OBJECTIVES OF THE PROJECT:
1. Compare the average different materials; working periods, educational structures, positions of classes (timetable, didactic materials, organisation?) among partner schools, as examples of the each country reality.
2. Compare the orientation and counselling activities and objectives in every partner schools to facilitate the students? professional and academic future.
3. Compare, also the difficulties and professional successes that the students have when they finish their studies.
4. Analyze and reflect on the preceding questions and extract the conclusions.
5. Look for in what way an improvement in the methodology of the technical classes can improve the professional insertion.
The project claims to clarify this working hypothesis:
We believe that the research and the experimentation of the new methodologies and educational strategies can improve the professional integration of our students.
OUTLINE OF THE PROJECT:
General features of the educational systems in Portugal, France and Spain
1. Outline of the educational systems by levels and ages.
2. Brief explanation of each of the levels and steps.
3. Types of institutions: public/private, main features of types of institutions.
4. Qualification of teachers and trainers.
5. Resources, structure of institutions.
Detailed description of every partner institution.
Educational Levels, type of studies, subjects, schedule, timetable. Evaluation procedures and objectives, mechanism of recuperation, orientation and counselling, management and organs and composition of the institution.
MAIN FEATURES:
History of the school.
Staff: teachers
A. Number of teachers
B. Teachers per subject and department,
C. Direction (members and functions).
D. Flowchart of the institution,
E. Organisational structure of teachers? work: lesson time, working hours, tasks (meetings, coordination, counselling, substitutions, etc)
F. Promotion of teachers.
G. School Calendar
H. Model of school schedule.
The students.
1. Number of students.
2. Features: social and economical origin, geographical origin.
3. Students with difficulties: type of difficulties and numbers.
4. Help provided: type and degree of efficiency
5. Classification of students by level, average and exceptions.
6. Percentage of success step by step.
7. Curricular options for unsuccessful students.
8. Other options
9. Problems of discipline: principal facts, percentage, rank of importance, incidence.
The school.
1. Number of classes.
2. Laboratories.
3. Workshops.
4. Special classes.
5. Sport facilities.
6. Budget.
7. Allocation: devices, tools, infrastructures.
Academic orientation professionals:
1. How is it done?
2. Who does it?
3. When is it done?
4. Professional success: rank of students? professional insertion.
Training to the enterprise
1. How is its development: supervision, evaluation, and results.
2. Number of pupils
3. Model of enterprises.
4. Rank of professional insertion thanks to trainings.
5. Period of training: in which moment one realizes it.
6. Functions of the school, the enterprise and the educational administration.
Professional Insertion in enterprises
1. Statistics of pupils.
2. Types of enterprises and statistics.
3. Supervision, evaluation and results.. |  |