, that enabled all partners to more or less proceed with similar parts in the development of the IOs - main activities were 1) script production 2) internal testing 3) editing of modules 4) internal/external testing 5) re-editing and scripts´ translations 6) programming 7) integration into APP design 8) launching to the GooglePlayStore 9) Availability to public The results 1) scripts and modules (IO 2) in 7 languages, 2) internal/external testing (IO 3) and 3) APP programming and launching to GooglePlayStore (IO 4) have been attained. As impact all partners reached a new quality of knowledge in WPO and also in self-designed digital learning units. In Germany there is a dialogue with the "Bundesinstitut für Berufsbildung" how to innovate the old catalogue by Uhe/Meyser to the digital era. This exchange is ongoing.