1

PPe Pee, a Comenius 3.1 training programme on reflective practice

This “ Student’s personal development plan and college educational policy ” PPe Pee Project started in January 1997.

Three common points of concern at the beginning - The growing diversity of the students in agricultural education systems : the diversity of their social background, academic level, motivations, professional plans... - The effectiveness of the educational/pedagogical activities that were developed in order to recruit, train, support, help, counsel and motivate the students during their student careers. - The colleges’ capacity to systematically organise the monitoring of student progress and to facilitate their global development (personal, academic and professional).

A common observation - Those activities intended to help the students to clarify their expectations, to overcome their academic or personal difficulties and to prepare for employment, are often temporary and improvised in order to address a specific situation. They are only occasionally part of structured systems. Therefore, they have a limited impact, in spite of the good intentions of their promoters.

A common concern. - Analysing and formalising the different methods of supporting student development ; - Building the school into an educational unit through a global review of the methods used to monitor the student’s progress ; - Rethinking the co-ordination of educational tasks and roles ; - Redefining the student’s place in the college environment ; - Implementing support, training and career guidance systems.

A training programme, through reflective practice, from January 1997 until January 2000. - Phase 1. • Questioning and analysing current practice to support the personal, academic and professional development of students on vocational training courses for a European level III qualification. - Phase 2. • Constructing a common representation of ‘support’ and the ‘student career plan’. Adjusting the meaning of the words and the meaning of the activities to differenciate clearely between support activities, help, assessment and career guidance. - Phase 3. • Rereading the different characteristics of student support in the light of the MSE model of an educational organisation (Monitoring - Support system - Empowerment), in order to improve their implementation ; linking the different methods of intervention and clarifying what is involved for each person, students and staff, within the school system.

A common working method that integrates : - Phases of reflection and innovation within the colleges ;

2

- The links between the actual situations and the conceptual framework - Analysis and confrontation of the various representations of support practices, during the national and international meetings - Production of documents through an Internet site, from March 1999 onward.

Partnership organisation - The transnational co-ordination of the project • A transnational Coordinator, contracted to oversee and manage the project, Role : - To co-ordinate the action-research activities wokshops and production of documents, with the help of the steering group, - To ensure the smooth running of the project and report on the multilateral activities, - To ensure the exchange of information between all the participants, and the technical and financial management of the partnership, - To guarantee the multilateral European dimension of the project, - To disseminate and promote the results of the project, - To develop self-evaluation tools with the help of the steering group and in collaboration with the external evaluation group. • A 7-member team called « The Steering Group » with the task of: - Co-managing the transnational project, - Developing the activities within each country, - Putting the training process in place through reflective analysis, - Ensuring the methodological training and monitoring of the college teams, - Creating analysis tools and analysing the collected data, - Participating in the contractual management of the project, - Attending 4 meetings a year. - 17 schools associated in the project England : 3 France : 3+3 Ireland : 2 Italy : 3 Netherlands : 2 • Role : - To take an inventory of and improve their support practices, - To collect data in order to analyse, formalise and validate this type of practice, - To evaluate their practice, within the perspective of a college plan, - To participate in the creation of analysis tools, to test and improve them, - To take part in the training of new college teams during the Comenius 3.2 training session. - 2 multilateral meetings per year, during the 1st and 3rd terms of the academic year, - 1 national meeting per term. - An external evaluation process - 3 people to monitor the Comenius 3.1 project from January 1997 until July 2000. - 5 people to measure the impact of the project within the participating schools. - 3 people to evaluate the Comenius 3.2 training session.

3

The course programme :

Objectives and content

To understand the Meaning of Certain Key Words, a New Way Of Thinking • Student support

• Student’s development plan • Student’s personal, academic and professional development plans

• Monitoring, the Support system, Empowerment Plenary sessions : Wendesday24th May, 9.00 – 12.30 Friday 26th May, 9.00 – 10.15 Saturday 27th May, 14.30 – 15.30

To Question and Evaluate Current Practice • To perceive how these ideas are adapted to the various situations and contexts

• To examine the solutions adopted by the different teams, the point of view of the trainers and the trainees

• To express their views and to ask questions about student support systems. Workshops : Visit : Student support The partnership around the student’s development plans Wednesday 24th May, 14.30 – 17.0 Thursday 25th May, 9.00 – 11.30 Thursday 25th May, 14.30 – 18.30

To Discover and Understand Methods and tools for reflective practice to know the rules and conditions of use of the methods and tools piloted on the project, in order to be able to use and adapt them to a

particular context Plenary session : Workshops and Stands Friday 26th May, 10.45 – 12.30 “ Methods of analysing practice ” Friday 26th May, 14.30 – 18.00 Saturday 27th May, 9.00 – 12.30

To Develop New Practice in the Future Join a network to exchange knowledge and examples of successful practice, for new

European projects Auto-Evaluation Forms The “ Forum ” Plenary session : The Conference Site Saturday 27th May, 14.30 – 17.00 Europea Stand

4

The course programme

Tues. 23rd May Wed. 24th May Thurs. 25th May Fri. 26th May Sat. 27 May

"PpePee" Teams arrival

Set up the forum

9.30 - 12.30a.m. Plenary session

9.30 Welcome by the Principal, Legta Quimper 10h 00 à 10h 45 10 - 10.45a.m. Objectives and 3.2 course programme(Marie Odile Nouvelot, S. Elstob). Break 11.15 - 12.30p.m. Issue of the PPe Pee project. Notion of student development support (Marie-Odile Nouvelot).

9 - 11.30a.m.

Worksgroup" support for students’ development plan "

A1 personal development support A2 academic development support A3 professional development support.

12 - 1p.m. Stands - Forum

9 - 12.30a.m.

Plenary session

9 - 10.15a.m. The educational policy of the institution-MSE model (Luigi Guerra) Break 10.45a.m. Methods and tools of analysis of practice (Ian Wallace)

9 - 12.30a.m. Worksgroup

Stands - Methodology 9 - 10.30a.m. D4 thematic boxes of analysis. D5 monitoring and support system D3 stands. Break 11 - 12.30a.m. D1 student survey by questionnaire. D2 focus group . D6 stands D7·principal workshop

12.30p.m. lunch Cempama 1p.m. lunch 1p.m. lunch 1p.m. lunch 1p.m. lunch

2.p.m.

PPe Pee.work groups

After 5p.m. Reception of the trainees

Coménius 3.2

2.30 - 5p.m.

Worksgroups Support for students’development plan

A1 personal development support A2 academic development support A3 professional development support.

5 - 6.30p.m. Visit the Legta

B1 library student union building B2 student union building B3 college farm B4 student cooperative project with Togo.

6.30 - 7p.m. Trainees support group feedback - debriefing.

2.30 - 6p.m.

Visit C1 ·cultural project (Quimper theater). C2 ·environmental project C3 ·work experience on a farm

7p.m. Trainees support group feedback - debriefing

2.30 - 6p.m.

Works group - Stands - "Méthods and tools of analysis".

2.30 - 4p.m. D1 student survey by questionnaire. D2 Focus group . D3 Stands Break 4.30 - 6p.m. D4 thematic boxes of analysis. D5 Monitoring and support system D6 Stands.

6 - 7p.m.

Trainees support group. Prepare questions for the plenary session on 27th.

7p.m. Steering group

2.30 - 5p.m.

Plenary session. 2.30 - 3.30p.m. Questions/Answers Team of coordinators Break - course evaluation 4 5p.m. Round table. New working perspectives and European dimensions

8p.m dinner First contact within the trainee support group.

7.30 dinner 9p.m. steering group.

9p.m. dinner

8.30p.m. dinner. From 7p.m. Traditional Breton party (Fest Noz).

5

Forum and Trainee Support Group

Forum

A forum is being organised on the fringe of the seminar. Different stands are available to facilitate meetings and exchanges of information between trainers and participants. - 5 permanent national stands. France (Bernard Leroy) Ireland (David Colbourne) Italy (Bruno Conta) Netherlands (Henk Sanders) United Kingdom (Sue Tranter) NB These stands are also meeting points for trainee support. - 1 European " Europea Socrates " stand (Madelon de Beus) - 5 " methods and tools " demonstration stands Friday 26th and Saturday 27th. • Conference site (Andrea Fusari, Michelle Fizaine). • Log book (B. O'Sullivan, Nathalie Lerch). • SSS. Monitoring (Henk Sanders). • Surveys on insertion in the world of work (Michèle Bargeot). • Evaluation of the PPe Pee project (Nathalie Droyer). - 1 " Poster " display to share the preparatory work carried out by the participants. • Agricultural education in the countries represented. • Educational news in the countries repesented. • Participants' experiences in student support.

Trainee support group

A small team of 9 resource persons has been formed - to help make your participation in the seminar easier ; - to clear up difficulties every day ; - to prepare the " questions and answers " and round table sessions on Saturday 27th. Grouping of participants between the 8 resouce persons : • Bruno Conta (Italian stand) - Italian participants. • Madelon de Beus (Europa stand) - German and Austrian participants. • Michèle Bargeot (French stand) - Portuguese and English - speaking Greeks. • Claudine Leroy (French stand) - French participants from Dger. • Henk Sanders (Netherlands stand) - Dutch participants and Flemish - speaking Belgians. • Sue Tranter and Denise Horton ( UK stand) - English - speaking Polish, Latvian, Czech participants.

6

• Bernard Leroy (French stand) - French speaking 3.2. participants.

Comenews, The seminar journal A small tam will produce, as far as possible, a daily news bulletin to serve as a reminder of the happenings of the day. Trainers and trainees will be invited to contribute. Editor : Jacqueline Rogeon.

7

Liste et rôle des participants Comenius 3.1 - pygmalion Nom Rôle à Quimper Langue parlée NOUVELOT Marie-Odile Responsable du stage 3.2 et du projet PPe Pee. FR. EN. IT. EGRETEAU Marie Atelier boîte conférence. FR. EN. CHANCEREL Joëlle Accueil, logistique stage 3.2. FR. EN. LE DOEUFF Paul Atelier projet professionnel. FR. EN. LE GUEN Claudine Atelier focus group. FR. EN. GUÉRET Véronique Accompagnement (Dger). FR. EN. GHERARDI Nelly Atelier projet personnel. FR. LEROY Claudine Accompagnement. Journal. FR. LERCH Nathalie Atelier carnet de bord. FR. LEROY Bernard Stand France. Accompagnement. FR. MOUGET Cécile Atelier projet scolaire. FR. EN. LEROUX Vincent Coordination espace forum. FR. BARGEOT Michèle Atelier questionnaire, FR. EN. stand insertion, accompagnement. FIZAINE Michelle Stand site conférence. FR. ROGEON Jacqueline Journal. FR. AMAR Jackie Traduction. FR. EN. DROYER Nathalie Stand outils d'évaluation. FR. MATHIEU Francine Évaluation externe 3.2. FR. EN. TERRINONI Genoveffa Évaluation externe 3.2. IT. FR. LERASLE Ghislaine Table ronde dimension européenne. FR. EN. LEROUX Myriam Évaluation impact 3.1. FR. EN. RIGOT Huguette Évaluation impact 3.1. FR. EN. CLEMENT Dany Traduction. FR. EN. IT. AHERN Johannah Traduction. FR. EN WALLACE Ian Conférence " analyse des pratiques ". EN. ELSTOB Sukey Atelier focus group. FR. EN. BENETTO Ben Atelier projet scolaire. EN. TRANTER Sue Stand Angleterre. Accompagnement. EN. HORTON D. Accompagnement. EN. MEANEY Richard Table ronde. EN. BURKE Tom Table ronde. EN. FLYNN Vincent Atelier projet personnel. EN. COLBOURNE David Stand Irlande. EN. O'SULLIVAN Barry EN.

8

MC.MONAGLE Joe GUERRA Luigi Conférence modèle "MSE". IT. FR. EN. LODINI Eugenia Atelier "questionnaire". IT. FR. D'AMATO Pina Atelier "projet professionnel". IT. FR. EN. FUSARI Andrea Stand "site conférence". IT. CONTA Bruno Stand Italie. Accompagnement. IT. FR. CRISTIANI Silvano Atelier “ boîtes thém&tiques ”. IT. DE BEUS Madelon Atelier "MSE". Stand europea. NL. EN. FR. D. JANSEN Hans Atelier projet personnel. NL. EN. SANDERS Henk Stand monitoring + Pays Bas. NL. EN. Accompagnement. HORNMAN Hugo Atelier projet scolaire. NL. EN. CHAIX marie-Laure Table ronde FR CROSFrançoise Table ronde FR MARGUERETTAZ Oscar Atelier proviseur IT FR

9

Liste des stagiaires (Bourses Coménius 3.2 et dger) Nom Allemagne/ Germany ADOLPH Hugo ECKL Hermine MANNLE-TISKENS Andrea SAUTER Elke SCHEUERMANN Dagmar SPÖTTL Barbara Autriche/ Austria BAUER Waltraud HÖNIGSBERGER Elisabeth Belgique/ Belgium LIBERT Jacqueline TEFNIN François Van HERREWEGHE Freddy France AUVINET-MOISAN Christine BRETAGNE Christophe COLNOT Hubert DORRIVAL Franck GONDY Brigitte HUMBERT Béatrice LE CLANCHE Jean-François LECLERE Tiphaine LEGRET Line-Michèle LEMOINE Loïc ROGARD Daniel Grèce/ Greece KARAVASILLIS Christos Italie/ Italy CASTI Maria Pia CORTELLE SI Angelo DALL'OLIO Fausto Latvia/ Lettonie SEILE Marite

Adresse Saarbrucken Landshut Grossgerau Heidenherm Bad-Kissingen Konradsreuth Halbenrain Tulln Waremme Verviers Halle St Germain en Laye Croix Rivail Mirecourt Douai Troyes-St Pouange St Aubin du Cormier Cempama Fouesnant Lomme Vendôme Quimper Le Nivot Larisa Villacidro Roma Viadana (Mn.) Riga Luxembourg

Langue parlée En En En + Fr En En En En + Fr En Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr Fr En En En + Fr Fr En En En

Budget Bourse 3.2 " " « " " Bourse 3.2 " Bourse 3.2 " " dger dger dger dger dger dger dger dger dger dger dger+cneap Bourse 3.2 Bourse 3.2 " " Bourse 3.2 Bourse 3.2

10

Luxembourg KRACK Georges Pays-Bas/ Netherlands DE BONT Ad. V.HAEREN Hans TOENDERS Maria Pologne/ Poland MARTYNOW Roman MALCZEWSKA Bogna URBANIAK Lidia Portugal MIGUEL Maria NETTO-PARRA Branca Tchèque République COSIMOVA Daniela

Nijmegen Nijmegen Nijmegen Leszno Opole Ostrowwlkp Lisboa Lagoa Ceske-Budijovice

En + Fr En En En En Fr En En

Bourse 3.2 Bourse 3.2 Bourse 3.2 Bourse 3.2 Bourse 3.2 Bourse 3.2 Bourse 3.2 Bourse 3.2 Bourse 3.2

11

Support system for the student’s plan

Listen Suggest

Respect Access without without Support judging preconditions Provide guidance, préalables. without demanding.

To be « whith » and not to act « for ». - The support system is centred around the development of the person (not only of the student) in every aspect and in terms of his/her plan. -The support system respects the ability of the young person to act responsibly. To tirelessly develop learning skills « observe, decode, organise, interpret, choose, create, exchange, understand, integrate, communicate, BE ». • Sometimes diagnosis, assessment, self-assessment. • Sometimes participations, advice, information, student empowerment. • The interaction between the difficulties and the aspirations of the students, between the necessities of social life and the personal of the student’s.

12

Four supportive practices to assist the student in his (her) development.

Help the young person to put his/her revised plans into action

Help the young person to plan his/her development

Initial assessment, choice of interests, motivation, potential, training course

Help the young person to develop social employability

skills, knowledge, and practical skills

Professional training, practical

experience, student empowerment, communication and negociating skills, planning

skills

Help the young person to use the curricular and extra-

curricular

Ressources Staff, time, place information

Help the young person to self-assess his/her progress

Common agreement on theassessment and monitoring tools.• Interpret assessment results,measure the difference betweenthe desired actions and the actualresults, • Analyse real-life experiencesi.e. work experience, • Use the results of assessmentand self-evaluation to reviewand adapt his/her developmentstrategy.

13

Three aspects of the student’s personal development plan and four dimensions of supportive practice

Develop the young person’s research skills, time-management autonomy and self-discipline

Social life and extra curricular activities. Student empowerment.

School activitiesrelevant to real life Practical experience, professional training for the world of work

An individualisedapproach to trainingstudy kills Formative assessment School interaction

Self development

In relation to his self-image and

that others

Professional aspirations

Relationship with

the socio-professional environment

Learning development

In relation to the

school environment

STUDENT'S PERSONAL

DEVELOPMENT PLAN

14

Student development process

Define his development plans (Action plan) Assess his strengths and weaknesses, advantages and desadvantages ; defines the alternatives, chooses, decides

Ressources

People, time, place, information,

sought …

The young person has a

clearly defined

action plan

Access his actualresults, compared tothose he hoped toachieve. Review his actionplan, amend asnecessary.

Records, his action plan

Toward a «new»

beginning

Develop his action plan

Take responsibility for his own development and puts his plans into practice

Self-awareness

interests, motivation, possibilities ...

15

En pensant à votre propre établissement/pays :

On reflection of your own school/country : Donnez des exemples d’activités conduites dans ce domaine : Give examples of activities within this field, in the context of your school/country : Quels acquis espérez-vous retirer de votre participation au séminaire, en ce qui concerne l’« accompagnement du projet personnel » ? What do you hope to gain from the seminar, with regard to « Accompagnement du projet personnel » ? Activités visant à développer l’autonomie et la responsabilité du jeune dans sa vie personnelle et sociale. Activities for the personnal development of the student, including personnal skills, maturityand responsability.

16

Personal Development

It is very important that Personal Development forms part of the Education Programmes in schools. Personal Development helps to develop the necessary skills for growing up and having a successful life.

Three areas - Personal Development allows the student to : • develop communication skills ; • become more aware of the needs of others ; • become more self confident among his/her peers and others ; • have self-esteem and feel good about him/herself ; • improve interest and concentration in school work ; • show initiative in organising activities and personal life. - Social Integration which results from having acquired the personal skills the student to : • communicate and understand his/her fellow students ; • communicate with teachers and discuss his/her problems ; • communicate with other people important in his/her life outside school ; • understand relationships and respect others ; • be part of a team and work along with other people. - Democratic Socialisation allows the student to : • show respect for the rules and regulations of the school and clubs and societies ; • take responsibility for him /herself ; • plan activities within the framework of the institution ; • administer activities and develop new activities ; • develop a successful life both professionally and socially.

Student Support There are many different strategies, schools (institutions) can adopt to facilitate the personnel development of the student. The school can set up a framework of activity to get the students involved in interested programmes. The staff can suggest and actively encourage student involvement. Once the activity is up and running the staff can support the student by providing advice, knowledge and experiences. The staff can help by supporting activities and adjusting the time table to suit the needs of the student where possible. By having staff-student interaction and integration the activities can be discussed and new activities devised.

17

The staff must listen to the student so as to understand the student needs. With advice and discussion, difficulties can be overcome . Once the activity starts to work team spirit can be built up, both for the activity and the school. Consequently Personnal Development is a very important part of Education and should form part of the school programme.

Examples of “ good practice ” - Activities of the student union Alesa in Vesoul (FR) ; - Activities of association Macra Na Fermé in Ireland ; - Extra curricular activities in Netherlands ; - Student personal support by a support team, “ équipe relais ” in Vesoul (FR) ; - etc...

18

En pensant à votre propre établissement/pays :

On reflection of your own school/country : Donnez des exemples d’activités conduites dans ce domaine : Give examples of activities within this field, in the context of your school/country : Quels acquis espérez-vous retirer de votre participation au séminaire, en ce qui concerne l’« accompagnement du projet scolaire » ? What do you hope to gain from the seminar, with regard to «Accompagnement du projet scolaire » ? Activités visant à favoriser la réussite scolaire de l’élève, son intégration dans le processus de formation, et à lui permettre d’être acteur de son apprentissage. Activities for the academic developement of the student, integration into the learning environment, the acquisition of skills, knowledge and key competences.

19

Academic Development

AIM : to identify tools and methods to improve a student’s academic success. To support the student to achieve their potential by making the best match between the student and their programm.

Pre-Entry Diagnosis : - motivation, - knowledge, - competence.

Induction - introduction, - matching, - second diagnosis.

Sprcialist support - remedial, - extra teaching.

Student support

Review progress

Action planning Remedial

20

Pre-entry To receive information from the students about their motivation, knowledge and competence. To give information to the student about the course and finally to sign a contract. - Tools to make a diagnosis of motivation, knowledge and competence : • admission form ; • acquintance form ; • information form from previous school ; • interview ; • admission committee ; • education contract.

Induction To introduce the students to the college and programm to make the first match of the student needs and the college. To check the students progress and identify possible specialist support. - Tools for the induction : • special time table ; • tutoring session ; • team building activities ; • specific diagnostic tasks for practical and theoretical work ; • tutorial review.

Student support system To follow, to guide and to support the students throughout the whole programme. - Tools for student support system : • tutoring ; • student report ; • meeting between tutor and teachers ; • student questionnaire ; • focus group ; • specialist support.

Specialist support Specialist help for students that have difficulties on the programme - Tools for special support : • psychologist ; • extra lesson ; • peer support (older student helping younger students) ; Additional activities.

21

En pensant à votre propre établissement/pays :

On reflection of your own school/country : Donnez des exemples d’activités conduites dans ce domaine : Give examples of activities within this field, in the context of your school/country : Quels acquis espérez-vous retirer de votre participation au séminaire, en ce qui concerne l’« accompagnement du projet professionnel » ? What do you hope to gain from the seminar, with regard to « Accompagnement du projet professionnel » ? Activités visant à permettre à l’élève de trouver le métier qui lui convient, de découvrir le monde du travail, de préparer son insertion professionnelle. Activities for the development of the student’s career plan, preparation for employment, work experience.

22

Student career plan

What is a student’s career plan ?

A picture of the student’s career seen in a more or less long term period. The student plans his future career and organises the route to realise his ambitions. This supposes : - Knowledge of the field of activity and working conditions. - A clear vision of the path that should be followed to enter that activity` - Skills necessary in different domains (technical, practical, social) - Difficulties to be overcome, qualifications necessary for entry into the profession - Knowledge of the correct way to seek this type of employment - Resources and assistance available (employment agency, job offers) - Awareness of the legal and regulatory aspects

What is the meaning of student’s career plan support ?

A system of action set in place by different facilitators to help the student through college to achieve his aim. It work in different ways : - Making information available, for exampl : • On course and levels offered, in college, distance learning, through apprenticeship, block or day release courses, .. ; • On the referenced description of the conditions of work in the profession ; • On the experience of former students through surveys ; • On the state of the job market through meetings with specialists (agencies and experts outside the college) ; • Through the careers information office at the college (job training/careers in France or careers officer in Italy). - Through listening and observing, for example : • Teachers in charge or careers guidance ; • College psychologist in Italy ; • Assessment and self-analysis of students during their training ; - Through practical situations, for example : • Practical work in the college workshop; • Work experience in industry, of varying duration, study reports ; • Work in private enterprises ; • Block release (part time at college/work) ; • Fictious job interviews with potential employers during the induction week in France. - Through the use of tools and methods, for example : • How to write a C.V ; • Job interview technic ; • Model job application letters ; • Forms for student assessment of the plan.

23

Model MSE présentation

The MSE system (Monitoring, Support System, Empowerment) is an educational intervention model, both theoretical and operational, which can be used as a framework to construct the college’s learning strategy. It is a tool, not an end in itself, or a norm, or a panacea. - Develop a monitoring system, at the same time an information and control, in order to alert staff to the warning signs, decide the necessary educational action to take at a given moment, for one or several students and to determine if necessary any to the programm on offer. This should be preventive rather than remedial. - Mobilise and bring together competences and all available resources to ensure a systematic support system for all the students in the school. This means encouraging teamwork and coordinating the activities of the different people involved (staff and students) and not simply juxtaposing the different actions. - Develop a climate of mutual respect and mutual support to enable students and staff to participate fully in the college’s educational programmes, to take responsability and to develop their own skills (empowerment).

Pers Scol

Prof

National and regional educational policy.

College policy

Staff MSE Student MSE

Supportive activity

Student development plan - personal - academic - professional

24

En pensant à votre propre établissement/pays :

On reflection of your own school/country : Donnez des exemples d’activités conduites dans ce domaine : Give examples of activities within this field, in the context of your school/country : Quels acquis espérez-vous retirer de votre participation au séminaire, en ce qui concerne le « Monitoring » ? What do you hope to gain from the seminar, with regard to « Monitoring » ? Système permanent de collecte et traitement des informations, organisé pour suivre l’élève et déclencher les interventions nécessaires. Structured and standardised systems for collecting and processing information in order to reviewstudent progress and organise interventions when needed.

25

Monitoring

Monitoring is a permanent system of information and regulation, based on the identification of indicators established in the student support system to check the individual student’s progress and decide on necessary interventional actions.

Expected results : - Monitoring must facilitate the improvement of the training process and student support, as requied. - Monitoring cannot take into account all aspects of the organisation and function of the institution (college) but focuses on the significant facts which are essential to organise and improve the educational activities. - Monitoring has a regulative function. It is more centred on the training and support process than on results, as it is only possible to intervene in the process.

Informations

locating capitalising

summarising

Tools of diagnostic methods

constructing improving

putting into perspective

Awareness

Monitoring

Régulation

Put into perspective

Identify the problem(s) the gap betwen objectives/results

Analyse data causes/consequences constraints

Share information decision

Intervene

Manage the situation

26

En pensant à votre propre établissement/pays :

On reflection of your own school/country : Donnez des exemples d’activités conduites dans ce domaine : Give examples of activities within this field, in the context of your school/country : Quels acquis espérez-vous retirer de votre participation au séminaire, en ce qui concerne le « Support system » ? What do you hope to gain from the seminar, with regard to « Support system » ? Système cohérent d’accompagnement du projet de l’élève (personnels, équipements, outils pédagogiques, curriculum, etc). An integrated system of resources (staff, materials, programmes etc) to assist student progress and enhance learning.

27

Conceptual diagram of the notion of Support System

The student support system is integrated into the learning activities, resources, people, time funding etc. in order to support the personal, academic and professional development of students in a consistent and coherent manner.

Expected results : Mobilisation and association of all the skills of staff and students to develop a real collective skill and to organise student support in a coherent and systematic way.

Remediation Academic support

Methodological assistance Relaying

informations Counselling

DialogueListening

Academic and behavioural debriefing

Mutualassistance

Self-training Self-responsibility

PersonalisationAction centered

on personaldevelopment

Support System

Support actions individual ou collective

Giving coherence Coordination

Liaisons

- between teams - between projects

Logisticalresources- persons

- time- budget

- premises- equipment- technology

- rules of the game

Involvement task-sharing Action plan

28

En pensant à votre propre établissement/pays :

On reflection of your own school/country : Donnez des exemples d’activités conduites dans ce domaine : Give examples of activities within this field, in the context of your school/country : Quels acquis espérez-vous retirer de votre participation au séminaire, en ce qui concerne l’« Empowerment » ? What do you hope to gain from the seminar, with regard to « Empowerment » ? Faire de l’établissement un lieu dans lequel les élèves ont la possibilité de prendre des responsabilités, de développer des projets et de participer aux décisions. Supporting an environment in which students have the opportunity to take responsibility, implement initiatives and participate in the decision-making process.

29

Conceptual diagram of the Empowerment

Empowerment means giving everyone concerned, students and staff, the opportunity to become conscious of their own value and their capacity to influence change. It involves recognising and valuing everyone’s role and well-being by offering them the chance to affirm themselves and realise their ambitions.

Expected results : - Acceptance and promotion of strategies to encourage autonomy. - Development of real decision-making opportunities. - Recognition of the importance of the students' extra-curricular achievements. - Recognition of the value of cooperation and independence within teaching and learning activities.

Progression toward autonomy

Taking initiatives Negotiating Progression

Planning

Commitment to activities within the institution

Control- over oneself

- over one's context

Student and staff Empowerment

Taking on responsibility

The ability to influence Involvement in the

institution

Taking account of opinion

competencies knowledge

Socialisation

Respect for others

- solidarity - collaboration

with others

Taking accountof rights and

responsibilities

Management Organisation - daily life of the institution - school work

Guidance Educational policy

30

Outline of the process PPePee

Chronology Organisation of activities

Learning ExperientialCycle

Methods Techniques

Tools

Stratégies

1

Set up mechanisms - Identify/clarify the focus and clarify the project concept.

Form a core team of 5-6 people minimum (teachers, educational and medical staff, management, form teacher’s...) The team is a training centre which is dedicated to change and innovation. It has structures for reflection and for analysing practices

Terms of references : - coordination and information dissemination - Plan, organise the various actions at strategic planning levels (ressources, negociations, evaluation) - Meet, inform the decision making bodies within the college. - Organise consultations between the pedagogical teams, local administration, student delegates, external partners. - Regularly inform all the stake holders

Agree on guidelines and educational aims Clarify the operational mechanisms, the procedures Clarify the roles in a spirit of complementarity

2

Preliminary phase "Reconnaissance" - Information gathering - Observation - Description of practice

Inventory of practices using a certain number of typical student support situations throughout his/her entire schooling Inventory of different perceptions of the "support system" and of the student development Inventory of ideas, needs, suggestions

Tools : - 10 typical support situations : - logbook - Student and staff survey questionnaire and/or interviews - Statistical data

- Record and define the reality of current educational practice - Observe and analyse the 10 situations identified as the key points of the support system - Encourage mutual discovery

3

Processing the information Reflection

Compare, discuss, link the information gathered

Tool : Analytical grid Strengths/weaknessess

Define the observed activities Reflective evaluation of the activities Share as much objective information as possible

4

Transitional phase intermediary - evaluative summary - redefine the project

- Assess the strengths - List and analyse the problems to be resolved ("weaknessess") - Develop the model of supportive practice (MSE model)

Tool : framework for evaluative summary

Use the identified strenghts in order to develop a school educational policy inspired by the "MSE" model.

5

Development of action research : - negociate - redefine the action

- Share, analyse and understand the data collected - Organise exchanges of views - Prompt new questions, reformulate questions, ideas

Technique : Focus group 1+3 action-research, determine methods : necessary changes and the innovations (more/less, institutional regulational

Mobilise the collectives competences in order to improve the supportive practice innovate. Empower the students and the staff.

31

- monitoring the process

- Make concrete suggestions for improvement - Pilote new activities

2 Problem solving

6

Synthesis, conceptual development

- analyse in depth - reorganise of supportive practice concerning the student’s professional development (vocational) reflection on the possibility of implementing the different support activities into the MSE framework

Tool : Conference site - description and analysis of activities - analysis of the impact of these activities on the student development - relate these activities to "MSE"the model.

- Develop a data bank of supportive activities - Information about "good" practice.

7

Dissemination of the results

Organise and facilitate professional development workshops, displays (stands) and resources. QUIMPER course

Training manual Video Evaluation tools

Extend the thematic network

32

How to process the data

The ten support situations to analyse the support process

Induction process During school process After school - 1 Study of the student school record. - 2 Pre-entry information and interview. - 3 Initial assessment.

- 4 Student support - Tutoring - Peer Mentoring. - 5 Empowerment - Counselling - Welfare. - 6 Career guidance. - 7 Follow-up of work experience.

- 8 Career information for further education and university. - 9 Preparation for entering in the working life. - 10 Further training course.

Interrogative technique to analyse each type of action, (inspired by ” Quintilien ”)

Situation (analysis of facts)

Observation (search for causes)

Reflection (elaboration of hypotheses)

Action (suggest solutions)

Key questions Why ... What would happen if ...

What should be done to …

What ? (What do we do ?) Why do we do ? We didn’t do it ? Eliminate

Where ? (Where do we do it ?)

Why do we do it here ?

We did it somewhere else ?

Move ? Group together ?

When ? (When do we do it ?

Why do we do it at this time ?

We did it at another time ?

Move forward (or postpone? ) Combine ?

Who ? Who does it ? Why does this person do it ?

Somebody else was to do it ?

Replace ? Redistribute ?

How ? How do we do it ?

Why do we do it in this way ?

We did it in another way ? Simplify ?

How much ? How much do we do ?

Why do we do so much ?

We did more (or less) ?

Increase (or decrease) ?

We are faced with facts ...

Which have causes ...

We put forward hypotheses

Which result an ideas.

33

Analytical grid " strentghs/weaknesses "

The project team should use this analytic grid to compare, discuss and link the information gathered per situation.

Situation N°......... Existing actions (what ? who ? how ?). Problems observed. Problems brought up in questionnaire. Improvements suggested by the responders. Analysis of the action plans*. (*) Assessment criteria : 1- A lot of strentghs. Few problems. No need for change. 2- Strenghs are predominant. 3- Just sufficient. To be improved ? 4- Insufficient. A lot of weaknesses. To be reviewed. 5- Insufficient. A lot of weaknesses. To be reviewed as a matter of priority.

34

Evaluative summary of the activities

In the transitional phase, a synthesis of the information gathered must be done and shared in order to assess stranghts, list and analyse the problem to be resolve of develop a school educational policy. This is a fundamental step in the realization process (awareness, reflection) of research-action. The synthesis can be organised around three points to develop as part of a real link between the personal and professional plan of the student’s and the educational plan of the college.

How do the students develop their plan ? - What are their sources of information ? - What resources do they use ? - When ? - What assistance are they given ? - What do they know about the training course, about further education ? - Now are they prepared to look for a job ? - How is their experience (eg. Work experience) taken into account ? - What is their role in the college community ? - How do they integrate the resources and the constraints of the college ? (training periods, freedom of expression, educational activities, information...) in order to construct and realize their personal and professional plans ?

How are the activities conducted and piloted ? - Review of the different action plans implemented by the college : Example : • Information • Motivation interviews • Presentation of the etc... - Analysis of piloting the action • Initiative ? Responsability ? Prepa-ration ? Follow-up ? • Mobilization of staff and student’s ? Practical organization ? • Constraints ? Resources ? Obstacles ? Circulation of information ? - Analysis of the dynamics of the action • Attitude of the participants ? Staff, Student’s, Parents’... • Committment ? difference ? sensilization ? Partners ? group aspect ? • Feasibility ? Implementation ? difficulties ? resistance ? regulation ? adjustements ? - Assessment of the effects of this action plan • Positioning of participants : staff, student’s, parents’ (facilitative, indifferent, hostile...) ? • Mobilization of resources ? • Results obtained ? Undesired secondary effects ? Innovation ? • Time and place to assess these actions ? obstacles overcome ? • Positive aspects ? Negative aspects ?

Is there a real college policy ? - a given time ?

35

- a coherent syllabus ? - a pedagogical and educational progression ? - clear and realistic objectives ? - is the preparation for the future and for the transition into working life functionally linked with the training course ?

36

Synthesis grid putting a student support system in place in an institution (college)

Developmentstudent plan Ways of involving

Support practicies

Information - statistical

- qualitative (on the student)sur l'élève

Techniques tools

Use of tool : - diagnostic - evaluatory - monitoring - verifying

Students people

involved

Resources (time, functional unit development)

Coordination of the system (cross functional unit development

Students Staff

Empowerment

Physical and moral wellbeing

Social skills

Pers

onal

The buikding of skills and knowledge

Putting knowledge into practice

Integration

Soci

al

ACTIVITES

Academic/university careers guidance

Professional careers guidance

Preparation for employment

Prof

essi

onal

Maturing of the students career plan. Independent work. Self-knowledge, knowledge of others, of

the institution, of the world of work.

Autonomy

Talk about ; Write about ; Adjust their own plans Collection and

processing of information, in order to create an “ early warning ” system to

identify potential difficulties and problems

Monitoring System

Coordinate, bring together the people, resources, internal systems and action

plans

Support System

Change the inter-relations within the

institution Improve the teaching and learning

organisation of the college

Empowerment

37

The Log Book

The log book is a tool mainly used for describing and analysing existing practices concerning support for the personal and professional plan of the students. The Principles Existing practices such as advertising college courses, pre-entry interview and placement of students are described and/or analysed to improve them. The work of description and analysis must be simple and systematic and done over a specific period of time. All documentation relating to activities is recorded and stored with the log book. The log book should be filled up regularly and the team doing the analysis should also meet regularly.

Utilization of the Log Book There are three ways in which the log book has been used in Comenius 3.1 : - Display Record Sheet (France) Display record sheets are distributed to different staff levels such as teachers, the principal, the nurse, supervisors and student representatives in order to record functions in the school. The purpose and method of use of the log book system is explained to them before use. The record sheet is replaced every two weeks. - Data input on Computer (France) The manual system used in the Display Record Sheet method can be recorded on a computer spreadsheet which is quick to complete but qualitative data can be lost. - Diary or Journal Entry Method (Ireland) A spring file with dividers is used and activity /event records and documentation are put into the sections of the file. The file contains mainly template documents dealing with specific activities.

Results After carrying out the log book activities the strengths and weaknesses of the activity are listed and used to support reasons for modifying practices. The data collected in the log book is used together with questionnaires and surveys to identify (i) the differences between the planned action and the experienced action and (ii) the gaps or malfunctions in practice.

38

Structure of the student questionnaire

Objectives of the survey by questionnaire :

- To gather a whole series of information on support and monitoring of student progress

- To create a data base to facilitate the organisation and running of a student monitoring and support system in an institution (see MSE system).

- To analyse and compare the different support systems in the five partner countries of the Comenius 3.1 project (France, Ireland, Italy, the Netherlands and U.K.)

Conception of the questionnaire survey - An educational tool • Give the students the opportunity to express their views • Empower the students by giving them the chance, to look at things in relation to the college’s educational policy. - A "quality" assurance tool • Survey and measure from a " quality " perspective, the opinions, the perceptions and the satisfaction of the students with regard to a certain number of themes and educational actions planned or implemented by the school : induction, support, content and methods of training and assessment, support for the students’ personal, academic and professional development. - A reflective practice tool • Analyse the data gathered from all the students or from certain class/groups by comparing these to the opinions, perceptions and objectives of the teaching team. Report the results of the surveys to the relevant college bodies (school councils, staff meetings) Report the results to the students via : - a thematic work group (ie focus group) - a student delegate meeting - a general student meeting

Administration of the questionnaire - the questionnaire can be given completely or in part, initially to make an evaluation of the state of affairs, then every year to assess the impact of the different educational interventions and actions and of the improvements carried out. - the information must be utilised and compared with other statistical data or other surveys carried out amongs staff or past students, in order to assess carefully the effective, college’s student support policy.

39

Using the results to monitor the college’s learning strategy. - Assessment and amendments to the student support practices which appear to be ineffective of inefficient - Reorganisation of the supportive activities which are not satisfactory at college lenel (eg. the pre-enrolment procedure) - The development of new tools to improve knowledge of the student’s development plans (eg. creation of a student file).

40

Structure of the questionnaire 98/99 Sociological characteristics Interpretations through MSE - Social origin - Geographic origin - Education

- Objective data on the school population - Complete the information on the social origins

First part : school experience - Interview - Pre-entry information - Induction - Monitoring of student progress - Academic support sought - Support - Psycho-social support sought - Training programme - Methodological training - Methods and procedures for -Evaluation - Empowerment, self awareness - Recognition of self - Social life

- Recruitment policy - Offer made - Organised at a key point in the academic year - Recognition of the « whole person ». - Initial and ongoing student file, monitoring - Expectations, demands / if resources allow - Offer – institutional – informal - Appreciation - On demand / if resources allow - The trainee’s impressions - Involved in his own training/development - Skills / personal autonomy - Monitoring of progress - Preferences - Proposals for improvements - The ethos of the institution - The place of the person; rights and responsibilities - Empowerment

Second part : The student's personal and professional plan - Motivation for choosing agricultural training - Careers guidance and education - Development of the student’s professional plans - Evolution of the professional plans during the training programme - Impact of the work placement and professional/practical experience on the student’s professional plans - Preparation for employment

- Analysis of personal, academic, professional and family motivations - Who? When? How? Nature of the information given, appreciation - Developed with the student, diagnostic and prognostic • Life plans • Pursuit of studies • Chosen career • Maturity of plans • Scenarios envisaged • Strategies for attaining ambitions - Systematic evaluation, impact of the support activities, effects of the college? The class? Work experience ? • Links between theoretical and practical teaching • Support whilst on work experience and the evaluation of the impact (completion, skills, plans) • Information • Impressions and strategies.

41

FOCUS GROUP

A Focus Group is an informal discussion, with clear guidelines; involving students and teachers.

The aim is to integrate the students to a greater extent in their own learning experience (ie their project scolaire, personnel, professionel).

The Focus Group Discussion gives all students concerned the opportunity to express their opinions ; in order to work with staff to propose solutions to problems and/or improvements.

KEY POINTS - Composition of the group • A Focus Group is a group that includes students and staff, who meet to discuss specific points. • A member of staff acts as ‘Facilitator’ in order to focus the discussion and to make notes for future actions. • Clear guidelines are required and must be understood by all the members of the Focus Group, from the start. - Purpose and Function • The Focus Group discusses issues and/or problems and proposes solutions which are subsequently ratified by the college authorities. Examples : student induction, Open day in the college, space planning and renovation, course review, problem of noise... • The Focus Group discussion empowers the students by allowing them to express themselves honestly, in an open and non-threatening enviroment.

42

Methods and tools : The thematic boxes

The thematic boxes are the fourth step, the fourth tool experienced by the participants of our action research.

Objectives - To further change and innovation within each school. - To develop a reflexive approach to student support activities. - To further the exchange of knowledge between the participants, between the schools and between the countries which are part of the project. - To set up a European data bank on student support “ good practices ”.

Conception The thematic boxes are conceived to allow the development of the three levels of a reflexive analysis : - the descriptive level. The “ good practices ” conducted by the Comenius teams in their schools are precisely described in the “ Activity ” box. - the analytical level. The “ good practice ” analysis is led by referring to the 3 dimensions of student development (personal, academic, professional) and bringing to the fore the benefits for the students and the educational characteristics of the support practice. - the system level. The key elements of the “ good practices ” are rethought in relation to : • the school conditions of organisation, the resources, staff, facilities, materials, the way they are used (Support system) • the school management and intervention system (Monitoring), • the school educational aims (Empowerment).

Way of use The thematic boxes are set on a web site. The participants describe and analyse their practice and put their contributions in the boxes, which are filled in step by step. The writing is guided by questioning grids, with one grid per box. The contributions have been written either individually or collectively (school or national teams). The contributions have been discussed within the Comenius meetings in order to : - better understand our different practices ; - improve the structure of the boxes, and the questioning grids ; - make sure that the text matches the questioning grids.

Difficulties - Some difficulties are linked to a multilateral program.

43

• Reading, and writing in a foreign language demanded a lot of efforts, and it sometimes limited the communication among us. Moreover the vocabulary related to pedagogical questions or to the educational systems, is usually very specific to each country. • The understanding of a practice depends on the knowledge of the system of education in which it is being practised. Both the complexity of each system and the differences between the national systems also limited the exchanges. - Some difficulties are linked to the writing style. The written texts could not be both clear and comprehensive when the style was - either very terse, almost telegraphic, only giving what were considered as the key points ; - either very literary, seeking to overcome the excess of analysis and its splitting up. - Some difficulties are linked to the relevant scale of the activity. The activities chosen are sometimes too complex. They are in fact a system of linked activities, with similar objectives but a different nature. Their description is therefore too general and their analysis does not bring much to the reader. On the other hand, when the activity is too confined it loses its meaning. - Some difficulties are linked to the development of a reflexive analysis. • It is unusual and difficult to describe and even more so to analyse one’s personal practices instead of referring to one’s team or one’s school. The problem is to say “ I ” instead of “ we ”. • Analysing the benefits for the student has sometimes been dodged/evaded, since it may lead to acknowledge that the educational activities are not student centred. • Analysing the educational characteristics of the support practice has sometimes been dodged/evaded, since it questions the relationship with the student, and may as a result call into question the basic educational values. - Some difficulties are linked to a system approach. Time and perseverance are needed in order to re-read and re-connect in a new perspective the elements broken down by the analysis.

Future perspectives. The thematic boxes system can be used within a school, in order to define its educational policy and to develop a comprehensive student support system. This tool can become a really interesting data bank if the number of contributions increases and if they are more harmonised.

44

External evaluation group

An external evaluation group was set up from the very beginning of the Comenius « projet personnel de l’élève et politique éducative d’établissement » project,

- to evaluate the training process through action-research

-to co-evaluate in collaboration with the project steering-group

Three foci... - the transnational dimension in the development of the Comenius project - the development of analysis of practice and experimentation within the Comenius project - the dissemination of information and use of new technologies

...with diferent methods and tools... - the observation of national and transnational meetings - interviews with the transnational coordinator, national coordinators and associated university professors and researchers - self-evaluation forms concerning the meetings - a questionnaire distributed to all project participants every year

...in order to... - help regulate the project - develop tools for evaluating european projects - test the tools during the Comenius « projet personnel de l’élève et politique éducative d’établissement »

...bring results -an annual written report - a methodological guide (end of 2000).

45

Common issues and challenges

Common Issues for the Evolution of European Agricultural Education - Changes in the rural area : • Reduction in the agricultural population, • Changes in the type of jobs available in the agricultural/rural sectors, • Evolution of local demand for vocational training and for social, economic and cultural development. - Changes in vocational training: • Diversity of students; their needs, expectations and future career plans • Changes in the training paths and content of the programmes • Partnerships with the agricultural and industrial sectors - Institutional changes : • college autonomy, • restructuring, increased competition, funding ... • arrival of new staff members because of the number of retirements. - The image of vocational training, of the agricultural industry, of agricultural training. - Difficulties in recruiting students to training courses and in finding work after training.

Common Issues Facing People In Agricultural Training Colleges - Implementing the reforms which have already been approved in the five countries involved (ie Curriculum 2000 in the UK, Progetto 2000 in Italy, Review 2000 in Ireland) and those which are in still under review (ie in the Netherlands and France (Prospea) - Implementing the educational principles promoted by various Acts of legislation: team-work, networking, developing an Institutional Education policy, evaluating the effectiveness of educational practice, placing the student at the centre of the educational system; giving the student a real change to be centrally involved in his own training and development - Widening the scope of colleges’ activities in response to the needs and demand so the rural environment - Anticipating the development of new job opportunities and supporting the creation of new businesses (diversification) - Adapting teaching methods - Diversifying and increasing the training on offer - Developing self-learning and transferable skills (initiative, creativity, citizenship)

46

- Developing networks, cooperation between colleges and with private and public bodies.

Common challenges for Vocational Colleges.

To find the balance between these 3 priorities

1

• To abide by and achieve the national standards

(qualifications, diploma, training levels…)

2 • To respond to the needs of all students, including those

with moderate or severe personal or learning

difficulties

3 • To assist young people to

mature and develop, to assist them to become competent

professionals

To face up reality, to confront problems

with a willingness to overcome them

1 • To adapt practice, to train

teachers. To develop the complementarity of

educational roles and make use of people’s skills and

abilities.

2 • To make choices.

Budgetary priorities, prioritise time and resource

management...

3 • To confirm these

principles. • To clarify these objectives.

• To improve the training offered and educational aims

and objectives...

The concept of the organisation of student support,

in relation to :

1 • Its place within the National Curriculum

framework (More or less defined according to the

national context; see UK and Italian reforms)...

2 • The level of autonomy of the college (Induction, new technology, documentation, residential accommodation, collaboration with the industry…).

The college’s Quality Assurance Policy

3 • The status of people within the college (students and staff)

Ethical responsibility and initiative, development

professional...

47

Comparative analysis of the results of the student questionnaire

The latest survey was carried out by the whole Comenius "PPe Pee" team in 14 agricultural colleges between October 1999 anb February 2000 with an identical questionnaire. In order to compare the 5 partner countries, we have only taken into account the questionnaires filled in by students enrolled on courses preparing an agricultural diploma at level III ( the French level IV) specialising in agriculture or horticulture

Characteristics of the survey sample - 490 answers were received : 141 from France ; 170 from Italy ; 65 from Ireland ; 66 from the Netherlands and 48 from England. The majority of students who replied were aged between 17 and 20. Females are in the minority everywhere except in the Netherlands. 56 % of them come from farming or horticultural backgrounds. 68 % come from a rural areas. . - The number of years spent in the college varies according to the type of vocational training available in each country. Most students in their final year in France (82 %) and in Italy (89 %) had been in the same college for 3 years or more. Conversely, most students at the same level in England (67 %) and all of them in Ireland had been at the college for less than a year. - We noticed a considerable difference in the students' status in the college. They are mostly boarders in France and Ireland. In Italy and Engand they are in a minority, whilst in the Netherlands student residential hostels do not exist. The results should be interpreted with caution. As we mentioned in the "methodology" section of this document on the survey by questionnaire, the results should be looked at within the context of the school and training systems and the socio-ecomomic context of each country. They nevertheless provide very interesting indicators of the representations which those young people have of their experience in college, of the tutoring and support systems aimed at helping them, and their academic and career paths.

48

Support for students' personal, academic development and career plans. The representations which the students have of the role of the college in their personal and academic development, highlights the difference between colleges which concentrate on general studies and / or vocational training, and those which centre on the student, on his / her integration and progress. We notice that this first type of difference is not exactly identifiable with the difference between learning and socialisation. A education system may be centred on teaching and associate learning and socialisation (Italy), whereas a training system centred on personal development may not necessarily associate the "learning" dimension and socialisation (England). The resultsof the survey among French students highlight the difference between learning and socialisation and the student's status in the secondary school system as a whole, which centres on learning, performance and on jobs. This situation is partly due to the importance attached to the diploma on the job market or to its role in obtaining a grant to set up business as a farmer. It is also due to the place of agricultural education within the education system, according to whether or not it allows the student unrestricted access to a University (Italy, England), and whether or not it is closely linked to the local socio - economic environment. Finally, the organisation and implementation of the support system also depends on the place which is given to social and academicskills acquisition in the curriculum, and in the way vocational training is funded. (code : FR = France, IT = Italie, IE = Irlande, NL = Pays-Bas, UK = Angleterre) 1 - The role of the college in your personal development. FR IT IE NL UK - In your opinion, why are you studying your course at College ? (items grade 1 et 2) • To succeed in your academic studies • To pass exams • To develop your character and personality • To acquire an understanding of general culture • To become qualified to get a job

30,5 25,3 44,6 64,6 68,1 7,6 24,6 37,5 12,8 55,3 24,6 20,8 10,7 38,2 29,2 33,4 68,8 64,1 67,7 87,5

- Do you consider that the College allows you to acquire the following qualities ? :: • Independence (eg in the management of your work and your career choices) ? • Creativity and initiative (eg both within the curriculum and outside curriculum areas) ? • Curiosity (an enquiring mind) ? • A critical mind (eg opinions) ?

52,5 69,4 72,3 78,8 50,0 38,3 50,6 58,5 84,8 43,8 36,9 42,4 64,6 77,3 50,0 41,8 56,5 64,6 86,4 70,8

2 - The role of the college in your acquisition of social skills - relationships with others. - Respect for others (eg communal life, democratic discussion) - Citizenship (eg awareness of the rights and responsibilites of citizens)

46,8 79,4 67,7 87,9 52,1 26,2 78,2 61,5 74,2 41,7

3 - The status of the student (pupil, object of training or a whole person).

49

- Do you feel known and valued by College staff as an individual, not just as a student ? yes - If you had personal problems (eg emotional, family, financial, alcool/drugs) would you ask for help from someone on the College staff ? yes

FR IT IE NL UK 34,0 70,6 81,5 85,0 75,0 32,6 36,5 53,8 80,3 85,4

4 - Student support during your course. - Do you have a specific tutor allocated to you who monitors your progress ? yes - Is an organised support session offered to you ? yes - After you have recieved feedback on your work, do your lecturers advise you how to improve your work ? yes - What suggestions for improving the assessment procedure ? • A regular individual tutorial with a teacher/tutor • Prior information on the content and the objectives of the assessment • The opportunity to take a redemption exercise

36,2 24,7 15,4 92,4 95,8 37,6 55,3 83,1 90,9 91,7 63,1 82,9 46,2 83,3 20,6 32,4 26,2 18,2 66,7 38,3 44,7 55,4 83,3 50,0 56,7 80,0 23,1 47,0 25,0

5 - Integration into the college. - Before you started your course, did you have an interview ? yes - Did you feel personally welcomed on arrival at College ? yes

63,8 64,7 98,5 92,4 93,8 22,7 30,0 95,4 78,8 89,6

6 -Supporting students' academic and career choices. -Does your College give you information on your academic and professional career choices ? and wel - Are you satisfied with the information ou receive ? yes - Do you feel well prepared to find your first job ? Yes, moderately - Have you a good idea of the job possibilities your training has prepared you for ? Yes, sufficiently - Do your lecturers/tutors know about your career plan ? Yes, most of them

21,2 66,5 61,5 38,0 43,8 36,9 49,6 80,0 47,0 29,2 21,3 35,3 41,5 21,2 25,0 34,0 21,8 38,5 0 27,1 19,1 8,2 10,8 9,1 31,3

50

Personal development and career plan The motivations are linked mostly to the course options covered by this survey : i. e. agriculture and horticulture. Career motivations would doubtless be less marked in more general technological courses or in service sector courses. We observe that the student's development evolves during the years at college : this is particularly noticeable in France and Italy. The impact that practical work and work experience has on the career plan is important, and justifies the place that practicals should have in supporting student development, on the same level as induction. 1 - Motivations on entry into agricultural education and representations of the value of the course. FR IT IE NL UK - Career plan motivations : • I intend to pursue a career in agriculture/horticulture• la formation sert à réussir son insertion professionnelle (n°1 et 2) - Academic motivations • The course appealed to me particularly • la formation sert à acquérir une culture générale (n°1 et 2) - Strategic motivations • The course is easier • Chances of passing the exams are greater • la formation sert à réussir son parcours scolaire (n°1 et 2) - Practical motivations (The college is near home) - Family motivations (my parents wanted to me) - Personal development (n°1et2)

86,5 51,8 86,2 72,7 97,9 68,8 63,8 67,7 31,8 87,0 49,6 54,7 60,0 97,0 87,5 10,7 38,2 29,2 6,1 33,3 26,2 41,8 38,5 27,3 22,9 38,3 30,6 41,5 31,8 47,9 20,5 25,3 44,6 45,4 64,6 20,6 42,4 43,1 10,6 31,3 29,8 21,2 38,5 33,3 13,4 55,3 24,6 7,5 20,8

2 -The state of development of your career plan at the time of diong the survey. - Do you have a career plan in agriculture or horticulture area ? - Do you have a clear understanding of what your intended career consists of ? - Are there several different possibilities (training courses) to qualify for your intended profession ? Do not know - Has your career plan changed since you began your course ? yes

74,4 46,4 83,00 93,9 56,3 81,6 55,9 76,9 74,2 43,8 21,3 31,2 26,2 18,8 46,1 51,2 27,7 25,8 25,0

3 - The impact of educational practices on the development of your plans. - The changes result of : • New information • Interviews or contacts • Concrete experiences

17,7 35,9 21,5 9,1 16,7 15,6 20,6 9,2 3,0 10,4 35,5 27,6 3,1 7,6 8,3

51

- Has your work experience allowed you to : • Understand your own expectations and capabilities much better • Understand the true working conditions of your chosen career • Reconfirm and extend your career plan

63,0 20,0 33,8 43,9 39,6 61,7 11,8 38,5 53,0 43,8 41,1 11,2 20,0 30,3 27,1

4 - Strategies and representation of the future. - Will you seek employment through : • Your personal contacts ? • Taking professional courses/exams ? • The local job centre ?

85,8 73,5 55,4 48,5 47,9 68,1 18,2 330,8 48,5 43,8 41,1 34,7 30,8 15,2 18,8

- Do you think your grades so far will allow you to achieve your goal (intended career) ? yes

53,2 44,7 70,8 75,8 37,5

- Do you think you will find work very easily or easily ? yes

68,0 64,4 78,4 36,4 50,0

52

Exchange of knowledge and skills within the PPe Pee project

The principles of an exchange network(1)

• All participants are capable of learning and taking responsibilities. • Complementary and well balancedrelationship : I give you give you give I ask I ask you ask you ask I give • Possibility of choice (scenarios), • Trial and error, • Extend the resources, • Leave room for the imagination, • Identify areas where change is possible, • Bring together points of view, understand other logic. (1) Source : Claire Heber-Suffrin - Se former . N°46 déc. 1994.

The process of mutual mentoring

- Equality - Reciprocity asking for, obtaining, bringing, suggesting resources. - Mutual responsibility in acollective effort - Open network

Reflexive practice Self awareness throught one's own experience.

Self development

Network Development through sharing

points of view and though collective effort

Supporting // being supported.

Reciprocity Development through others

Developmentof others Supporting // being

supported

53

Your first impressions.

Evaluation of the day's work. Debriefing

Think about what you did today - Plenary session (theme) : - Workshop : - Other : _ What was the most surprising ? _ What was the most confusing ? _ Are you happy with the teaching ? _ Did you meet with any difficulties today ? (If so, what were they ?) _ Have you any suggestions to overcome these difficulties ? _ Other comments (on the hospitality, reception, information). Name (optional) :.................................................................................

54

Final evaluation

A - General assessment of the seminar Please indicate your degree of appreciation of the seminar by placing numbers on the chart : 1 Unsatisfactory / 2 Not very satisfactory / 3 Quite satisfactory / 4 Satisfactory / 5 Very satisfactory Elements of appreciation : - Strong points : - Weak points :

B - Results of your achievements - List 3 key concepts which you have retained : 1 2 3

54321

12345

1 2 3 4 51 2 3 4 5

Written information

Progression and rythm of work

Efficiency of methods

Teaching

Hospitality

Knowledge acquired

Compatibility with the theme given

Quality of the practical organisation

55

- Indicate one or two situations in which these concepts could be used in your college : - What are the errors to be avoided, in your opinion, in the utilisation of concepts, tools and methods ? - Have your opinions changed ?

Oui beaucoup

Oui plutôt

Pas vraiment

Pas du tout Ne sait pas

- On the notion of student support - On the possible supportive activities - On the method of analysing educational practice - On the notion of institutional educational policy - On educational practice : . in United Kingdom : . in France : . in Italy : . in Netherland : . in Ireland : - On the Socrates/Coménius programme

- Please explain : - What more would you like to have done ? What would you have preferred to leave out ?

56

C - Utilisation of skills - What personal aims would you set yourself now for the next induction process ? - What obstacles do you think you might encounter in the way of achieving them ? • Identify the major change the organisation needs to make to give better support to the students ? 1 : 2 : 3 : • Identify the attitudes and the skills of the staff that would help the organisation make the necessary changes to give better support to students' develoment.? 1 : 2 : 3 : - Do you wish to follow up the action research carried out by the Comenius PPe Pee team ? yes ❑ no ❑ If yes, on which them ? Preferably with which country ? Thank you for hour contribution which enable us to improve the quality of Comenius 3 actions

57

Possible dissemination of PPePee outcome and prospects

Three scenarios to extend the PPe Pee project in the next few years.. Scenario 1 — Training in 2001 • national course • 3.2.European courses — Productions between now and June 2001 • book • Video pack • Web page Scenario 2 — New Socrates II projects • educational project (Comenius1) • training project (Comenius 3) • Comenius thematic network Scenario 3 — Data bank • educational practice • agricultural education (Europea ?) • innovations ?

58

Somes references in French to recontextualise our action research

Ouvrages publiés chez Hachette Education Collection Nouvelles approches : • Etienne, Baldy, Benedetto : Le projet personnel de l’élève. • La Borderie : Le métier de l’élève. • de Vecchi : Aider les élèves à apprendre. • Bordallo, Ginestel : Pour une pédagogie du projet, 1993. • Clerc : Enseigner en modules en seconde, 1992. • Maheu : Travailler en équipe, 1998. Collection Enjeux du système : • Charpentier, Collin, Scheurer : De l’orientation au projet de l’élève, (1994). • Moser, Moissonnier, Fauchard : L’aide au travail personnel de l’élève, (1993). Autres éditeurs • Ballion (R.): Le lycée, une cité à construire, Hachette, 1993 • Ballion (R.): La démocracie au lycée, ESF, 1998. • Chaix (M-L.) : Se former en alternance, l’harmattan, 1993. • Huteau : L’évaluation des interventions éducatives, Orientations n°17, 1988. • Jouvenet : Préparer l’insertion professionnelle et sociale de l’élève, CRDP Lyon, 1997. • Paturet (J-B.) : Vers la socialisation démocratique, actes du colloque de Montpellier (novembre 1997), éditions Théetes. • Philibert, Wiel : Accompagner l’adolescence du projet de l’élève au projet de vie, Chroniques sociales, 1998. • Tessier : Les enjeux de l’implication dans l’aide au projet personnel de l’élève, Savoir, avril-juin 1998. • Wiel : Vivre le lycée professionnel comme un nouveau départ, Chroniques sociales, 1992.

59

Glossary of key words /

Glossaire des mots clé French English Italian abandon des études n drop out / withdrawal abbandono from course scolastico accompagnement n support / supportive accompagnamento activity accueil (à la rentrée) n induction accoglienza(a l'entrata) activité n activity attività aide méthodologique n technical support aiuto metodologico adéquation match between training adeguamento tra la emploi / formation n and jobs formazione e l'impiego ancien élève n former student ex-allievo, vecchio alunno autonomie n autonomy autonomia apprendre v to learn apprendere approche globale n holistic approach approcio globale association d'élèves n students' union associazione di studenti atelier n workshop laboratorio attente n expectation aspettativa auto - évaluation n self - assessment autovalutazione auto - formation n self-directed study auto-fomazione auto - orientation n self - guidance auto - orientamento bénéfice n benefit beneficio bénévole adj volunteer volontario bilan périodique n results / report bilancio periodico but n goal, aim scopo, fine cadre n framework quadro carrière n career carriera carnet de bord n log - book diario compétence n skill, competence competenze, abilità comportement n behaviour comportamento concepts clé n key issues concetti chiave concertation n review / marks meeting concertazione connaissance n knowledge conoscenza conscient du progrès adj aware of progress consapevolezza dei progressi conseil n counselling, advice consiglio conseil de classe n (class) review consiglio di classe conseiller v advise consigliare conseiller d'éducation n educational advisor / responsabile del counsellor convitto conseiller d'orientation n careers advisor responsabile dell'orientazoine construction de savoirs n underpinning knowledge costruzione del sapere coopération multilatérale n multilateral cooperation cooperazione

60

coordination n coordination coordinamento débouchés n openings, career prospects sbocci professionali découverte des métiers n investigation / taster days scoperta delle professione délégué élève n student representative rappresentante degli studenti dossier scolaire n student file fascicolo personale développement personal development sviluppo della persona de la personne n diagnostic n diagnosis diagnostico diffusion n dissemination diffusione, disseminazione documentaliste n librarian bibliotecario directeur n principal direttore, preside dispositif n system, procedure sistema écoute n listening ascolto échec n failure bocciatura échouer v to fail essere respinto éducation à l'orientation n careers teaching / advice orientamento éducation au choix n options advice educazione alla scelti emploi n employment, job lavoro, impiego enjeu n issue messa in palio enquête qualitative n qualitative survey inchiesta qualitativa enquête quantitative n quantitative survey inchiesta quantitativa enseignant n teacher, lecturer insegnante enseigner v to teach insegnare enseignement agricole n agricultural education insegnamento agricolo enseignement vocational education insegnamento professionale professionnel n entraide n peer support, mentoring aiuto reciproco entretien d'embauche n job interview colloquio di lavoro entretien de motivation n motivational interview colloquio per valutare la motivazione entretien de pre - enrolment interview incontri di pre-inscrizione pré - inscription n équipe n team gruppo équipe éducative n teaching team gruppo educativo évaluation n assessment, evaluation valutazione examen n examination esame exploitation du lycée n college farm / business azienda dell'istituto filière de formation n course level / subject filiera di formazione formation par alternance n sandwich course / alternazione block or day release scuola / lavoro formation professionnelle n vocational training formazione professionale gestion n management gestione groupe de pilotage n steering group / committee gruppo pilota guidance n guidance orientamento guider v counsel / advise guidare implication n commitment, involvement implicazione infirmière n matron, nurse infermiera inscription n pre - entry, enrolment inscrizione intégration n integration integrazione (into student group)

61

intervention n action taken to intervene intervento lien n link legame livret élève n student's educational file libretto dell'alunno livret scolaire n school reports pagella locaux n premises aula maître de stage n work experience provider responsabile aziendale dello stage monitoring n monitoring sistema continuativo di controllo monitorat n mentoring monitoraggio motivation n motivation motivazione objectif n objective, purpose obiettivo orientation scolaire n career guidance orientamento scolastico orientation ncareer information orientamento professionale professionnelle outil n tool strumento parcours scolaire n academic plan / progress percorso scolastico parents d'élèves n students' parents genitori dell'allievo partage des rôles sharing the suddivisione dei ruoli éducatifs n educational roles educativi participation active n active participation partecipazione attiva périscolaire adj extracurricular extracurricolare personnel administratif n administrative staff personale amministativo personnel éducatif n teaching staff persoale educativo points faibles n weak points, weaknesses punti deboli points forts n strong points, strengths punti forti politique éducative n educational policy politica educativa portes ouvertes n open day porte aperte positionnement n ranking, self-analysis collocamento pratiques n practices tecniche pré -inscription n pre - entry preinscrizione préparation de l'insertion preparation preparazione for the world of work all'inserimento processus d'élaboration process of planning costruzione del du projet n career development progetto professeur principal n senior tutor coordinatore della classe profil n profile profilo programme de formation n curriculum / syllabus curricolo projet personnel n personal development progetto di sviluppo personale projet scolaire n academic development progetto scolastico projet professionnel n career plan progetto professionale projet établissement n college development plan, progetto d'istituto mission statement projet action n action plan progetto azione questionnaire n questionnaire questionario recherche - action n action research ricerca azione recherche d'emploi n job seeking ricerca del lavoro régulation n regulation,de-breifing regolazione

62

relais n relay /successor relai, trait d'union relation d'aide n pastoral care aiuto remédiation n remedial action azione di rimedio réseau d'échanges knowledge exchange rete di scambio de savoir n network responsabilisation n empowerment responsabilizzatione ressource n resource risorsa réussite scolaire n academic success riuscita scolastica rôle / fonction n role / function ruolo / funzione santé n health salute, benessere savoir être n personal skills / saper essere, abilità self-knowledge personali scolaire adj academic scolastico situation supportive situation situazione di d'accompagnement n accompagnmento socialisation n socialisation socializzazione soutien scolaire n learning support supporto, sostegno scolastico stage de formation n training course stage di formazione stage pratique n work experience tirocino suivi n monitoring (of student accompagnamento progress) modo di suivre l'élève v review student progress accompagnare surveillant n warden educatore système support system sistema di d'accompagnement n accompagnamento système permanent monitoring monitoraggio de suivi (veille, régulation) tableau de bord n control system sistema informativo théorie / pratique n theory / practice teoria / pratica traitement des données n data processing trattamento dei dati tutorat n tutorial system tutorato, sistema di supporto tutorat entre élèves n peer support sostegno fra i pari valorisation n enhancement valorisazione veille n awareness, watchfulness osservazione costante vie scolaire n welfare vita scolastica