Apart
from regular students, the project partners pay special attention to further
education of occupational travellers from showmen- and circus families. Their
difficult educational situation is similar in all participating EU-countries.
Therefore, we use our experience and our existing didactical concepts to
improve the eduactional situation of occupational travellers by developing
concepts for eLearning and blended learning for them.
The majority of the partners can already look back on
successful joint projects in the past. Within the project „Entwicklung
beruflicher Kompetenzen für beruflich Reisende durch blockweisen Unterricht
(Bekosch)" (EU-Programm Leonardo da Vinci/1999-2000) the partners enabled
adolescents from showmen families to visit school off season, during the winter
months where they usually do not travel.
In Germany, this effort resulted in nine two-week training courses in
the commercial and technical sector. More training courses are planned for the
future. Similar efforts were made In the other partner countries.
Now, additional online lessons for times of travel are
needed in order to achieve an appropriate amount of classroom time. This is
where eLvet comes into play: The project is designed to close this gap in the
educational offer for occupational travellers. In Germany for example, eLvet
might enable them to fulfill their compulsory further education für the first
time and at the same time deliver target-group oriented training.
Starting Point
Although
the group of occupational travellers within the EU comprises about one million
people, nowhere within europe there are binding regulations for their further
education. Even in states where further education is obligatory (e.g. Germany),
there are not many suitable offers for vocational training. This has lead to a
situation in some federal states, where the concept of compulsory education had
to be temporarily suspended.
Nevertheless,
there is an appreciation of useful educational offers from the side of the
travellers. Due to technological advances, they feel the need to keep pace with
the development. The target group is aware that they need to improve their
knowledge and skills. In an environment of growing investments, they also feel
the need to work on their entrepreneurial and commercial proficiency.
School
education of travelling children and adolescents is interrupted again and again
by the travel on business of their parents. Although in most cases these young
people succeed in general school education, they lack evidence of their
professional skills.
They have
to work within their family businesses from early on and contibuted to the
business success. Their qualifications are often not officially approved and
certified which makes it almost impossible for them to find a job in other
fields of work.
Target Group
Primary target group:
Adolescents from fairground- and circus families
Secondary target group:
All pupils in vocational school/ initial occupational training
Specific Aims
Specific Aims
Classroom Materials
Development
of a criteria catalogue designed to assess learning software/ learning
materials, in due consideration of the target group
Comparison
of the results of all partners‘ previous research and work.
(Internet)
research of relevant e-learning content for teaching modules
Assessment
and selection of 1 or 2 modules for education in commerce
Research of existing
materials
Selection
of teaching modules on the basis of unofficially created education plan
Blended
Learning Concept
Development
of an integrated Blended Learning Concept
Selection
of modules for phases of school attendance and E-Learning
Handbook
Didactic concept
Credit
for distance learning as class time
Learning platforms
Development
of a catalogue with criteria for the assessment of learning platforms, in
due consideration of the pedagogic requirements.
Selection
of a suitable learning platform
Evaluation Concept
Continual
and final evaluation of the project
BeKoSch
General Framework/Organisation
Organisation
of phases of distance learning (learning bases).
Creation
of motivation and attraction for pupils (extrinsic/intrinsic).
Definition
of the commercial competencies required by fairground people.
Comparison
of the different (European) teaching concepts for fairground people.
Communication
Construction
of a website for the internal and external communication (workshop, media-
and public relations etc.)
Project
documentation (on the website) and dissemination of outcomes
Timetable
Timetable
for the ELVET project- and management meetings
Project 
German
