Transnational LEARNING / TEACHING / TRAINING ACTIVITIES
Study visit to Berlin was organized perfectly. We got a good overview of their dual system of education, as well as the full-time system, which is more similar to the Slovenian education system. The similarity of WBL for full-time students in Germany and WBL in Slovenia is apparent, both in terms of requirements which must be met by employers, as well as the integration of students into the working process of the company. We liked the concept of the dual system, but it hasn’t been implemented yet in Slovenia, although the Ministry of Education has been considering it. We also got an insight into the philosophy of education in the training centers of larger enterprises (Deutche Telecom, Charite Clinic) and the important role of the Chamber of Commerce in promoting and supporting vocational education. The general impression is that the German education system functions great.

What could be implemented to the Kranj School Centre:

1. Before students leave for WBL:

• Strengthen the promotion of vocational education in primary schools and so attract young
people for technical professions and indirectly boost enrollment to our school. In our
already existing cooperation of the School Center with primary schools we present
occupations for which our school is to educate. We also have information days, the days of
technical workshops, meetings with counselors in elementary schools, ..
• students should acquire soft skills (application for admission to the WBL, interviews, rules
of behavior, dress code, presentation, appearance, …)
• Students are more motivated to find a position in the company themselves. Although in
Slovenia, the school is responsible for providing training places in companies, including SC
Kranj students are encouraged in self-initiative in finding working places. Only if the
student does not get a training place, it is provided by the organizer of the WBL.
• Students should be noted on competences to be acquired in practice. This would alleviate
the self-evaluation after the WBL. Students and employers know the indicative range of
competencies to be acquired by the students to practice, before they leave for WBL.
• Employers should be provided with a list of competencies that a student has learned in
school together with their grades.
• Influence the employers to establish a larger number of verified teaching posts and send
their mentors in teaching adult education training, which is carried out at the school.

2. During the WBL:

• Other VET teachers should attend high school students in the WBL. It is a task for the
organizer of WBL at this moment. Thus, teachers would get to know the needs of employers
and could adapt lectures to the needs of companies.
• To increase visits by experts from companies to the school.
• For now, the student is able to replace the company if he is not happy, but it can also make
arrangements for the WBL in two companies if in this way he could obtain a number of
different competencies.
• A student could alone or together with a mentor evaluate acquired competences, if he had a
list of competencies.
• Influence on employers to make every effort for students to gain as many competencies as
possible, including soft skills.

3. After the WBL:

• Students should prepare a brief presentation for teachers and classmates. For the moment
we are not doing that yet, but it is a good idea. Both teachers and classmates would become
familiar with the competencies acquired in the WBL.
• In our WBL we only grade students with “passed” – “not passed”, it would be better to
evaluate them with grades from 1 to 5. Students make more effort if the grades are more
concrete.

In designing the curriculum the economy and the government should be more involved. Although companies already participate (20% of the learning content is covered by the open curriculum, whose content is determined on the basis of proposals from companies in the region), cooperation could still be improved.

We should promote the international exchange of students within the project (LDV, Erasmus +). Our and German practices show that students in such exchanges become more mature, more confident, improve their language skills and learn independence.

The students will be required to provide knowledge in the form of learning situations (problem solving, teamwork, interdisciplinary cooperation, initiative, resourcefulness). Also at SC Kranj, part of teaching takes place in the form of learning situations. Here we have a lot of reserves in this field at our school.
It is important in the beginning to well define the criteria so that the achievements of the students can be assessed.

Moodle is in daily use at SC Kranj. At the beginning teacher preparation and computer literacy were requested, which is why we made some teachers training at the school. In particular it is benefitial to students.