Kiel 2016

How was it?

Erasmus+ project

The first meeting in Kiel (Germany)

Before the start of the professional exchange each of the participating groups of students presented themselves to the other project participants. For this purpose, original methods were chosen to present the country and the people, the profession, the school (and for the Germans the company) and the individuals themselves.

The German dual system of vocational training astonished the students from the other countries, especially when the subject of training remuneration was brought up. Differences in payment between the participating countries were also discussed, as well as the special status of trainees.

The Finns presented a brilliant role-play, which impressively and humorously displayed some traits of the mentality of Finnish people.

The Polish students presented metal engineering as the main focus of their vocational education.

After that, the stereotypes of the different countries were discussed in creative ways with the goal of breaking the ice and getting to know each other better.

Planning the project

In a subsequent brainstorming in the respective country groups, first project ideas were gathered, in which the skills and technical focus of the students were taken into account. In addition, the other participating countries were to be informed about the respective skills.

In a second phase, the groups were divided into four teams with three nationalities in each team. They had to think about a vehicle for the project that could integrate the skills of each country.

After many suggestions, a choice had to be made. This was done according to pragmatic reasoning and democratic criteria. Two products were left to choose between after the vote: on the one hand a motorized wheelbarrow for the ambitious amateur gardener and on the other hand a 'big boat'.

The basic conditions do not allow for products that are too heavy or too big in size since they are to be brought along and worked at the meetings. Thus, after some discussion, the idea of a fully motorized wheelbarrow was rejected. Also, it would have been difficult to implement the skills of the German students, whose focus is on information technology. The next day the project of constructing a 'big boat' was discussed. Again, this happened in the four teams. The objectives were then drawn out more elaborately.

In a subsequent joint discussion, the following requirements were imposed on the product:

Project goal: a 'big boat'.

Big in this case means that it is a model boat made of fiberglass, which is about 50 cm in size. The size is limited by the transport to the further meetings.

The boat is supposed to be powered by two or four motors. Economic factors will have to determine this.

The boat is to be steered and automated via a remote control, the range is supposed to be 5 km. The boat is going to be equipped with a sonar, the data is going to be evaluated on the PC or a mobile phone. A lighting system conforming to shipping regulations is to be implemented, which can be controlled via the control device if necessary. Optionally, a wind sensor is to be installed.

Distribution of work packages

The division of the work packages takes place in a job-specific manner. The Finns adopt the construction of the fiberglass model. The poles implement the drive and the control via remote control. The Germans evaluate the information of the sonar and possibly the wind sensor. They are also responsible for lighting.

Needs assessment

Subsequently, the pupils sat down in their country groups and prepared a needs assessment. The German group was obliged to create a material list and a cost listing by 1 January 2016.

Social and Individual Competence

Each participant brought individual abilities to the group. At the beginning of the week, the language barriers (which seemed almost non-existent from the start) were overcome more and more. The use of English became more and more natural as the week went by. In addition, some phrases were exchanged in Finnish, Polish and German.

The communication climate was open and friendly, questions and concerns about the project were always addressed frankly. Teachers were little involved, indicating a high degree of activity and self-responsibility on the side of the pupils. It became very clear that this is a 'student's project'. Reiner Wiese successfully guided the students' presentation of the project goal and helped the pupils to focus their ideas and agree on a project goal accepted and welcomed by all.

Cooking with a group of refugee students and final meeting

After last talks on the next meeting in Finland in February, the students provided for lunch themselves on the last day: Together with a class of students with refugee status, the group prepared pizzas and side dishes in the school kitchen and ate together.

The multicultural group of students had previously introduced themselves in German and English. The Finns and Poles were able to get an impression of the measures taken to integrate refugees at a German vocational school, which do not solely focus on language acquisition and training but also about professional training and social pragmatic competence.

After tidying up, the participants discussed the experiences and exchanged addresses and telephone numbers, planning to keep in touch through social media.