Elektro: Unfortunately, the planned trip to Germany was cancelled due to the Corona pandemic. To continue the relations with the industry in Germany and let new students gain the experience TIF We want to show our students and teachers who exchanges whit us to Dortmund, some differences that they take for granted on a daily basis in Norway. Light and heath in all rooms! In Norway, it is common for us to have heat and light in rooms we don’t use, as electricity is normally very cheap. We have of course fluctuations, but in general we have a different attitude to energy consumption, and much to learn from them. The difference in right to healthcare. In Norway, health care is free when it admitted to hospital, we pay a small deductible when visiting a doctor. In many other countries, including Germany, you must have insurance to cover a stay in hospital. Germany is the country that have taken and welcomed most immigrants and refugees in Europe in the recent years. How does it affect working life and the German society? How do they work to integrate people from other countries, languages, and cultures? How do our students react to being challenged with living and working in a big city in a foreign country, with foreign language and infrastructure? In the general part og the Norwegian curriculum, emphasis is placed on suitability and fitness. Here the students ‘social intelligence is challenged. They face a rapid adult education, where they must show responsibility and make important decisions. They may be challenged in their own comfort zone, and how do they resolve the situation? Bygg nternational understanding, and contribute to the goal that 40% of Norwegian students will have a stay abroad during their education - as well as that Germany is our largest trading partner With a positive focus at the same time as we look at the opportunities that lie in vocational subjects and in the various crafts subjects, we hope that we recruit more people who want to apply for these subjects. This is also important in a national context where, if there is little recruitment, we will lack competence in various areas. We also want internationalization to increase the students' motivation to come to school and make a good effort in the subjects as well as in order and behaviour. This will in turn affect their diploma, which they use as a starting point when applying for apprenticeships. From the perspective of a teacher of vocational subjects, cooperation with the business world will also be central, but Bodø upper secondary school is also interested in learning more about the model the German school uses in training vocational subjects with a comprehensive four-year course and not as we have 2 years (school) + 2 years (training in a company). As a school, we joined an experimental project under the auspices of Udir and the Department of Education in Nordland county to try out the exchange model, which is an attempt at a four-year education course, similar to the one they have in Germany. Another side of these projects is that we as a school will appear to be good hosts for our partner schools. Bodø upper secondary school is a newly built school with nice facilities and work rooms/workshops that we look forward to showing off. We will create a program for the days with professional content, while at the same time we want to show off the beautiful part of the country we live in. Being able to go fishing, experience the Saltstraumen, which is the strongest malstraumen in the world, or visit Kjerringøy, which is an old trading post with a lot history. These are memories and experiences that we can give to our visitors and that they will tell about when they return to their home country, which is positive for our part of the country. Over several years, we have accepted German students at Building and Construction and arranged internships for them in companies here in Bodø. Some of these students have later returned and worked for periods in the same companies in which they were deployed.
Elektro: 1. Educational system: Lean about the educational system in Germany. Meet teachers and staff working at RBB and LHB, expand network of contacts. 2. On-the-job training: How students are trained at school and how on the job training is done, the interaction between school and firms. 3. Culture exchange: A great opportunity to expose my students to different cultures and values. 4. Improved language skills: Good opportunity to practice speaking English and German. 5. Students’ motivation: Motivation of my students given the chance to visit Germany. 6. Eye-opener: Visit Germany and companies outside Norway will probably serve as an eye-opener and widen both the students and teacher’s horizon. TIF Meet a new culture, and experience similarities/differences from our culture and school. What is similar and what is not similar to our curriculum, in mechanical vocational subjects. Experience a big city in Germany with 5-600000 thousand inhabitants, with the challenges it entails. Experience how companies and schools collaborate when it comes to students and apprentices. The students from Norway generally have little, or no understanding of how other countries have built up their social arena and prosperity. What are their mainly exports of goods and services. We have chosen Germany, which is the world’s largest producer of vehicles and other industrial production that we depend on in Norway. How does Germany meet the requirements for stainable industrial production now that coal-fired power plants are to be phased out? As a large industrial country that provides services all over the world, they must deal with other languages. In Industri, English is the most widely used. How do they meet those challenges? BYGG Better learning for our students and increased competence for our teachers. The main goals of the project are: 1. Improved English language skills, both as a professional language and in everyday speech 2. Construction knowledge and skills, both through new construction and rehabilitation 3. Acquire new knowledge in areas such as energy saving/passive houses and the use of ecological building materials 4. Increased awareness of the challenges inherent in a multicultural and international labor market 5. Strengthen the participants' abilities to cope and act adequately in new and unfamiliar settings 6. Give the students an insight into Berlin as the capital and German history over the past 100 years Knobelsdorff School (the collaboration partner in Berlin for several years) has for a number of years participated in the European student exchange programmes, both by sending out its own students, as well as receiving foreign students. The school has a professional team that works both with receiving and sending students. The school has many different building projects, on behalf of, and awarded by, Berlin Municipality. In all the years we have had students in Berlin, these projects have been relevant with regard to the construction profession. The school is also well advanced in the use of new ecological building materials and the construction of passive house standards. The teachers who become mentors for our students on the construction sites have been carefully selected from among the school's staff, and are very positive about this type of exchange. They generally have a good command of English.