The aim of the project PROVED (Productive Learning in Vocational Education) was the transfer of the principles of Productive Learning (PL) from the field of general education to the field of vocational education. Regarding this aim the main intellectual output of the project PROVED are five concepts, developed and implemented in five institutions of vocational education in four countries (Finland, Germany, Greece, Lithuania).
All concepts were developed “in process” during the whole project period. The focus of the first year (“preparation phase”) was the introduction of PL, the adaption to the national and local conditions, the design of a first concept draft, the clarification of official permission, the information and preparation of enterprises, colleagues and students. In the second year (“implementation phase”) the partners tested their concept with students. In reflection of this experience they modified, changed or add parts of the concept.
In general the five developed concepts are very different - showing the range of local framework conditions and the resulting possibilities. In Lithuania and Greece for example the “learning outside of school” is not well-known and it was a big challenge for the partners of these countries to realize the “learning in practice” as an important aspect of Productive Learning. The “difficult” political situation in Greece during the whole project time influenced the implementation of the concept and its development in the way of changing or not changing school-laws and possibilities of “legal realization”. In Germany and Finland the partners were able to connect on existing (dual) structures in the VET-system – one of the challenge here was to point out the differences between existing learning structures and the specific aspects of Productive Learning as the connection between the individual experiences and the school-learning.
All concepts are translated in the languages of the participating countries. This is the basis for suistainability and also for the added value of the concepts which were developed.
The adapted Productive Learning-
Concept for the participating
Vocational School in Finland Omnia, the Joint Authority of Education in Espoo Region, Finland
The concept (pdf) will inform you about the concept development in Finland – Productive Learning at Omnia. The main focus will be the curriculum and methodology connected to the basic ideas of Productive Learning, but you will also find information about the framework conditions (current situation of the local educational and employment field), the participants, the cooperating partners and also about organization aspects at school.
The Finnish partner Omnia is a very experienced partner in education in general but also in vocational education. Productive Learning was already implemented in the Finnish so called flexible education, so it was obvious to focus on a transfer into vocational education. During the implementation phase Omnia pursued two aims. One aim was to improve individual learning in different learning environments, especially in so called “real life situations” and the other was to use digital learning as an innovative element of educational training. Both aims were realized and the results were reflected in the concept. This was an attractive innovation also for the other partners and Omnia tried to realize a transfer of experience and knowledge during the partner meetings and international seminars.
The partners of Georg-Schlesinger-Schule had the chance to realize their Productive Learning concept in a suitable framework. In the field of “IBA” (integrated vocational orientation) the teachers tested the concept with one learning-group during the implementation phase. Compared with the first draft there were only a few changes necessary. The cooperation with the multiplier institution IPLE as the local supporting partner was very important and fruitful. More “school-based-trainings” as planned were realized and the concept development was realized very continuously. The partners were involved very hard in the pedagogical work at school and it was hard to find time for the conception work.
--> Concept Georg-Schlesinger-Schule in English (pdf) and in German (pdf)
CONCEPT of a Productive Learning-Classat the2nd Laboratory Center in Patras, Greece
In Greece the concept development was influenced by the unstable political situation during the whole project-time. The educators from the 2nd Laboratory Patras and the supporting multiplier institution PROTASI expected changes in the Greek school-law concerning the focused “apprenticeship-year” were not realized and so the Greek partners had big difficulties to realize the concept which was developed during the “Preparation Phase”. Facing this situation in the “Implementation Phase” a lot of changes were necessary to act in a legal way. A new (small) learning-group with “employed adult students” was initiated and a lot of the planned activities were realized. A new chapter “remarks to the implementation/realization” was added to the concept explaining the activities which were realized in the end. A realization of the primarily conception is planned for the next school year.
--> Concept 2nd Laboratory Center in English (pdf) and in Greek (pdf)
Conception for Productive Learning at Adult and Youth Education Center
and PL concept development
for Kėdainiai Vocational
Lithuania has already made experiences with Productive Learning (PL) in general education. Since 2012 there are 7 schools offering PL. Two schools in Kedainiai joined PROVED to develop a concept for their respective addresses in the field of vocational training respectively vocational orientation. At Vocational Education Training Centre (VETC) a group of 14 students with special needs attended PL that was realized in a builder-decoration class. The conception, regarding learning at school and learning at practice phases, had to be adjusted to the conditions of construction workplaces that highly depend on weather conditions. At Adult and Youth Education and Training Center (AYEC) there was a group of eight adults preparing themselves for a profession. These two schools had the chance to exchange their experiences and also problems that occurred during the school based trainings and this has contributed to an intensive and fruitful process of development. The third partner in Lithuania, Education Supply Center was very much involved in the process of concept development and could insert many experiences from the former period of implementation of PL.