|
|
6 Main programme
When students cross the threshold to the main programme they are generally much more focused, and this can be seen in the drop-out statistics. Students still value structure and clarity, but they work more independently and are not in so much need of social events and the contact teacher. When students run into problems, such as a disagreement with a master, rapid school intervention is the best measure to prevent drop-outs. Good school-enterprise relations can help to nip problems in the bud. Main Programme start-upAttune expectations Some students consider dropping out because immersion into the rapid work tempo and rougher workplace jargon can be frightening. In such cases, an early visit to the apprenticeship place by the vocational teacher can help to attune expectations between enterprise and student. Several schools with programmes that target knowledge and technology-intensive enterprises find that enterprises increasingly expect students to be able to contribute business value to the team from day one. When a workplace makes use of expensive equipment that must be utilized to its maximum, schools find that enterprises often have expectations that students cannot fulfil right away. In such cases, schools make great efforts to patch things up. Assessment of adult students' competences A few schools draw attention to the fact that it may be necessary to assess adult vocational students' prior mathematics and Danish competences. Some adults receive transfer credit for previous schoolwork, but this schoolwork has often happened so long ago that the student has forgotten a good bit. Assessment can also involve previous practical job experience, resulting in a shortened basic programme. Special efforts may thus be necessary early in the main programme, for example in mathematics for students within Technology and Communication specializations, to raise students' theoretical knowledge base to the level of programme demands.
Transfer from basic programme to main programme college The Ministry of Education has drawn up more rigorous rules regarding formalized collaboration between vocational colleges offering the basic programme and those offering the main programme. For colleges not approved to offer a main programme, there are still transfer problems when students have to change schools in order to begin their specialization programme. Vejle Technical College has had positive results with basic programme schools in the joint production of teaching materials to ease the transition to the main programme. Group work balances out differences in individual competences Silkeborg Technical College receives students from a range of basic programme schools into its main programmes; for example, students entering a range of Food Production and Catering specializations come from many different basic programme schools. The college makes sure that at the beginning of the main programme the students are mixed together in many different groups with balanced competence profiles. Respect for the master Schools offering the main programmes find their students much more motivated. There are rarely any problems with discipline or absenteeism. Ongoing contact teacher consultations no longer play the important role they had during the basic programme. Any absenteeism problems that occur must be dealt with unequivocally, proactively, and with rapid follow-up. Involvement of the master is often very effective in putting the brakes on absenteeism. At the Mechanical Engineering, Transport, and Logistics programme at EUC NORD, students must report absences to both the school and the apprenticeship place just as they would have to report absences from their job were they part of the labour market. This has reduced absenteeism. If there is no good reason for being absent, the student's wages are docked. An evaluation of a school dormitory pilot project for potential dropouts has shown that boarding school residence can be of great help in retaining these students. As of January 2004, this project became permanent, and students about to drop out can under special circumstances[9] be accepted in boarding schools offering the main programme. School-enterprise interactionClose school-enterprise collaboration is crucial to a successful main programme. In practice it is not always that simple to make communication function, even though some enterprises have begun to use Elevplan more actively. Checklists Simpler tools than Elevplan are sometimes needed to keep track of what students have learned in their apprenticeship and at school - for example a checklist where the student and the master check off what the student has completed at the enterprise. Odense Technical College, Service Industries, conducts an introductory consultation with the student and the master before the first school period; subsequently, the master is invited to evaluation consultations every other school period. Visits to the enterprise are beneficial A visit by the vocational teacher to the apprenticeship place is one of the best drivers of school-enterprise collaboration. This promotes mutual familiarity and creates an environment of trust. Should any problems arise with the student, rapid follow-up by the vocational teacher in collaboration with the master is very effective and makes a huge difference. If school-enterprise contact is not optimal, then involvement of the local education committee can be helpful in working out problems. Pedagogics, progression, and the formation of vocational identityCohesion of theory and praxis – Practicum Even though overview and structure are important in the main programme, students must learn to work independently if they are to succeed at a workplace. An important motivating factor for students is cohesion between what they learn at the enterprise and what they learn during school periods. This is the case when students take enterprise-related problems back to school, where they can work on in-depth solutions with the help and advice of the vocational teacher. EUC NORD lets mechanical engineering students work on their own cars; if a student comes with a car with faulty brakes, then that becomes the vocational teacher's point of departure. Learning processes move closer to reality when students diagnose and solve real problems as they work on a real car and are covered in oil and grease. Service Industries at Herning Education Centre has redefined all teaching goals for the dental assistant specialization into action competences. Three different types of patient care scenarios have been developed; students must contribute with practical, professional, and preventive health assistance. This learning model, called practicum, functions as a sort of school-enterprise apprenticeship where students present the case and are judged both on their performance and on their case review presentation. This works well, because students get a chance to employ a reflective process to link their practical enterprise experience with their school work. InternationalizationGrowing interest for study abroad Internationalization is becoming an increasingly important element for vocational colleges' efforts to remain an attractive option in the eyes of students. Moreover, study and training abroad increase students' job possibilities. An increasing number of students from Food Production and Catering at Aalborg Technical College finish their specializations abroad. The college has contacts and can help students find an apprenticeship abroad; this increases the attractiveness of the programmes and has a positive effect on the overall educational environment at the school. EU programme funds The refrigeration technician specialization at the Technical College of Jutland in Hadsten has made use of EU's Leonardo Programme in collaboration with schools in France, England, and Ireland. Students in the final phase of their main programme can participate in a three-week study-abroad session. Students have been showing increasing interest in this study-abroad period. At the same time, an increasing number of students are being offered jobs abroad as a result of their study abroad, thus giving a boost to students' sense of professional pride.
Observations
Foot note 9) See “Skolehjemsforsøg med frafaldstruede elever”, Danish Technological Institute, 2002. Available at
|
|
|
To top of page |
This page is included in the publication "Retention in Vocational Education in Denmark – A best practice study" as chapter 6 of 7