Learning Log – Day 1
Name: Simon Cummings & Colin Atkinson
Date: 13/4/15
Organisation: South Eastern Regional College – Northern Ireland

1. Activity description (Summary of what was done that day)
• Presentation on the Slovenian School System and on the WBL process in Slovenia
• Visit to Secondary School of Economics, Services and Civil Construction

2. What did I learn from this activity? What insights did this new knowledge give to me in relation to school/organisation, learner and employer?
The Slovenia school system is very different from our own school system. 80% of the curriculum is designed nationally with 20% (open) designed by the school.
Range of programmes from 4 year, 3 year and 2 year varying from VET to vocational.
The WBL process is similar to the WBL system at home, but there does appear to be a large amount of paperwork required to track the placement.
Two types of contract between the school and the employer: individual contract or collective contract providing some flexibility.
The employers are required by the government to participate in WBL and appoint a “mentor” who is required to attend 24/36 hrs of training.

3. How did I feel about what was presented to me? What did I find innovative?
What did I find difficult or challenging to do or understand and why?

The school system was very different from our own system. In school from 6-15 and then choosing what to do in terms of progressing.
All the students took classes in other subjects as well as the practical area they selected such as English.
The schools are given freedom to create 20% of the curriculum on their own to meet local needs.

4. What is working well and could be applied in my organisation and why? How would you go about doing this?

The appointment of a mentor in a company and training for the mentor.
Learning foreign language
Sending students abroad for work experience.
Less assessment with greater focus on the practical skills being developed.

5. What definitely would not work in my organisation and why?

Employer giving up time for a mentor to attend training, mainly due to the fact there is no government support for such training.

Learning Log – Day 2
Name: Simon Cummings & Colin Atkinson
Date: 14/4/15
Organisation: South Eastern Regional College – Northern Ireland

1. Activity description (Summary of what was done that day)
• Visit to Employers: Lotric Metrology, Lunzar Mechatronics and on-site construction visit to view painting, sign-board painting and siding.

2. What did I learn from this activity? What insights did this new knowledge give to me in relation to school/organisation, learner and employer?
We visited a number of different employers. The involvement of the companies and the mentors with the students and their learning programme was very strong. We spoke to employers, students and mentors and they all had a clear understanding of what was needed from the experience. Many talked about having “the heart for the job”.
All standards employer, mentor, tutor and student had to work together to ensure a worthwhile experience. Clear understanding of what the employer wanted and also what the student wanted.
Business forum used to create a clear communication channel between main employers/schools/government bodies.

3. How did I feel about what was presented to me? What did I find innovative?
What did I find difficult or challenging to do or understand and why?

The schools are given freedom to create 20% of the curriculum on their own to meet local needs. This enabled them to meet specific employer needs.
Good communication between the tutor and the employer/mentor.
Large volume of paperwork required to track each student.
Individual and collective contract options for the student/employer.

4. What is working well and could be applied in my organisation and why? How would you go about doing this?

The appointment of a mentor in a company and training for the mentor.
Ensuring every student completes work placement.
The level 3 students could have work experience included in their course.
Try and reduce the amount of assessment, and look to make assessment as complimentary to the work based learning situations.

5. What definitely would not work in my organisation and why?

Employer giving up time for a mentor to attend training.
Currently no government subsidies to encourage employers to take on work placement students and train their mentor.

Learning Log – Day 3
Name: Simon Cummings & Colin Atkinson
Date: 15/4/15
Organisation: South Eastern Regional College – Northern Ireland

1. Activity description (Summary of what was done that day)
• Observation of Project week in Secondary Technical School, looking at learning situations in electrical engineering and mechatronics. Visit to Vocational College and Astoria Hotel at Lake Bled.

2. What did I learn from this activity? What insights did this new knowledge give to me in relation to school/organisation, learner and employer?
We visited a number of classes in the school to witness the students working as part of the project week. They seemed very motivated and enjoyed working on the project week. We observed a student competently deliver an overview of his project on a 3D printer to his peers.
In the afternoon we visited the school for travel and tourism in Bled. This was linked to the Hotel Astoria which is where all the students gained work experience. This was a fully functioning hotel and the students worked in all areas of the hotel. We spoke to the tutors, employers, mentors and students. This was a fantastic method for the students to really learn through their work experience.
One area that the tutor discussed students could improve on was their soft skills coming into placement, all partners agreed this was a consistent problem in their areas.

3. How did I feel about what was presented to me? What did I find innovative?
What did I find difficult or challenging to do or understand and why?

The project week was a major operation for the school but was very beneficial.
School presented some young enthusiastic staff who fully embraced the project week, our hosts did mention that this was not the case with all staff.
Staff made use of free software which means it is accessible for the student off-site and moving forward.
The link of the school with the operating hotel was fantastic, students really benefit from working together in real life hotel situation with experience in each area of the hotel offered.

4. What is working well and could be applied in my organisation and why? How would you go about doing this?

Providing work experience for all the students, at all levels.
When they complete their work experience they should present to all the students in the school so they also can learn from the students work experience and see what it is like to work for a company.
Companies also come into the school and present their companies and what they have to offer the student.

5. What definitely would not work in my organisation and why?

Government buying a hotel and using it for teaching. (although similar system working in the agriculture sector at Greenmount, milking parlour, etc)
Very difficult for the college to incorporate a whole college project week, we currently do this on a smaller scale with representatives from different programmes presenting projects to their peers from across a range of programmes and subject areas.

Learning Log – Day 4
Name: Simon Cummings & Colin Atkinson
Date: 16/4/15
Organisation: South Eastern Regional College – Northern Ireland

1. Activity description (Summary of what was done that day)
• Visited Hairdresser work placement, Marko Filipic. Meeting with CPI (and 2 representatives from Chamber of Commerce)

2. What did I learn from this activity? What insights did this new knowledge give to me in relation to school/organisation, learner and employer?
We visited a high quality hairdresser in the capital city Ljubljana. The employer was very passionate about his work. He wanted students as early as 15. He wanted to train them and have more time in the workplace. He felt students spent too much time on their phones, facebook, etc and lacked the drive to succeed. He is part of the employer forum for the Slovenian group. Following his discussion it was identified that students on an individual contract may work better for him.
In the afternoon we had presentations and discussions with representatives from CPI and Chamber of Commerce. They presented on the findings from the WBL reports from 2013/14. They discussed the advantages/disadvantages for the student and also for the employer.

3. How did I feel about what was presented to me? What did I find innovative?
What did I find difficult or challenging to do or understand and why?

The employer was very passionate about his work and was very honest about the problems he saw with students coming into work placement. This was a very high end placement opportunity.
He had very interesting discussion with the CPI. They identified that they produce a list of companies (3000+) across Slovenia who will provide work placement opportunities, teachers can direct students to this database as a starting point when looking at where to go.
International placements appear to be an option at all levels for the students, made easier by the fact that many students are bilingual and are open to these opportunities.

4. What is working well and could be applied in my organisation and why? How would you go about doing this?

Government providing a list of companies who are looking for work placement students.
Further develop international placement opportunities for our students through Erasmus+ projects/funding.
Government assistance for employers to enable mentor training.

5. What definitely would not work in my organisation and why?

Students going into work placement at 15, this would require significant policy change at government level.
The significant involvement of the mentors from the employers, mainly due to the lack of incentive for the employer.

Learning Log – Day 5
Name: Simon Cummings & Colin Atkinson
Date: 17/4/15
Organisation: South Eastern Regional College – Northern Ireland

1. Activity description (Summary of what was done that day)
• Presentations from a student who worked abroad for 3 weeks in a Ferrari garage, a tutor who worked in industry for several months and a further tutor on development of Moodle materials.

2. What did I learn from this activity? What insights did this new knowledge give to me in relation to school/organisation, learner and employer?
Students as young at 16 can travel abroad to gain work placement, with great practical experience gained as well as independence developed being away from home at such a young age.
The benefits for tutor and therefore the students on well planned lectures into industry (2 months) and the benefits this can bring to the classroom, with currently industry practices being recreated in the classroom.
The Lecturers into Industry scheme however, can also add significant work to the staff member ensuring the sub-teacher is clear of expectations.
Staff from companies also have the opportunity to complete an exchange and teach in the school (2 months), again providing real industry relevant knowledge and experience to the students learning experience.
It is not yet compulsory with the school in Kranj for all staff to implement the use of Moodle as part of their teaching. However, the school have developed a significant bank of e-learning resources that staff and students can avail of.

3. How did I feel about what was presented to me? What did I find innovative?
What did I find difficult or challenging to do or understand and why?

The benefits for the student from working abroad.
The benefits to the tutor in gaining up to date training on modern software packages and bringing his learning into the classroom. Reinforced with staff exchanges from companies.
It tended to be young, highly motivated teaching staff who took up on these opportunities (often requiring above and beyond time and research for the cause)

4. What is working well and could be applied in my organisation and why? How would you go about doing this?

Engaging the student in work placement abroad.
Encouraging more staff to participate in lecturers into Industry and bringing the learning back into the classroom. This programme currently only gives a staff member 2 weeks in industry compared with 2 months in Slovenia.

5. What definitely would not work in my organisation and why?

Sending students under 18 away on their own abroad.
Longer lecturer into industry periods would require a change in policy from local government policy.