TALENT OR TRAINING?

Project summary

‘’Talent or training?’’ A project with five partners; Spain, Turkey, Holland, Italy, UK and Poland.For many years we have seen students dropping out prematurely. Which is due to a number of causes: The training doesn’t suit the student because it’s above/below his or her level of education, isn’t challenging enough, the student doesn’t have a clear picture of the training or too great a deal of independence/responsibility is expected of the student. Students are being challenged by the outside world to live up to an image, conveyed through social media, something which influences them greatly. The future is still far away, but from a very early stage students are forced to come to a decision on what they want to do in life. This could lead to them making a choice, not based upon their own hopes and dreams for the future, but rather because they are being influenced by parents or friends. As a result, lots of students are dropping out. Whether or not a student is in the right place, will all too often only be checked after schools have sounded the alarm. The same few questions always seem to arise in the process: Are you more practice-based or more skilled theoretically? Is the training suitable? Do you need more guidance or would you rather start looking for a job? Years ago an appeal was made by the coordinator, whether or not schools recognized any of the above. Many of our colleagues responded to this appeal, as they were facing the same issues. They too had set out to combat these issues but as of yet, to no avail. Through this project we can start to bundle our expertise. The fact that it’s our third time submitting this application, shows how strongly we feel about these issues. These past couple of years we have been communicating extensively among our ranks. Ideas and plans have been proposed and discussed and are ready to be put into practice at the start of this project. Here’s what’s in store. When a student transfers from one school to another, we want a ‘mentor’ at both schools, to help ensure a smooth transition. This way a bond of trust will be formed between student and mentor and makes it easier for any future issues to be resolved quickly. Especially vulnerable students require such close collaboration between schools. The following criteria are used to assess whether or not a student is classified as vulnerable: Is he/she able to transfer independently? Does he/she have behavioral problems? Are there any domestic issues? A file on the student’s academic career, to be developed by us, will serve as a guideline for both mentors. Temporarily partaking in activities and events at the new school will also be part of the program. This way a student can get used to his new surroundings, and simultaneously find out whether the school suits him or not. Truancy is often the first sign leading up to a student dropping out, so we will look into simplifying the truancy protocol. Registration is key when it comes to truancy, but very often it is not registered adequately enough. Teachers have to know that it is of the utmost importance that a student’s presence is registered properly. Training teachers accordingly is necessary. In case of a red flag, taking immediate action is essential. Formative talks will be held with the student on a regular basis, to see what the most logical next step would be: Further education or preparing them for a job search. A format for such talks is to be developed. We will also look into a possible ‘time-out’ at the student’s current school. Sometimes the issues students face in their environment are so big, that it influences their behavior to too great an extent. An internship, outside of school, could serve as a form of time-out to take away some of the pressure. The project will ultimately yield a wide range of new ideas and realistic, useful products to be adapted to the specific needs of every school involved. The good practices of all schools will be put together. With a variety of activities, to be organized by all those involved, the project is sure to enjoy widespread support. Everyone thrives on being seen and heard. A students exchange is not the sole purpose of this project but will undoubtedly serve as a beautiful, binding factor. The Domino Effect that we wish to create will be documented via E-twinning, for other schools to observe. Municipalities and Ministries of Education in the different countries will also be visited and involved in the project. With the one advantage, that they too will see the project’s intention to serve the long-term. An ESL-coordinator will be appointed to each school, one who will track the developments made throughout the years. Evaluation will play an important part. Therefore we will do a measurement at the start of the project and compare these findings, to those obtained after years one and two and after five years. To measure is to know. After that we’ll finish the project.