Second Survey School and WOW.pdf

WORKING GROUP: SCHOOL
III.2.5. Examples of good practice and cooperative methods
Austria
A special example of good practice is the so called “polytechnical school – prevocational
school” at ninth grade, for young people, which have in principle decided to attend an
apprenticeship training after compulsory school. In this school young people is not only
orientated and prepared for the next step of education and training, there exist also a lot of
possibilities and options to have access to “early work experience” within enterprises, most of
the placements of apprenticeships are an result of the context between young people and
enterprises during this “early work experience” practices.
Detailed information about this school type and the special offers in Härtel / Kämmerer:
Berufsüberleitung in PTS, Graz, Wien. 2007.
Czech Republic
Training of self presentation and possibility of cooperation with personal agencies and
employers – not only lectures.
Denmark
Some of the most innovative approaches are taking place in the vocational education system.
At some courses competitions are held among students and in cooperation with local
companies. For example the competition could be about how to restructure the production
line, or change a specific product to make the business more competitive and/or more
productive. At some courses at secondary level students also participate in „real‐life“ tasks
that have been handed over by local companies. These vary a great deal in both scope and
content, depending on the specific course, but could for example be the development of a new
product or device for a production line.
Finland
The objective of cooperation between the school and the working and business communities is
that the pupil obtains information about vocational fields, vocations, and working life and
acquires ideas for entrepreneurial activity.
Introduction‐to‐working‐life periods are to be organised for the pupils as a basis for their
educational and occupational choices, and to enhance their respect for work. The pupil must
be able to gain personal experience with working life and vocations in genuine work
environments. In connection with the introduction to working life, the pupils are to be given a
chance to evaluate the information and experience they have acquired. The curriculum is to
include a plan for arrangements for the introduction to working life.
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