Urban environment – IVET – FAI (Finland)
November 26, 2019 at 9:29 am #31815Cerasmus+ TeamKeymaster
Dates of implementation: 3-10-2019
Place of implementation: Forssa Vocational Institute,FAI
Topic chosen (e.g. Urban environment): Urban environment
Target group chosen (e.g. IVET): I-VET
Feedback from teachers:
Teachers find it prominent to give students solid and strong training in basic
professional studies so that students have common understanding about ceramics and
it’s possibilities. All project training curricula themes (Tradition and innovation, Urban
environment, Business start-ups) could be included and combined in the training by our
current national qualification requirements.
When basic competence is strong it opens path to C-VET and further innovative work in
ceramic sector and fields related.
Challenges for developing WBL -projects: shortened studying times, short periods
reduce adopting time for skills to develop, create new resources and co-operating WBL
Urban environment is chosen here for testing how it appears in ceramic training and
how it shows in our environment. It is combined with unit “Design and manufacture of
product, space or service”. It is one two compulsory units in national curricula for
qualification of craft and design I-VET, Artisan. It is the largest, 45 points out of 145
points of professional studies.
Unit consists of main basic subjects needed in pottery working: materials, techniques,
tools, object functions etc. Tradition, art & design, internal entrepreneurship pass along
Urban environment gives training base to catch topical and relevant matter of
sustainability and good living environment. Craft sector is essential sector for people´s
Feedback from pupils: Participating students for feedback were second year students
(I-VET) who had just finished their practical training period (8-10 weeks). Students
represented wide age range and many different backgrounds. They share common high
motivation for studies in ceramic craft section.
Students brought out ideas how to get more visibility for ceramics in the city and
environment. For example one is taking contact to city authorities and it’s departments
which are responsible for city environment.
Students raised up, for both I-VET and C-VET, supporting idea of active shop
maintained by student co-operative (all departments). That get’s lot support. There
students can sell their own products, get feedback and learn business from many
Sustainability comes out strongly in students’ speaking turns as well. That is
environmental and ethical question. They are aware of environment and circulation
economy. “You have to know where materials and products come from and where they
end up.” “As professional you have to know whole process and product life cycle.”
“Know what you are doing”.
Students create suggestion to reuse ceramic waste by co-operation with building
construction materials, architecture, rural mosaic etc. Or study and utilize local, national
materials in co-operation with material production industry and supliers. That may occur
in environmental art and building the landscape as well.
Comments and suggestions:
Common comments and suggestions can be found inside the feedback. Three training
curricula topics are important and give a subject on which we can mirror our national
and local curricula.
All agree that there must be time enough time to embrace solid, firm basic and same
time versatile knowledge of ceramics. That helps to find one’s place in multiform
working life typical to ceramic craft sector, since in E.g. Finland ceramic industry in
minimum as an employer. This status also creates new ways to influence, pass
tradition, innovate, network, start-up and – get employ yourself.November 26, 2019 at 10:58 am #31825
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