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Plan de mejora de calidad e internacionalización del IES Abastos
Start date: Jun 1, 2015, End date: May 31, 2017 PROJECT  FINISHED 

IES Abastos is a school offering courses in vocational training, basic vocational training and secondary education . A series of circumstances have driven us to embark on this project: * the establishment of a work-based, dual system for vocational training within Spain’s educational programmes. * an increase in the number of students dropping out of basic VET due to lack of motivation * the onset of English-taught courses within multilingualism in VET * the need for improvement in employability * an awareness of the relevance of mobility , towards a common space of workers in Europe * the realization that familiarity with a different working environment and different cultures is of utmost importance. The collaborative environment that this European project provides is key to face common issues and create converging strategies and multilateral, long-lasting solutions in an international context. Job-shadowing other European countries is an optimal approach to achieve experience transfer. Our partners will be: * Solski Center Nova Gorica (Slovenia) * Centre de Coordination et de Gestion des Programmes Européens (Belgium) * Galway Technical Institute (Ireland) * RBZ Steinburg (Germany) We count on a team of motivated teachers who have showed a profile of commitment to improving the quality of education as well as to facilitating our students’ access to the working world through our long-established school-to-company programmes. They possess a sound knowledge of English and other European languages and have taught their courses in those languages for a few years now. ________________ A set of actions have been scheduled with clear goals in mind: 1. Review of the different learning pathways in vocational training 2. Analysis of approaches to school abandonment and absenteeism 3. Review of basic vocational training, dual system and internship programmes towards the establishment of common policies 4. Research of in-company positions for students 5. Training of students for their in-company periods 6. Acquisition of language skills in students 7. Making of the final memorandum 8. Dissemination and evaluation of impact Two stages to the project: 1. Actions 1 to 4 will be carried out in stage 1, aiming at innovating and improving education quality and at achieving greater impact strategies. Here it will be essential to establish contacts with foreign companies for our students 2. Students’ mobilities will take place in stage 2 with the aim to provide students with the abilities and skills essential for their personal development and their employability in international contexts. Our project articulates around turning points corresponding to actions 1 to 4. At a first stage, we will engage in information and preparation tasks as well as those dealing with selection of candidates, through the assessment of their academic record and their foreign language skills. We will also be dealing with mobility management tasks. Over the 2015-2017 scope we will implement the following mobilities: * 8 teacher mobilities: 2 per each partner school’s visit * 6 student mobilities We will proceed with a set of measurable goals in mind: * to achieve greater international projection for our school * to upgrade our staff’s capacities through exposure to new trends in courses taught in foreign languages * to enhance our students’ mobility * to foster our students’ employability through their insertion in international environments where knowledge of a foreign language and adaptation capacities are vital * to reduce dropping out and absenteeism Our intent should produce a set of documents and protocols for immediate application and designed to outlive the project. Meetings will be held with teachers in the school for the diffusion of results and will translate into better teaching quality and better job insertion, with special emphasis on less privileged students. Questionnaires will be used for follow-up and evaluation of the project’s action over an agreed period of time. External propagation is key to the experience, so support of local government is foreseeable as well as presence in Erasmus + platforms, school’s website and social networks. The school and the teaching staff should obtain some type of benefit from the project. The school will gain greater international recognition and establish fruitful links with other European institutions, while teachers will gain a deeper insight into common issues, strategies and solutions. To greater extent, students will become immersed in an educational system rendering greater opportunities for employment.
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