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Roskilde Technical College

Country: Denmark

Roskilde Technical College

13 Projects, page 1 of 3
  • Funder: European Commission Project Code: 2015-1-NL01-KA102-008565
    Funder Contribution: 118,731 EUR

    "Graphic Lyceum Rotterdam (GLR) is a vocational school for a specific branch. In contrast to the ROC, we can focus on the trainings for graphics, media and communications industry. In practice this means that of our approximately 4,000 students, 60 % follows one of the courses in Media Design. The other students take courses in audio-visual techniques, graphic techniques and management and IT focused on media and communication branch.This concentration on a specific industry ensures that we are recognized as The school for the industry within Europe.In particular, the products that is made by media designers, lend themselves to an international exchange. After all, you don’t need anything else than the Internet.International ambition and position of the GLR, combined with international trade and employment in this sector, is a logical consequence to an international internship.Through an international work placement students are reaching for an international career in the media industry. The international position of the GLR makes an international internship easier. In addition, we hardly use the partner schools because we ourselves have enough contacts to mediate in those places that we think may be useful. The number of partner schools gives an idea of our international position and ambition.This application relates to 122 international interns and 22 teachers internships that we expect in the next two years.The relevance of our international internship:- The students in the position where they learn :o working with people in a different language and a different culture together .o be able to operate in an international environment flexibly.o to develop in an international environment personally.o develop himself and prepare for an international career.- GLR international internship gives an impression of our international position and goals end helps the GLR with our international awareness internally within the organization.The GLR has several facets that guarantee the quality of the international stage in the past and in the future, namely:- Organizational :o The GLR has a full-time Senior International Officer employed whose job it is to monitor the international position of the GLR and strengthen internal internationalization further development.o The GLR has a full-time international internship coordinator whose job it is to place international trainees and guide them during their internship. On average, there are always 40 students on an international internship. About 50% has their internship within the European boarders.o The GLR has built up years of experience in organizing and supervising international internships . This has become a stable factor in the organization of international internships.- Education Contents:o Stage is an integral part of the training of the GLR. International internships are identical to the internships that take place in the Netherlands.o The completion of the internship takes place within the GLR. The GLR is responsible for the organizing of this part of the final exams. GLR itself can guarantee the quality. o Specialist teachers are always available by email so any questions can be answered.- Preparation, selection and supervision:o All students are eligible for an internship abroad. The mentor and department director may object on the basis of the possible delays in the duration of the study and/or stability of the student.o All students are at the end of training rural examined to include the quality of English. In the future we will be the students who go to non-English speaking regions prepare better.o Through individual interviews and group discussions , students are prepared to work within a different culture.o The training coordinator who is responsible for the international internship is accessible daily for both parents and students with questions or problems during the internship. In the absence of the coordinator, this task is taken over.o The training coordinator has every two weeks, consult the trainee on the various facets of the internship.o The internship coordinator organizes each internship period, a ""Social Community"" with the help of ""social media"" so that international interns can support each other.o In preparation for international internships the GLR is organizing an international internship market where companies, agencies and other interested parties are represented.The impact of international placements for the GLR is considerable. It strengthens the international awareness of teachers and students. Media students create media products, also about their international internships. These samples are collected on our Youtube channel and GLR used in providing information on international internships."

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  • Funder: European Commission Project Code: 2016-1-DE02-KA102-002760
    Funder Contribution: 87,154 EUR

    With this application we pursue the idea of integrating our trades classes into a European Cooperation. By this we want to continue a tradition we have started in the early 90s without neglecting the ongoing international cooperation we have established in our department of Hotel and Tourism Management. Considering the current crisis we are facing on the boarders between Austria, Germany and Denmark we would like to try to step in for a long tradition of free travelling and an open-minded spirit of a united Europe. Our school is situated in the boarder-town of Freilassing which is directly neighbouring the Austrian town of Salzburg. Looking at the ongoing refugee crisis which has hit Freilassing heavily we have – as a school – the obligation to help our students to become open-minded citizens who meet people of foreign culture without any prejudices. Our school tries to cope with this situation actively by using many different approaches. One of these definitely is to promote our European Exchange Programs even more.Especially students who do their apprenticeship in smaller companies rarely have the chance to work with colleagues of a different cultural background. Therefore we would like to concentrate on those students and support their personal development by sending them abroad – with the help of Erasmus+. One of our school’s main premises is to integrate refugees and asylum seekers into society and work environment. We try to achieve that goal by helping them to handle the huge task of successfully finishing an apprenticeship. Smaller groups of 5 to 8 students (carpenters/bricklayers/car-mechanics) are going to visit our partner-schools in Denmark twice a year. They will be accompanied by some of our teachers and will carry out a project. Following that, they will do a one week long internship with a Danish company. The aspect of how to integrate asylum seekers and refugees into our work environment should always be the keynote of this project. Therefore English will be the main language used. The main goal of the project is to promote openness in working with people of different cultural background. We hope that our students and teachers as well will come back with a grown willingness to work together on the huge task of integrating people from abroad. They should become aware that successful integration is a European project and a goal which can only be achieved by working together – students, teachers and companies.We also expect our students and teachers to strengthen their appreciation for our European neighbours by working and solving problems together. We want to spread these insights locally, regionally, nationally and internationally. Erasmus+ is our tool of choice to achieve that goal.

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  • Funder: European Commission Project Code: 2014-1-NL01-KA102-000125
    Funder Contribution: 109,761 EUR

    This KA1 call 2014 is carried out in the same way as described in the application. Jetske Tuinstra of the Dutch Nationaal Agency approved the construction in which a small part of the money is divided over the second group of participants. In this way they didn't receive 50% of the maximum but 52%. It has also been approved by Jetske Tuinstra of the Dutch Nationaal Agency, that 5 participants who had to stop their internship during the summerbreak could have a financial support in the second part of their internship.

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  • Funder: European Commission Project Code: 2016-1-AT01-KA102-016366
    Funder Contribution: 79,130 EUR

    Aim of the project: 49 participants(students, trainees, trainers and teachers) of different middle schools and voc.higher schools as well as Vocational Schools of the region Carinthia took part in this project to gain international work experience . Our partners abroad were in AT, IT, UK, FI, MT, IE, D, SE, CK, SI, DK. The organisators of the project helped the participants before the actual start of the traineeship, during the traineeship and after the traineeship in variuous fields of needed organisation (contracts, learning agreements, preparation, monitoring, ECVET-evaluation) At the end of the project presentations with representatives of the schools as well as the media was going to take place.

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  • Funder: European Commission Project Code: 2014-1-DK01-KA102-000095
    Funder Contribution: 192,416 EUR

    HANSENBERG started projects in 2003 (Annex). In 2008 started a collaborative project between a number of vocational education centers with common interest in agriculture and animal keeping. The objective of the project is to target the pedagogical effort in educational planning, which supports the student’s international competency building and preparing them to enter the European working market. Therefore, we have defined the strategic and primary goals we are striving to achieve. Overall, our work is focusing on increasing the student mobility through the entire education from the basic to the upper level.The target group is students with personal and social competencies corresponding to a level, where we judge that they can complete four week mobility in a foreign company. We maintain an annual flow of approx. 130-140 students on the basic level of the education as zookeeper, farmer and forest technicians. They students speak English so well that they can receive instructions and do well abroad. Moreover, they are collaborative and have positive attitudes as well in the classroom as in the practical workshops.We schedule activities before, during and after the mobility’s, which supports the learning of the students. The students get practical assignments in the workshops of the colleges, where they learn to plan, collaborate and carry out business related tasks, which they encounter in larger scale during the training abroad. We organize language and cultural preparations in order to promote their skills in professional business communications. The students train their skills during the four week mobilities in foreign companies and they finalize by training oral and written communication after returning to the college.We use a diverse range of pedagogical tools during the learning process. Besides deductive teaching of technical issues, we apply very much inductive methods, where the students are challenged to find solutions on practical problems. We use the formal principle, where business-like tasks are solved in the classroom and the functional principle in workshops simulating reality. The mobility project is characterized by being holistically oriented, where many disciplines are integrated in learning. Moreover, we use a project oriented approach, because it mimics the business world outside the college.The expected results was that we could establish 125 placements annually. We succeed with 134 students. Also we succeed in maintaining the confidence-building relations with the partners abroad and extend the network corresponding to the need at the working market. For example we are in contacts to international aquaculture companies and established collaboration with the Danish Aquaculture Association, because the Danish government has launched a 2020 plan, where aquaculture will become a growing sector and thus need our students. We expect that this project will have a positive impact in that more students are using the employer’s reimbursement system, during placements abroad globally, so we maintain a dynamics, where experienced students are mentoring the younger.We will maintain the high impact by our presence in professional and social network within the agriculture sector. As an example we are obliging towards enquiries from politicians, researchers and colleagues seeking knowledge of our projects administration and working process. We will motivate students to share their experiences and disseminate information about their stays on blogs, homepages and the social media. We will continue publishing posters, articles and e-books for the public. Moreover we will present news to journalists on magazines and newspapers.The long-term effect is a concerted action targeted at young students, who needs international experiences on the competitive European and global working market. We have a well-documented track record creating opportunities enabling young people to finalize their vocational education. We experience that we have strengthened the network and extend our strong position on the market.Once again we have to a high extend succeeded in using the grants for student mobilities and therefor - as few EUR as possible has to be returned. It has to be taken in to account that this has been done in a period with the new VET Reform. We have found solutions for sending out students within our GF1, GF2 and EUX and in some cases we had to reallocate the number of students among the members of the consortium.

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