Finding a Job in Construction Erasmus Project

Project Title

Finding a Job in Construction

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 2017

Project Topics

This project is related with these Project Topics: ICT – new technologies – digital competences; Labour market issues incl. career guidance / youth unemployment

Project Summary

Our project “Finding a Job in Construction” enabled and prepared students for finding jobs on different levels in the field of construction and execute work in different EU- countries to fight youth unemployment. It gave students a differentiated view on different educational systems, jobs and job opportunities in the field of construction and an awareness of other EU countries and how they can profit from working anywhere in the EU.

The students of all partner countries worked in the forefront of the respective AULs with different thematic priorities, the results of which were presented as national presentations in the AULs and were a basis for discussion and work in order to find commonalities and differences.

At first, the students dealt with the analysis of the respective living environment. The focus was on country-specific aspects of living in order to provide all participants with intercultural insights into their own circumstances and deficits or wishes. The question is u.a. which occupations are needed in the construction industry to create this habitat that, from the students’ perspective, it can be considered both attractive and future-proof.
Therefore, the comparison of the different (training) professions in the construction industry and the different (personal and educational) prerequisites and possibilities was in the foreground, combined with application training: writing a CV and motivational letter, how to pepare for a successful job interview and pitfalls to avoid.
As in all occupational fields, there are also (technological) innovations in building technology which – under the aspect of “building the future” – the pupils analysed both from a national perspective as well as with regard to their international applicability. Especially the current topic of sustainability (with strong regard to the Fridays for Future movement) received attention.
Lifelong learning is required to adapt to changes in the labor market and that goes beyond purely structural aspects. Therefore, students examined what to do to become self-employed in their own country. Because you need knowledge e.g. about legal and economic conditions as well as knowledge of and openness towards the relevant current and future trends that have the potential to influence entrepreneurial success.

In addition to the direct professional aspects (traditional knowledge of stone working and the associated application in preservation and conservation, graphic representation techniques, material science, innovative technologies (BIM, use of membranes, 3d-printing, tiny houses, “living” walls,, …), job-related (application training, research, English as lingua franca), the objectives were also on (inter)cultural aspects (European teamwork, joint ventures, national traditions and characteristics, …).

The age of the participating students was between 15 (Ireland) and 19 (Germany, Malta, Sweden) and the younger ones benefited from the older ones. On the linguistic level, the non-native speakers (Germany, Sweden, Spain) benefited from the native speakers (Ireland, Malta), but it became particularly clear that you do not have to speak English perfectly to be able to understand each other. All students focus on building technology so that a common understanding of the project was possible. For some students, participation in the project and the AULs was associated with their first stay abroad and thus new experiences bordering on them.

Some results are not objectively measurable, e.g. the feeling of traveling alone for the first time, being in a foreign country with a foreign language, paying with a foreign currency, traveling by public transport or finding one’s way in an unknown locale – these experiences make students more independent and self-confident. The results in the classroom are also not measurable, but nevertheless perceptible: Students participate more actively in class and demand e.g. more self-determined learning. In foreign language teaching, a higher level of speaking skills can be detected.
Visible results are i.a. the documentation of the project by the students, the tutorial, various presentations on the different partner countries or the presentation of different occupations in the construction industry, “educational videos” how to apply, evaluation videos, drawings of innovative housing projects, websites that advertise the (fictional) innovative construction company.

The Europass, which certifies the participation in a multilateral project for students, documents the acquired professional, occupational and social competences and can thus be a helpful instrument in the application that offers employers a different perspective on the applicant.

The networks created by the project go beyond the already known partners to the experts, who are gave lectures, companies that offered not only internships, but also apprenticeships, to the career adviser of the Job Agency, who advise our students on their future career choice.

EU Grant (Eur)

Funding of the project from EU: 123975 Eur

Project Coordinator

Max-Born-Berufskolleg & Country: DE

Project Partners

• MALTA COLLEGE OF ARTS SCIENCE AND TECHNOLOGY
• Donegal Education and Training Board
• INSTITUTO DE ENSEÑANZA SECUNDARIA GENETO
• Nyköpings gymnasium