Fotostory - Fähigkeiten und Stärken sichtbar machen. Ein Konzept zum informellen Lernen im Betriebspraktikum. (7)

Die FOTOSTORY ist eine Methode, die das informelle Lernen von Schülerinnen und Schülern im Bereich ihrer Arbeitserfahrungen im Betriebspraktikum sichtbar machen möchte. Die FOTOSTORY eignet sich für Gruppen, insbesondere für Klassen der Stufe 7 bis 10. Die Jugendlichen dokumentieren ihre Tätigkeiten, einzelne Arbeitsschritte und Ergebnisse mithilfe einer Digitalkamera. Die Fotos, die während des Betriebspraktikums aufgenommen wurden, bilden die Grundlage für eine Präsentation vor den Mitschülern. Die Fotos vermitteln anschaulich, welche Fähigkeiten, Stärken und Kompetenzen die Jugendlichen besitzen und wie sie diese erworben haben. Sodass die Jugendlichen in der Lage sind, auch gegenüber Dritten, z.B. im Bewerbungsgespräch, die eigenen Stärken überzeugend darzustellen.

Kompetenzmonitoring – ein Instrument zur Erfassung von Kompetenzen in informellen Ausbildungssituationen (7)

Das Iconet-Monitoring Instrument wurde innerhalb einer Maßnahme für junge Menschen mit Lerneinschränkungen erprobt und durchgeführt. Diese Maßnahme, die Chance B Basisqualifizierung, hat zum Ziel, junge Menschen mit Einschränkungen auf die Berufswelt vorzubereiten. Das Iconet-Tool ermöglicht eine kontinuierliche Reflexion und Dokumentation der erworbenen Kompetenzen während der Gesamtdauer der Maßnahme.

Monitoring competences (8)

The Iconet monitoring tool has been established and tested within a vocational preparation course for young people with learning disabilities.

The tool is a training-concept including special training-materials, which enables the participants to perform the monitoring throughout the whole course.

Fotostory - Informal learning in internships (7)

The Fotostory is a teaching concept for young people in groups. Young people were enabled to reflect on their skills and abilities. The young people keep records of their activities and working results using a digital camera. Over the course of the practical training, pupils take pictures that mirror their working experiences in a lively form. With the aid of a camera, the young people document their own learning process: the individual learning steps and their results.

The Competences Self-diagnosis Instrument (7)

Using a tool - The competences self-diagnosis instrument to recognize and identify the non-formal competences of immigrants. In this sense a group of immigrants were interviewed with the purpose to find out what non -formal competences they had achieved in their origin country and what have been accomplished at the host country. Their self-knowledge about what they are able to do could help them to feel more integrated at professional and personal level.

Using the tool with unemployed (7)

OBES transferred the ICOVET methodology to unemployed people in the region of Nea Ionia, a suburb of Athens. Nea Ionia was established in 1923 and was first inhabited by refugees of Minor Asia. The first inhabitants made the city an industrial area with a lot of industries in the clothing and carpet sector. The development of the industry attracted also people from the Greek provinces and soon Nea Ionia became an industrial and commercial centre. The population now is estimated at 100000 people including a large number of immigrants mainly from Albania and Pakistan. The deindustrialization, the reallocation of large industries outside borders, the major reduction in traditional industries such as the textile and clothing, affected mainly the low qualified workers over 45, who are very difficult to find a new job and adapt to changes. Nea Ionia is a municipality suffering from unemployment, especially in the age groups of young people and of people over 45, who are characterised as long term unemployed.

Cartoon Planet (8)

Cartoon Planet focuses on the use of social computing to motivate young people to reflect about their own skills through informal learning scenarios.

Staff learning events towards enabling the informal skills valorization of young people in prisons (8)

The practice model we present here refers to a possible model of organizing learning events for staff working in the counseling, therapeutic and educational programs addressed to young people in prisons. The model propose a reflective approach of the existing practices in working with young people in prisons and ways to empower the staff in order to use different kind of tools for a better valorization of the informal skills and competences of disadvantaged young persons in the penitentiary system.

Understand and accompany young delinquents (8)

The model we propose is based on training as a starting point to the development of a double competence, the professionals’ competence and the teens’ via the intervention of the professionals.

Personal development through enterprise (8)

The Personal Development through Enterprise initiative focuses on developing informal competencies alongside formal Enterprise education, specifically 21st century skills including:

• Creativity and Innovation 
• Critical Thinking and Problem Solving 
• Communication and Collaboration 
• Information, Media and Technology Skills
• Life and career skills