1. Enhance cooperation and further refine didactic methods, including clearly defined roles and structured frameworks for student reflection and assessment in workplace practice. 2. Prepare students to become a sustainable workforce equipped to meet future labor demands by developing their soft skills, social skills, work skills, and core competencies. In other words, support the growth of their professional competence and identity. 3. Create effective methods to share the project’s insights with teachers, school leaders, and national educational authorities. 4. Foster collaboration and exchange experiences with transnational partners, enabling the continued development of didactic methods. Together, we will adapt frameworks for student reflection and workplace assessment to suit the contexts of different countries. 5. Gain insights into the education systems of other countries to better prepare our students for future expectations and ensure their readiness as part of a sustainable workforce. 6. Develop a practical and effective digital solution for sharing the project’s knowledge with teachers, school leaders, and national educational authorities across countries.
In the boundaries between school and workplace practice, the teacher's role is unclear. Consequently, the follow-up of students becomes highly inconsistent, varying significantly depending on the school, department, and assigned teacher. We have already developed “The Dahlske YFF-model” as a didactic concept for vocational training within sales and services. The goal is to create a more unified model to enhance tripartite collaboration among the school, the student, and the workplace. The model consists of four different types of documents designed to connect school and workplace practice. These documents aim to support the tripartite cooperation by clarifying expectations, fostering reflection, and facilitating assessments (including forward-looking feedback). The target group for our project is teachers training youth aged 15-20 to become skilled professionals. We aim to share and further develop the tripartite cooperation by presenting the ideas and experiences behind “The Dahlske VS Specialization Model” to teachers in Norway and Romania, and eventually, in other countries.