Presentation on theme: "ELFE Conference Brussels"— Presentation transcript:
1 ELFE Conference Brussels A presentation of the LOSA project Nordland County, NorwayELFE ConferenceBrusselsPresentasjon av ossJeg: General overview of the projectHilde: Presenting her fields of study in more detalisMe: Summing up.
2 LOSA ”Local education in cooperation with local working life” Or ”Secondary education in Rural areas”.Originally called District School model when it was started
4 The Main Objectives of the Project was: To give young people at the age of 15 to 16 in rural districts the possibility to attend upper secondary education in their local communitiesTo reduce the drop-out percentage among first-year-students from rural districtsTo enable young people to stay at home as long as possibleTo strengthen and increase cooperation between working life, local authorities and educational institutions1) The first point is talking about the facts that young people from remote areas don’t take secondary education at the same rates as young people from towns or more densely populated areas2) Drop out: 48% of the dropouts in our county are students living in remote areas I will return to this moment later related to the results of our project3) Its costly for the parents to have their children living in the towns. And often the students are sosially isolated in the bigger towns4) Companies have problems with employing skilled persons in the remotes areas.
5 Based on 3 different fields of learning: The field of web-based education: The students work individually with the different subjects. They are taught by their teachers by the use of telephone, , chat-programs and by active use of web-boardsClassrom-based education:The students are supervised by local instructors, by fellow students for the benefit of cross-curricular cooperation.The participation of the local firms is essential in the project. They are offering vocational training to the students to the one they are having in ordinary schoolsLocal firms: which give in-firm training related to the specific aim.
6 Partners in the LOSA project. 2 main schools: Saltdal Upper Secondary School and Nordland UpperSecondary School of fisheries offer 10 different foundation courses3 local communities: Træna, Beiarn and VærøyThe students are formally administered by the two main schools4 small cooperating local secondary Schools introduced in 2003The students are administered by the local schools and recieve ICT-education in the subjects which the local schools can not offer themselvesSVS: 7 foundation courses: Arts,Crafts and design, Electrical Trades, Engineering and Mechanical Trades. Woodworking trades, Sale and service Trades and general and Business studiesNFS: 4 courses: Health and social care, Hotel and Food processing trades and Agriculture, fishing and Forestry Trades
7 Saltdal uss and Nordland uss: Main schools :Saltdal uss and Nordland uss:Responsible for the educational organization and providing ICT- teachers3 local Municipalities : With one local instructor and local companies with skilled vocational instructors4 small local secondary schools:Lofoten Archipelago – very popular tourist areaDistances: 2 hours with speedboat from the mainland to reach this small Island
8 8 local firms with skilled vocational instructors Saltdal upper secondary school Responsible of administration, curricular organization and teachersLocal instructorSeven students representing three fields of study700 hundred inhabitants mostly living of fisheriesThe total number of students have increased from 12 when we started in 2001 up to 93 this year.This term we have around 120 local vocational places of work or companies8 local firms with skilled vocational instructors
9 Organizing the school year 2 week terms:Weeks of practice: Vocational training in local firms.Week of theory: Working with ICTEvery week 2 lessons of physical education, 2 lessons of optional subjects.
10 Participants in the Art, Craft and Design studies Working on the ELP ”Its Learning”Weeks of theoryWeeks of practice in local firmsExperiences and reflections
11 Participants in Art, Craft and Design trades 16 students in..6 different municipalities and secondary schools with…6 local instructors and…About 30 local firms or practical instructors4 teachers teaching drawing, colour, shape and art history ( located to main schools) 4 teachers in general studies ( located to main schools)
12 Map over Participants 4 students 1 local instructor 7 local firms 1 student 1 local instructor 2 local firms2 students local instructor local firms
13 Its Learning, our digital classroom All theory connected to different subjectsTheoretical and practical tasksCommunication: chat forumParticipantsLinksStatus for each student
14 Weeks of theoryStudents are working on there own using ICT, Its learning, books and other sources.Both theoretical and practical tasksCommunication via internet and phone
15 Weeks of practice in lokal firms and with practical instructors This can be…FloristsPhotographersHairdressersColour shopsCraftsmenDoudjier ( lappish craftsmen)DesignersArtistsPeople with knowledge to special tecniques and art- materials
16 Experiences and reflections The subjects distinctive character a challenge connected to e-learningWorking on their own and structuring their own school day a challenge for the studentsThe triangle of using ICT, ordinary classrooms and local firmsNew possibilities to young students in rural districtsThe LOSA project in the future some reflections…
17 Evaluation of the ”District school model” - A NETWORK SCHOOL Worked out by Høgskolen in Nesna (teachers’ training college)The main purpose of the evaluation was to find:To which extent the education is qualitative comparable toordinary upper secondary education (foundation courselevel)To which extent this educational model can contribute to ageneral increase in the standard of education in smallmunicipalities
18 Main Conclusions.- The project has to a high degree attained most of the general objectives.- The cooperation between school and the local working life has been strengthened- The implementation of this model represents something new in Norway and it has been valuable both with regard to a general development of the remote districts and as an educational resource for students in upper secondary school everywhere.Drop-outs: 2002 and 2003 no dropoutsLast year 78% of the students moved to towns to attend the second year of sec. school
19 From project to permanent education In 2003 the Nordland County council made this decision:”The county council consider the ’district school model’ to be of major importance for the development of a decentralized upper secondary educational organization in Nordland”.The county council has decided to pursue the ’district school model’ in Træna, Værøy, Beiarn and at Andøy, Lødingen and Knut Hamsun upper secondary schools at a permanent basis.