Institute for Holistic Learning Based on Montessori Education

46
centre with twenty-eight 486 computers and twelve dot matrix printers. The programme has been “upgraded” since
the beginning of 2004 to run on Windows technology.
Grade 10 and 11 learners attend a one hour class per week <strong>for</strong> ten weeks. They start with keyboard and basic word
processing skills, and progress to intermediate and advanced word processing and spreadsheet skills.
The project is financially self-sustaining. The fee per learner covers the expenses towards maintenance of equipment,
consumables and the facilitator’s remuneration. A fixed amount per learner is contributed to the school fund.
Key benefits:
Upon completion of the course, learners can proceed to Windows training at the campus, and many take Computer
Practice as an additional Grade 12 subject. A sustainable learning community is created.
Learners are simultaneously equipped with a useful skill <strong>for</strong> FET and HET, and a marketable workplace skill.
The school status has been enhanced to a sought after secondary school, resulting in an increased learner intake.
The partnership between the college and local school community ensures strong linkages and good relations.
The facilitator is an unemployed N6 college student. She now earns an income, gains experience that improves her
employability, and the administrative part of the work serves as experience towards her obtaining a National Diploma.
Future plans:
Ensuring that all Are-Fadimeheng Grade 12 school leavers are computer literate.
Training teachers and administrative staff to utilize computer technology <strong>for</strong> work and other purposes.
Involving in computer training, as well as computerised literacy and numeracy programmes.
Meeting the needs of learners from neighbouring schools as well as working parents through after hour programmes.
12 Bittner, Elisabeth; Sommer-Schmidt, Marion - Germany - Elisabeth.Bittner@mbfj.rlp.de
prepared4future-Acquiring ICT-Skills in Extracurricular Activities offered in All-Day Schools in Rhineland-
Palatinate
In this workshop the presenters share in<strong>for</strong>mation about an ICT project which started in September 2003. Four pilot
schools were selected <strong>for</strong> testing the program. The first two schools began their activities in September 2003, one
school followed in November 2003 and the fourth school entered the pilot phase in February 2004. The program was
offered as a voluntary extracurricular activity in all-day schools aiming at a final ICT exam to receive an ICT driving
licence (Xpert). A total of 101 students (60 girls, 41 boys) from grade 5 up to grade 9 were enrolled.
The project design focusses on providing contextual learning <strong>for</strong> vocational skills and on fostering per<strong>for</strong>mance
orientation.
ICT-competence is a prerequisite <strong>for</strong> the world of labour and provides guidance in the process of job orientation. This
is crucial, especially <strong>for</strong> our young learners as the transition between general education and vocational training is huge.
Business and industry complain about 'not trainable' students. It is in this context that prepared4future was set up.
The program has two core components:
the obligatory modules to receive the ICT driving licence and the equivalent project work to train vocational skills (i.e.
how to apply, how to prepare <strong>for</strong> an interview, etc.) and
- the training concept <strong>for</strong> the teachers with regular workshops.
They were trained and assisted in working with the set of workbooks, especially designed <strong>for</strong> this program. ICT project
work was made available on an internet plat<strong>for</strong>m, targeted to meet the needs of young users.
The project was continually evaluated by teachers and students; problems were addressed and necessary changes
made. The positive feedback of the final evaluation received from teachers, students and parents led to the objective
to launch the program on a larger scale.