Job orientation and work experience in Europe Assisting students on their way to self-reliance and preparing them for the European labor market Preparing the first meeting: - students fill in questionnaires regarding their interests, skills and abilities - Teachers analyse their school concept: How do we ensure the transition from school to the working world? (Which extra-curricular activities and support do we offer at our school? Career counselling/ language certificates/ workshops…) 1st meeting (Nov 2018) A) - students will be creating an individual portfolio of their skills and aspirations - students who are interested in the same job or study fields will work together and compare similarities and differences (in English) - teachers will compare their diverse concepts and profit from their partners’ expertise B) - partners will organize visits to companies/colleges with an international profile - these visits should offer theoretical and practical insight to the students (“workshop”) Follow-up activities: Participating students, who didn’t take part in the first visit, can share the experience of their peers and create their own individual portfolio in English (“Peer Teaching”) 2nd meeting (Jan-Mar 2019) A) - students start working on their personal European application portfolio including a CV and a letter of application (in English) - students of the same job or study fields work together and adapt their portfolios according to formal requirements & standards in different countries B) => same as above (see 1st visit) Follow-up activities: Students teach students in their country about different European requirements in applications and help them improve their application portfolios (“Peer Teaching”) 3rd meeting (Nov 2019) A) - students work together on the presentation of their individual portfolio (personal strengths & skills) - students receive coaching for “job interviews” in Europe (training of presentation techniques and language skills) Follow-up activities: Students share their gained knowledge about presentation techniques and job interviews (“Peer Teaching”) 4th meeting in Germany (Jan-Mar 2020) A) - all visiting students and all German students (in grade 9) take an equal part in the so-called “Speed Dating” organised by the coordinating school (“Gesamtschule Lohmar”) - this event is an integral element of our career counselling: 20 companies send representatives to our school for a Q&A with our students - students choose beforehand which three companies they would like to contact (according to their field of interest) - students have the chance to make contacts with companies and improve their chances of a work experience/apprenticeship - many of these companies are internationally connected and are therefore also relevant for our visiting students Benefits for students: - each student creates an international application portfolio in English (publication on the e-Twinning platform) - all students improve their presentation & language skills through coaching and personal interactions in a foreign language - students are encouraged to apply for job placements (or apprenticeships) on the European market Benefits for schools: - schools aim to create a long lasting exchange program between participating schools and their cooperating partners (international companies) - participating schools improve their concepts and profit from other European ideas to optimise their career counselling.
The subject of our mutual projet dealt with the topic of easening the transition from school to the job market or university for young adults in Europe. This project was divided into four phases which were thematically organised so the students would add to their skills in each phase. Target groups were students preceding to graduation with school diploma. Each country had a minimum of 24 students participating in the project. In phase one we focussed on qualifications, special skills and strengths which the students possess. They filled in questionnaires and compared their results. Schools dicussed their concepts for the transitioning phase and compared these. Teachers discussed which elements could be of use in their own school. The questionnaires of the first phase were used by the students as a starting point to develop an indivual application -a CV and a cover letter - in English and also in their mother tongue. As a result every participant developed a portfolio for applications similar to the “Europass“. Students with similar job or study interests worked together. Fields of interests were social jobs, skilled crafts and trades, industrial jobs, sales, medical jobs, media and IT. In the third phase of the project students prepared a presentation of their skills in English. Students practised a job interview in English working together as a group (“peer teaching“). The interviews were recorded and evaluated. In the fourth phase students had the opportunity to present themselves to several companies of their choice during a spped-dating and practise their skills in a real life situation. It is a longterm goal to prepare and motivate students to apply for internships in European countries. Connections to companies and universities that were built during the project help to achieve this goal.