STUDENTSThe school has long and good experience in offering students the opportunity to have practice abroad, carried out as an Eramsus + mobility project. We chose this time to send far more students than we were given mobility. This was done in consultation with the school's management, pupils and provided that all pupils received support from Erasmus which covers most of the stay, the rest covers the pupils themselves. Because we managed to get cheap, but both good and central, housing was doable. We also use organizational support for students, as well as less funding for teacher mobility. A total of 16 students traveled to practice in nursing homes and kindergartens, respectively.7 students had preschool practice, divided into 4 departments. Here the students participated in daily chores in the kindergarten, conducted activities with groups of children that they had planned themselves. In addition, they visited a youth school where they gain information about Norway and Trondheim, briefing on Erasmus +, and a little about their own project with preschool practice. In the kindergarten, they also had information for the kindergarten's management about the opportunity Erasmus + gives, which goals each student had with their practice9 students had practice in various departments in hospitals. The hospital is comparable to a Norwegian nursing home. The majority of users are older, many demented and many are in need of full care. The students were allocated patient rooms where the patients were either demented or needed supervision / help with personal hygiene. During this practice period, the pupils focused on the benefits of living for the elderly, so they offered various life-pleasing measures such as coffee time, singing, shaping activities, manicures and pedicures.For both groups, we suggested different excursions. Valuable hours that provided good insight when we met with the head of the social service in the district they had practice. Here they got to learn a little more about the health and welfare system in Estonia, salary level, education and job. There were also good conversations around it with young people's opportunities to get work, and the level of wages in the health and upbringing sector. Another exciting and educational visit was when we visited the Norwegian Embassy in Tallinn. During the meeting, they gained a greater overall understanding of Estonia's challenges seen in a historical light, but also how innovative the country is in various areas such as the use of digital tools. The aim of the project is to give students a greater overall understanding of being a health professional or child and youth worker in Estonia versus Norway. We are also working hard to prepare young people that even though Estonia is a poor country compared to Norway, there is much to learn. Reflecting with the students on this topic is important during their stay. Teacher who is a companion because the majority of our students are under the age of 18, spend much of their time in reflection groups. An important aspect here is to help the rivers see their own learning outcomes and how they can take their knowledge home and utilize it in daily chores in school life or practice in Norway.We see good learning outcomes in terms of ability to practice one's own profession. The project contributes to increased independence and the students become more solution-oriented. The greatest is probably personal development, but this is difficult to measure. But the students say they learn a lot without being able to say exactly whatTeachers on job shadowing traveled to become better acquainted with the education of health professionals and child and youth workers at the colleges we work with. The teachers participated in different teaching situations in different vocational subjects. They got a much larger overview of the Irish education system. The information the teachers received also meant that they see good opportunities to further develop the collaboration, both with pupils to Ireland with both school and pupils to Trondheim. Here too, with a mix of training in school and business.The learning outcome is that teachers learn different methods and different ways of working in a multidisciplinary way because the colleges we work with have slightly different subjects than we do. We also see that the pupils in Ireland are older and therefore they focus not only on the profession, but also job applications

"HEA: We have had a good cooperation with Tallinn Diakonale Haigla. The challenge is that the employees speak little or nothing English. That is the reason why most of the staff the first week rejected to supervise the students. This led to the need for the teachers to attend much more than expected at the ward. The interpreter went between the patient rooms the students had as their responsibility. These patients given us to take care of needed a lot of care, and some was not able to speak at all. Therefore, using our interpreter, was able to change patients, so the students was could have som small activities together with their patients like they had planned before the mobility began. Due to change of staff the second week, the students much more was supervised buy the staff, and learned a lot. Both about working hours, kind of patients at the ward, healthcare in Estonia. In addition to activation, both communication and hygiene are important goals for the student's to learn. Working with an interpreter and trying to understand or communicate through body language is far more challenging than the students had imagined. And at the same time also more educational than they could be expected. Meeting these challenges gave the basis for many valuable reflection talks between teacher and student, and with the employees with interpreters present. The interpreter is very important for the good learning outcome. She knows the country, the culture, the nursing home and the subject, and is therefore a very valuable partner.To give a little breadth in the content of mobility, we took students to Narva. Here they was given the opportunity to visit the regional hospital. After one week of practice in nursing homes in Tallinn, which they experienced as ""old-fashioned"" and with little equipment, they met an “up – to – date-hospital” in Narva. They visited different departments, like Intensive care, Maternity, Geriatric and Hospice. In all places, they were well hosted. Staff explained about the ward, gave them a tour and they met some patients. BUA: The students had practice in a kindergarten in Tapa. Here the students work without interpreter, but use English as their working language. The children cannot speak English, so the teachers are interpreters. It is exciting to see how soon some students see it useful to learn Estonian or Russian words and expressions. They soon experienced that with few words, they get a completely different contact with the children.All staff in the kindergarten was motivated to guide and help the students as best they could, for example, giving them work tasks and review of day rhythm. The students learn quick that the length of stay in kindergarten is longer than usual in Norway, they got all meals served, including hot lunch daily, much shorter time for outdoor activities and more focus on learning, not just through play, but also more ""school-minded"". All this provides the basis for, and results in good reflection talks. What's the difference and why it's like that. Conversation with the pedagogic staff in kindergarten gave the students valuable input to understand, but also to ask good questions back. They also see that cultural differences characterize the daily rhythm and the contents of the kindergartenFor the students a visit to a youth center, Mercy Center in Narva, was made. This is a leisure offer comparable to our SFO, for those who are difficult and therefore do not have the opportunity to participate in organized leisure facilities or have parents working for long days. Here are the activities, meal and homework. The students enjoyed this visit and made a wih for future mobilities, spend more time her. They also told us why. Especially valuable was meeting youngsters at their own age as they could speak in English. And just seeing that English is a way of communicating across borders helps increase the motivation for the subject. In fact, the English teacher commented after returning that for some students there was a noticeable improvement in oral English.The cooperation we have established with Tallinn Gymnasium, during the last years, is very good. We visit a youth school in an English lesson. This visit is both intimidating and exciting for the students. Scary because they are going to present their own country in English to a group of unknown people. Exciting because the students are then put into mixed groups to chat and get acquainted. For some, this means that in the following days they meet ""friends"" at the lokal store and maybe get a short talk in English. For the Estonian students who have chosen English as one of the foreign languages, the knowledge is useful because they to are able to practice and if none had spoken English they would not been able to talk and understand each other at all. For both groups: Since increasing motivation to complete high school an important goal, we mean that the experience it is to get to know another country by worki"

<< Objectives >>Projekti eesmärgiks on läbi tegevuste tõsta osalevate noorsootöötajate motivatsiooni: a) ennast täiendada: b) omandatud teadmisi ja praktilisi oskusi aktiivselt kasutada, suunata igapäevases töös noortega. Projekti tegevused: a) tutvuda Norra noorsootöö mudeliga, et näha kuidas praktiline õpe neil toimub ja milliseid praktilisi noorsootöö meetodeid nemad kasutavad (noortevolikogus, noortekeskuses, tänava noorsootöös, seiklus- ja spordiprogrammides, huviringides, huvihariduses, koolinoorsootöös jms); b) tutvuda õpilaste praktikabaasidega ja mõista, milliseid võimalusi annavad rahvusvaheliste noortevahetuse praktikad; c) kuulda, millised on tulevased töökohad kutseharidusega noorsootöötajal Norras; d) läbi praktiliste tegevuste täiendada osalejate tööriistakasti tööks noorega.The goal of the project is to increase the motivation of the participating youth workers through the activities: a) to improve themselves: b) to actively use the acquired knowledge and practical skills, guide them in their daily work with young people. Project activities: a) get to know the Norwegian model of youth work in order to see how practical learning takes place in them and what practical methods of youth work they use (in the youth council, youth center, street youth work, adventure and sports programs, interest groups, interest education, school youth work, etc.); b) get to know students' internship bases and understand what opportunities international youth exchange internships provide; c) to hear what the future jobs are for a vocationally educated youth worker in Norway; d) through practical activities, to supplement the participants' toolbox for working with young people.<< Implementation >>Seoses projekti korduva edasi lükkamisega, tuli õppevisiit teostada ajal, millal vastuvõttev organisatsioon alustas uut õppeaastat ning neil oli väga keeruline meid oma plaanidega lõimida. Seoses sellega muutus kogu õpirände ülesehitus, selle kokkupanemisel aitas meid meie tõlk Piret Purdelo-Tomingas ning Kesk-Norra Eesti Ühing. Meie hinnangul oli õpiränne väga sisukas ja toetas projekti eesmärkide täitmist. Due to the repeated postponement of the project, the study visit had to be carried out at a time when the host organization started a new academic year, and it was very difficult for them to integrate us into their plans. In connection with this, the entire structure of the study tour changed, our translator Piret Purdelo-Tomingas and the Central Norwegian Estonian Association helped us in putting it together. In our opinion, the study migration was very meaningful and supported the fulfillment of the project's goals.Tutvusime meid vastuvõtva kooliga Kristen videregående skole Trøndelag (KVT), kus kuulsime Norra haridussüsteemist ja laste- ja noortetöö õppest. Tutvusime ka kooli õpikeskkonnaga. Külastasime koos laste -ja noortetöö teise kursuse noortega Enter Kultuurimaja, mis on laste ja noorte klubi. Seal räägiti meile, kuidas Norras on korraldatud meie mõistes avatud noorsootöö ja tutvusime nende töötingimustega. Samas saime teada, kuidas tehakse noori toetavat koostööd erinevate struktuuride vahel. Kohalikus vabatahtlike keskuses Tillerbyen Frivilllgsentral tutvustas nende tegevusformaati Nina Iversen, kes on sealne tegevjuht. Viimase päeva õhtul kohtusime Berg Palvemajas Estlandsforeningen Midt-Norge ehk Kesk-Norra Eesti Ühinguga, kus räägiti meile koostööst Norra ja Eesti vahel noortega töö tegemisel. Nad on omal ajal teinud koostööd ka Tapa vallaga. We got to know our host school, Kristen viderningen skole Trøndelag (KVT), where we heard about the Norwegian education system and the study of child and youth work. We also got to know the learning environment of the school.We visited Enter Kultuurimaja, which is a children's and youth club, together with young people from the second year of children's and youth work. There we were told how open youth work is organized in Norway and we got acquainted with their working conditions. At the same time, we found out how cooperation between different structures supporting young people is carried out. At the local volunteer center Tillerbyen Frivilllgsentral, Nina Iversen, who is the CEO there, introduced their activity format. In the evening of the last day, we met with Estlandsforeningen Midt-Norge, or the Estonian Association of Central Norway, in Berg Palvemaja, where they told us about the cooperation between Norway and Estonia in working with young people. At one time, they have also cooperated with Tapa municipality.Teisel päeval osalesime koos Kristen videregående skole Trøndelag (KVT) teise kursuse laste ja noorte töö õpilastega välipraktikumis. Tegime üheskoos õpilastega läbi erinevaid õuesõppe aktiivtegevusi. Saime ise huvitavaid tööriistu ja hea kontakti noortega.Külastasime Omsorgstasjon for Barn og Ungdom ehk laste ja noorte tugikeskust, mis on Trondheimi linnale koostööpartneriks ning kus tehakse tööd kooliealiste laste ja peredega. Nad teevad koostööd laste- ja pereteenustega, koolide, pereameti ja teiste laste/noorte ja nende peredega tegelevate asutustega. Päeva lõpul osalesime ühe kohalikus skaudilipkonna hooaja väliüritusel, kus saime osa põnevatest skautlikest ülesannetest, mida saab ka edaspidi rakendada oma töös noortega. On the second day, we participated in an outdoor practicum with the second-year children and youth work students of Kristen viderningen skole Trøndelag (KVT). Together with the students, we did various outdoor learning activities. We got interesting tools and good contact with young people.We visited the Omsorgstasjon for Barn og Ungdom, or the support center for children and youth, which is a cooperation partner of the city of Trondheim and where work is done with school-age children and families. They cooperate with child and family services, schools, family offices and other agencies dealing with children/young people and their families.At the end of the day, we participated in a local scout flag season outdoor event, where we took part in exciting scouting tasks that can be applied in our work with young people in the future.Kolmandal päeval külastasime Gartnerhaugen ehk lastekaitse keskust, kus tehakse tööd noortega vanuses 13-23 aastat. Nad panustavad noorte arengusse läbi erinevate aktiivtegevustega, et toetada noorte toimetulekut nende elukeskkonnas. Eesmärgiks on, et noored elaks elamisväärset elu ja et neist saaksid aktiivsed ja võrdväärsed ühiskonnaliikmed. Osalejateks olid iga organisatsiooni poolt esindajad, meie noorsootöötajad 18 inimest ja koolide õpilased, kes õppisid noortega tööd ja lisaks ka skaudid.On the third day, we visited the Gartnerhaugen, or child protection center, where work is done with young people aged 13-23. They contribute to the development of young people through various active activities to support young people's coping in their living environment. The goal is for young people to live a life worth living and for them to become active and equal members of society.The participants were representatives from each organization, 18 of our youth workers, and school students who learned to work with young people, as well as scouts.<< Results >>Projektis osalenud noorsootöötajad ja õpilased on saanud juurde praktilisi näiteid, oskusi ja teadmisi, kuidas organiseerida tegevusi noortega. Projektis osalenud kasutavad oma teadmisi ja oskusi igapäeva töös, mille läbi saavad projekti otsest mõju tunda noored, nende laste vanemad ja kogu kogukond, seal hulgas vald. Kuna noorsootöö on mitmekülgsem, tuuakse sisse rahvusvahelist mõõdet. Projekti mõjul hakkasid noorsootöötajad mõistma pideva enesetäienduse vajadust ning hakkavad regulaarselt osa võtma erinevatest koolitustest.The youth workers and students who participated in the project have gained practical examples, skills and knowledge on how to organize activities with young people. Those who participated in the project use their knowledge and skills in their daily work, through which the direct impact of the project can be felt by young people, their children's parents and the whole community, including the municipality. Since youth work is more versatile, an international dimension is introduced. Under the influence of the project, youth workers began to understand the need for continuous self-improvement and began to regularly participate in various trainings.

Background of the projectWe have chosen to offer a group of students to take part in this project as a part of the subject “in-service training at a training establishment”. We have done this because our experiences from before was so good.The aim of the project is to help the students to•learn how childcare and nursing are provided in another country•use their knowledge about eating and nutrition, physical activity and reflect about the similarities and differences•learn how important it is to be professional in their work, which means they need knowledge, skills and attitudesIn addition to this we also use the general part of the curriculum. In this curriculum, we find that is important to help the students to become good citizens, and be prepared to further education either in college or as a trainee. We also see this project as a way to reduce dropouts and try to increase the number of students who want to be a trainee. ParticipantsI this project we brought 11 students, 5 girls studying health care (HEA). 6 students, 3 boys and 3 girls, was studying child and youth care (BUA). 2 teachers was accompanying the students as mentors during the stay. The staff at our participating organizations was their supervisorsActivitiesThe students was practicing at Tallinn Diakonal Haigla (HEA) and a kindergarten i Tapa, Trønderbarnehagen, (BUA)In addition we made a trip to Narva to see another hospital, an youth centre (Mercy centre) and meet another city of Estonian, a very “Russian one” Healthcareworker students (HEA)The students had their practice at Tallinn deaconess hospital I Tallinn. They worked at the ward, nursing, feeding and provided different activities during the day. When they was helping patients with personal hygiene they worked supervised by an Estonian healthcare worker and had an interpreter to held with communicationWe also made some different visits, to Tallinn College, a health museum and the main hospital in Narva Child and youthcare students (BUA)The students had their practice in a kindergarten in Tapa. They took part in daily activities together with the children and staff. Working language is English, and the staff translate to the children. It went well to use English as a working language, but the students learned quickly that is was important to lnow a few Estonian or Russian words according to daily activities. They got lot of opportunities to reflect upon the difference in how to rise children. They learned that playing is “worldwide”. They also saw that there is more focus upon learning in an Estonian kindergarten, a the year before they start in school in an age of 7 years old, they learn to read and write. In Narva we visited Mercy centre, a centre for children and young people who not ca afford organized recreational activities if they had to pay, like choir, band or soccerteam. We had a visit to social office in Tapa, and took part in an English lesson at Tapa GymnasiumCultural activitiesIt is important that the students learn to see that all their subjects are important. English of course is easy to understand, but also subject like humanities important. That is the reason why we visited the Norwegian Embassy in Tallinn. An informative and interesting visit, and the students got important information to use in their homework about how EU support in developing EstoniaWhen we had our trip to Narva we also had a guided tour around the city. Visited places that was important for the inhabitants. It made the students to understand a little more about the people and their history. We had a similar tour in Tallinn. Learning outcomesIt is always difficult to measure the direct impact, but we know that for two or three of the students this mobility made a difference. Instead of choosing another year in school to prepare for college, which they did not want to attend, they got sure that to be a trainee was the right thing for them. In addition, even if their motivation was very low, the two weeks in Estonia worked as a “refresh button” and they continued. It is difficult to tell about the long-term outcome. However, for sure, the experience working and living in another country for two weeks make a difference. They acquire knowledge that is difficult to find in a book. They experience the difficulties not sharing the same language, which is important du to migration and many young and elderly people in Norway who do not speak proper Norwegian. Living close together, being away from home, taking care of pocket money, doing their laundry, grocery shopping so they have food to eat is for somebody a new experience

StudentsThe very best learning outcome was among the students in childcare, and I think that is due to language challenges. We choose to change practice from being most in a kindergarten to take most of the practice in afterschool program for young children, age 7 – 18. We also got in contact with a school offering English lessons for Estonian students preparing for studies in university or abroad. We met them twice, and both sides had a good opportunity to practice vocal English during conversation and games.The Health care students had their practice at an elderly home. They also visited a social institution for homeless people. Both groups was given the opportunity to visit day care for mental disabled / retarded people, an orphanage and home for young single mothers or mothers who need protection from their men , a kind of emergency center for abused mothers and their children. I addition to this the project contained cultural activities as sightseeing in both Tallinn and Narva as well as a day at Ahhaa science centre in Tartu. We also was happy that the Norwegian Embassy welcomed us to a visit an gave valuable information on the cooperation between the Baltic countries in general and Estonia in special and Norway. After this visit they also understood more about EU and the EØS Norway has with EUOur main goal with our project was to prevent early school leaving and try to motivate students to continue as apprentices. We send all together 11 students, even though we did not get funding for all of them. It was important to us to give the opportunity to all of the applicants. 4 of them continued as an apprentice. One of the student that participation was important if she should fulfil her education. She almost did – needed another year and finished her general studies one year after the rest. She was certain that the stay in Estonia kept her on track and finished at lastTeachersThree of our teachers visited CFE Dundrum College in Dublin. They got the opportunity to visit several of the colleges that belongs to Dundrum. They was impressed because they had so many vocational studies. Their goal was to learn how they managed to get general subjects more incorporated with vocational subjects. This was not very easy because they have finished most of the general subjects before they take their vocational studies. However, they learned a lot about having older students in classes and the mix with students who has working experience or not.