Additional Info

• Period of implementation: 300 Hours
• Country where the practice was developed : Slovenia
• Provider of the practice : SIC Ljubljana
• Targetg group: 17-19 y.o. students, EQF 4 level
• How to implement the practice :

  Upon enrolling, the students submit the relevant documentation after which students, their parents and professionals meet. The objective of this meeting is to present the students’ goals, their strengths and disabilities. 

  Based on these the student is encouraged to work and is invited to participate in extra-curricular activities.

  Students whose disabilities have been identified by professionals or teachers that show exceptional abilities in other areas, can be included into such programmes.

  Students that participate in extra-curricular activities such as projects and competitions have a common interest. Through socialising and exploration of the topic they overcome their disabilities and above all they improve their social competences and cognitive skills.

   

   

• Prerequisite knowledge:
  • - Operation of machining machines
  • - Materials
  • - Electrical sources
  • - Programming of controllers
  • - Electrical components
  • - Preparation of electrical and mechanical technical documentation.
  • - Methodical and didactic knowledge
  • - Ability to lead groups
  • - Ability to recognise psychophysical states
  • - Ability to adapt to dynamic work.
• Main learning outcomes from the practice :
  • - Description of a task to be solved.
  • - Explanation of the solution.
  • - Identifying material needed for the job.
  • - Calculating and defining the material needed.
  • - Analyse the mistakes that occurred.
  • - Invention of technical solutions for the assembly.
  • - Demonstration of the created system.
  • - Analysis of the completed work considering the set goals. 
• Needed/Suggested digital tools:
  • - A systematic approach to everyday personal problems.
  • - Ability to look for solutions while creating and maintaining systems.
  • - Implementing everyday situations in professional work.
  • - Confidence and competence when presenting ideas
  • - Independent learning.
  • - Improved self-image which helps students integrate into society.
• The practice was carried: : Another way
• "Other way" specification:

  Practical work labs, international exchange programmes, field work.

• Critical points to shift towards STEM learning and solutions:

  Due to different circumstances the students had less opportunities.

  For their successful inclusion into extra-curricular activities and monitoring their progress we have to know their background and their intellectual state in the STEM field. Therefore, professionals and teachers have to work with such students individually.

• Positive aspects of participatory learning :
  • - Students are familiar with team work
  • - Student are able to analyse problems, recognise their positive and negative aspects and undertake tasks for their solution.
• Negative aspects of participatory learning:

  • Several factors can affect students outside school such as family or peers. They can redirect the students’ attention and lead them away from participating in extra-curricular activities the result of which is lack of progress.

    Students may not be compatible with other team members, which can hinder their progress.
• Included green education (if any):

  Each extracurricular activity (project/ competition) incorporates the topics of recycling and a sustainable use of materials and products.