From FGU to EUD
PROJECT PERIOD
1 April 2023 – 30 April 2026
PROJECT PARTNERS
AMU Nordjylland (project leader), Aalborg Business School, EUC Nord, SOSU Nord, Techcollege, Himmerland Vocational and Upper Secondary Education (HEG), FGU Aalborg, FGU Himmerland, FGU Vendsyssel and FGU Nordvest (Jammerbugt department)
PROJECT BUDGET
DKK 24,868,602.00 million
Financing (rounded): co-financing 33%, (of which 8% participant and 25% self-financing), North Jutland Region 27%, Social Fund 40%
PROJECT GOALS AND TARGET GROUP
The purpose of the project is to strengthen the transition from FGU to VET with more preparatory and supportive efforts and thereby increase the young people's opportunities to start and remain in a vocational education. The focus will be on activities across FGU and VET institutions so that students gain better knowledge of the vocational school before starting school and extra support and guidance during the first time at the vocational school, but also the employees across the board gain knowledge of each other's teaching methods and pedagogical approaches. In this context, new methods and approaches are being developed that support an easier transition from FGU to VET.
Number of participants: 1180
Number of new tools, structures or methods: 5
1. Methods for strengthening guidance and coaching at start-up
2. Young to young mentors / tutoring scheme
3. Pre-boarding activities (short bridge-building sessions, hosted workshop training)
4. Educational motivation profile
5. Competence relay
PROJECT ACTIVITIES
Collaboration activities (employee and organizational level)
1) Job shadowing (233 units): In order to increase mutual knowledge about "each other's worlds", the project operates with a mutual "job shadowing" or "employee internship" lasting 1 day. The purpose of this project activity is that employees across FGU and VET schools can get the opportunity to get to know their "colleagues" at the schools that either hand over or take over the young people. The employees can acquire inspiration and new knowledge about the target group and how the didactic, pedagogical and guidance practice is organized at other (types of) educational institutions.
2.1) Joint competence development (5): workshops for employees (103) with the aim of gaining a common language, understanding and approaches to students' challenges. These could include presentations on teaching differentiation and neuropedagogy.
2.2) Knowledge sharing meetings (5): Summary of job shadowing: what have we learned - what can we use going forward.
3) Competence relay (1): Through knowledge sharing, we will uncover which tools for student progression and clarification we each use and whether we can select a common tool / clarification form – or develop a new one – and determine a common structure for its use with the students – both at FGU and EUD. The student thereby experiences continuity in the transition to a new supervisor and the EUD school receives the important information they need to support the student in the best possible way.
Pre-boarding activities (for students)
4) Educational motivation – profile test and interviews (1100) with FGU students about educational motivation
5.1) The implementation of short bridge-building courses / visits (182) to the VET schools for FGU students.
5.2) Implementation of relocated workshop courses (297) for FGU students.
Support, guidance and social communities (for students)
6.1) Strengthening guidance efforts in connection with combination courses/start-up at VET (e.g. cross-disciplinary mentors)
6.2) Extension of guidance efforts in combination courses / start of EUD ("aftercare")
7) Community strengthening: Youth-to-youth tutoring scheme (6 tutoring schemes): The vocational schools establish a "tutor corps" of VET students who help the new VET students / combination students settle in. This is well known in upper secondary schools, but a greater challenge in practice at vocational schools, where the students' dual education means that they are at the school for a very short time at a time.