Contra el paro juvenil: Erasmus +
Start date: Sep 1, 2015,
End date: Aug 31, 2017
Project context :
The town of Canals is going through a clear deterioration of their business sector. The main local companies, Ferrys SA, SA Rodrigo Sancho, INPELSA, … have ceased providing stable employment for local residents. The textile and leather tanning industries no longer provide jobs and all those people who used to be employed in this sector are now suffering the consequences of unemployment. Many of them return to school and resume their studies while others are enrolled in the “Administrative Management” Training Course, which is the purpose of this Erasmus + project. The lack of current alternatives to joblessness is the reason that leads the proposal now presented.
Number and type of participants:
On the one hand, this proposal would affect, if accepted, 5 students of our Administrative Management training course.
Moreover, it would also concern one of the teachers in the department of the Vocational Branch of Administration and Management in this school.
On the one hand, we have the Lycée Professionnel Golf Hotel de Hyères (France). This partner provides the contacts and the corresponding logistics in order for students to carry out the FCT, and contacts with Host Partners (companies) where work experience will be performed. It was also the partner that provided the contact to start training in the CLIL methodology in the Erasmus + 2014 call.
Moreover, we have the LP Notre Dame de Castres (France). This is a private-subsidised establishment with extensive experience in Training and Management of FCT, which provides, inter alia, contacts with other Host Partners (companies) where students will later perform the module of Training in the Workplace. All with the security offered by experience in teamwork, which has been carried out within previous European projects (Leonardo and Erasmus +).
We should also mention IPC Exeter, with regard to training in CLIL methodology for teachers, and Sprachschule zum Ehrstein concerning training in Dual FP.
Description of activities:
Within the period of the project, 2 movements of groups of students are planned, which consist of four weeks of work experience and cultural preparation upon arrival. One of the groups is scheduled for next year 2015/2016, and the other for the 2016/2017 course.
On the other hand, it has been planned, in the form of Job Shadowing, that one of our teachers in the Department of Administration and Management of our school will be trained in the CLIL methodology for subsequent teaching in English of non-language subjects. There is also teacher mobility for training in Dual Vocational Training.
If a student is assessed as “fit” and therefore gets a pass, this will cause the partial recognition of the module “Training at Workplace”, with corresponding hours worked.
Furthermore, a Europass, a certification of a diploma of linguistic preparation, as well as a certificate from our school “IES Francesc Gil” attesting stays will be provided.
As regards teacher training, it is expected that over the next two years (2015/2016 and 2016/2017) a non-linguistic module (Office) can be provided in English within the Cycle of Basic Vocational Training of the centre. It is also anticipated that this dynamic will extend the Multilingual program to other courses at the IES Francesc Gil.
In the case of Dual Vocational Training, we envisage applying the good practices observed in other countries to the project now commencing at the IES Francesc Gil.
-The differentiation of “IES Francesc Gil” , as opposed to other schools in the area offering teachings of the same professional branch, as to the quality of its vocational training.
-Dynamic element to address, in future, participation in other European projects.
-Encouraging participation of different social actors of our region involved in issues of Youth and Employment (from the Town Council, which already is a host partner of French students in the Leonardo project, to trade unions and NGO's operating in the territory).
-Integrating element with the rest of the educational community. This project unites the wills of parents of the students, the students themselves and public authorities involved.
-Dynamic element of the relationships between the School Management Team and the teachers participating in the project . It is clear that participation in this project will strengthen the partnerships between all actors involved.
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