Triple C - Communication, Cultures and Companies

<< Background >>First of all, we wanted to improve the language skills of our students in foreign languages (German and Dutch) by giving them the opportunity to use them more. By speaking with peers, preparing assignments and through confrontation with the foreign language, we wanted to counter the negative attitude that is often developed towards them Next to that we felt the need to get them more acquainted with correct intercultural, professional and respectful communication in a realistic setting. To develop relationships with the other students, they had to think thoroughly about the way they wanted to say or express something and fine-tune their overall communication skills.The project also helped the teachers to make their study-programs more realistic and relevant since this project teachers increased hands-on experience on a daily basis.Finally, also the schools need, to make their VET-programs more attractive, increase their quality and overall value was met through this project. The added dimension of intercultural and project-based working methods strengthened the study division and created a more dynamic, modern and attractive study program.<< Objectives >>For our student we especially wanted to improved their self-reliance by taking them to a different country and making them use a foreign language. Even though the countries are close to each other, the students were confronted with quite a different culture, company culture and school life. This also improved their communication skills at interpersonal and professional levels. They had to communicate with other pupils, teachers and external professionals in appropriate manners. Also their command of the foreign language was improved of courseWe also wanted to raise their insights in the importance of sustainable entrepreneurship and how companies deal with these issues. The teachers increased the attractiveness and relevance of their teaching. By working together with the teachers from the other country, they didn’t just expand their network, but they especially learned a lot from each other’s expertise and observed different ways of teaching. Also their professional and language skills were improved in this project.The schools, finally, were able to create more dynamic teaching environments which increased the students well-being and motivation for their studies. << Implementation >>All the activities were prepared and evaluated in two live transnational meetings and several online meeting between the teachers. With the students, we especially carried out some activities at the home institutions and worked together during two exchange weeks every year.In class, the students themselves prepared the practical arrangement and activities for the exchange weeks. They made reservations, contacted expert speakers, took care of transport arrangements and developed some social activities. They also exchanged information on themselves, their schools and developed some online content to the activities via e-books and padlets.During the exchange weeks, focus lay on gaining knowledge on sustainability and on the intercultural exchange. At each school, also other parties were involved in the project activities to broaden the impact and effect of the activities.At the end of the project, students also presented their results and participated in the dissemination events. << Results >>This project achieved results at different levels. On the one hand there were some small-scale tangible outcomes such as teaching materials, student padlets and action plans on student mobility. But we especially achieved less tangible outcomes: students became more confident in their personal and language skills and received a positive boost in their education. Through the communication with external parties, by giving presentations for unknown audiences and in using unfamiliar digital tools, we challenged them to develop their language and communication skills to the fullest and helped them overcome personal anxieties. The students, and their parents, also saw the relevance of their study programs and appreciated the opportunities that were created in this project. Also within the school and between the teachers of the study programs there was a growth in appreciation, especially towards VET-study programs. The positive vibe created through this project, even resulted in a stronger cooperation between the partner institution and they developed a number of new project ideas together.