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 TERMINÉ 
Professional traineeships are an integral element within the initial vocational training at the "Berufsbildende Schule Wirtschaft Idar-Oberstein" (vocational school of economics at Idar-Oberstein). Mandatorily embedded in several educational programmes and school types, they complement the theoretical subject teaching with indispensable practical experience. Foreign traineeships are now increasin ...
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 5

 TERMINÉ 

Na praxi do Německa 2014-2015

Date du début: 1 juil. 2014, Date de fin: 30 juin 2016,

The project “Experience vocational training in Germany 2014-2015” was created in cooperation of the Coordination Centre Czech-German Youth Exchange Tandem Plzen and 9 Czech schools plus their German counterparts. This project followed a number of successful projects within the Leonardo da Vinci programme and projects supported by the Czech-German Future Fund. These mobility projects are part of “T ...
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 21

 TERMINÉ 

Unterrichtsgestaltung und Medienkompetenz in Europa-Schulen

Date du début: 1 juin 2015, Date de fin: 31 mai 2016,

The federal state of Rhineland Palatine has (as other federal states before) certified 16 Europe schools in for the first time in May 2015. The vocational school Idar-Oberstein is one of them, and we are objecting to expand our European-oriented school profile by offering additional lessons with a focus on Europe. Best practise of other countries should help us to do so. Objectives are: - Job exp ...
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 6

 TERMINÉ 

Získávání pracovních zkušeností v Evropě

Date du début: 1 juin 2015, Date de fin: 31 mai 2016,

The project with the title Gaining vocational experience i n Europe is a VET project, following the previous projects realized with foreign partners - BBSW in Germany and ADC London in the UK. The aim of the project was two-week long working placement in these countries. The students worked in companies in the branch of economy and administration. There were 36 participants, 23 of them were placed ...
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 3

 TERMINÉ 
In the light of increasingly rapid development of communications technology within and outside the school sector, teachers see themselves more and more confronted with problems, particularly in those classes and/or learning groups, where special teaching requirements are required due to behavioural disorder. That is to say, these groups grow inter alia also because of their media consumption, with ...
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 4