Labour Integration in Europe Erasmus Project

Project Title

Labour Integration in Europe

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: Labour market issues incl. career guidance / youth unemployment; ICT – new technologies – digital competences; Intercultural/intergenerational education and (lifelong)learning

Project Summary

The project was aimed at students aged 16-19 willing to contribute to the research question of how to improve ‘Labour integration in Europe’(LIIE). Our students were on the verge of entering the ever more fast-changing labour market and face challenges like high regional youth unemployment and increasingly intercultural workplaces. Students will need to show flexibility, mobility, language proficiency but also the skill to deal with cultural differences and modern digital technology. Our project aimed at preparing students in the best possible way. By researching the specifics of the local labour market and conducting a survey on the requirements of the companies for new workers, students got an insight to the demands they will face. Students researched the specifics of the labour markets in their countries and used their results for the compilation of a ‘factbook on essential knowledge for working in my country’. The findings were analysed and discussed in transnational groups and a public panel discussion with EU officials. Together the students thought of ways how to prepare best for their future. In the 2nd year students focused then on cultural issues specific of their countries. Together they drew up a plan for designing ICT modules to prepare each other best for living and working in multicultural environments. Students made use of modern technology, i.e. using videos or web-based learning modules. They chose topics most relevant to them, like for example business etiquette, communication etc. The designed ICT modules were then tested in transnational meetings in a peer-to-peer training approach, evaluated thereafter, improved and disseminated to a broader set of students. In the 3rd year the focus shifted to the integration of refugees into the EU labour market with the help of ICT performed by students. Students talked to employers on their experience with refugees. The findings were incorporated in designing the ICT specifically designed for refugees. The training was carried out with teenage refugees at one of the schools, evaluated and adapted and enriched accordingly. Results of the survey, students’ and refugees’ experiences in the ICT were discussed with students, involved staff and refugees. The application of this ICT is now extended to a larger set of refugees. The students involved in ‘LIIE’ came from schools with vocational specializations and the organization of the course varied. It involved students from a wide range of backgrounds, including those from deprived areas of Belfast, those with special educational needs from Italy, to those of more affluent families from Norway and Germany. We involved 240 students in face to face contact during the life span of the project, with this number increasing to 800 students over the 3 years within each school through indirect project work being undertaken on a local basis. The project was divided into smaller sub-projects in which students were in charge of their own learning with the support of teachers. They worked in smaller teams and carried out blended-learning tasks. Students shared their results at meetings, critically assessed findings and discussed implications on their lives. Results are the ‘factbook’ including data on the labour markets and survey findings of participating countries, the presentations created in the course of the project and teaching materials for the ICT for both students and refugees. Modern technological devices were used by all participants to help in the recording and communication of our project work, thus improving student’s preparedness for the digital era. Impacts: European growth has resulted in the need for a better understanding of the similarities and differences that exist between all nations. Our students need to be able to communicate and act successfully in global environments, showing an ability work with people from different cultural backgrounds.- In view of the challenging situation on the European labour market for young people, it is of special importance, that our students are aware of and able to seize the possibilities that each country offers.- The insights into business procedures and employer requirements as well as experience of inter-cultural cooperation made our students more attractive to future employers.- The use of new technology and non-face-to-face communication technology in ‘Labour Integration on Europe’ prepared them for the challenges that lie ahead of them. – The co-operation with refugees broadened the minds of our students, reduced prejudice and improved their multicultural skills. – Refugees learned about the cultures in which they live, promoting their integration into the job market. Our ICTs will potentially decrease incidents of misunderstanding thus promoting a peaceful future.

EU Grant (Eur)

Funding of the project from EU: 83313 Eur

Project Coordinator

Albert-Schaeffle-Schule & Country: DE

Project Partners

• Istituto Tecnico Industriale L. Trafelli
• Belfast Boys’ Model School
• Sogndal vidaregåande skule