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CATIT project Cultural Awareness in Technical and Industrial Vocational Training

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Title: CATIT project Cultural Awareness in Technical and Industrial Vocational Training


1
  • CATIT- projectCultural Awareness in Technical
    and Industrial Vocational Training

2
  • Work Safety Orientation for ImmigrantsInstructio
    ns for Vocational Trainers

3
Table of Contents
  • 1. Introduction
  • 1.1. Why CATIT- project Slides 4...7
  • 1.2. Work safety in CATIT- project Slide 8
  • 2. Work safety immigrant as a student
  • 2.1. Basics Slides 9...11
  • 2.2. Charting the starting situation Slides
    12...13
  • 2.3. Instructions for trainers Slides 14...17
  • 2.4. Teaching material Slides 18...22
  • 2.5. Assessment of learning results Slides
    23...24
  • 3. Work safety orientation Slides 25...36
  • 4. Website links to trainers Slide 37
  • 4.1. EURES, Job mobility portal Slide 38
  • 4.2. Napo, Work safety animation film for
    immigrants Slide 39
  • 4.3. Migrant workers safety, EU material Slide
    40
  • 4.4. Migrant workers safety, US-EU
    cooperation Slide 41
  • 4.5. Construction sector safety, EU
    material Slide 43
  • 4.6. Construction sector safety, US Department
    of Labor Slide 44
  • 4.7. Construction sector safety, Finnish
    material Slide 45
  • 4.7. Construction sector safety, Irish
    material Slide 46

4
1. Introduction
  • 1.1. Why CATIT- project
  • The ageing of population and low birth rates
    will result in lack of labour force in several
    European countries in the future. Particularly
    the need for educated labour force in industrial
    professions will increase and lead in competition
    for labour force. All the more often firms and
    companies need and also recruit skilled
    immigrants to their employment.
  • Well-maintained firms, businesses and safe
    employments fare well in the competition for
    skilled and qualified staff. Considering
    immigrants this sort of healthy competition for
    qualified and skilled employees is quite positive.

5
  • Why CATIT- project
  • In Europe as well as on other continents, there
    is a vast number of working age people who have
    both the need and desire to move away from their
    home countries because of various reasons. The
    fundamental reason is to seek for a more secure
    and better life for oneself and ones family. This
    migration has lead to the birth of multicultural
    environments and work societies in many European
    Union countries, and the corresponding
    development will continue, possibly more rapidly
    in the future than it does today.

6
  • Homesteading immigrants and integrating them to
    work life sets big demands on the receiving
    countries. A particular challenge caused by
    immigrants who apply for vocational education
    with the purpose of entering work life, is set
    upon vocational training. More and more often
    immigrants will study and update their vocational
    skills within fields of industry in vocational
    institutes. Construction and metal industries and
    electrical technology represent industrial
    sectors in this project.

7
  • The trainers skills, knowledge, values,
    attitudes and willingness to comprehend the
    special needs of immigrant students within
    industrial sectors are given a special emphasis
    in trying to aim at good training outcomes. This
    project aims at improving these properties.
  • CATIT project produces and pilots an educational
    module and material for trainers and teachers of
    industrial sectors to provide them better
    prerequisites to assist and support immigrants to
    qualify, and later on to become employed in
    technical and industrial fields in their new home
    countries.

8
  • 1.2. Work safety in CATIT- project
  • Work safety orientation within industrial
    sectors in vocational education for immigrant
    students is particularly important for the
    following reasons
  • work injury risk within industrial sectors
    (especially construction) is high
  • immigrants next to always have different starting
    points for learning than students of the target
    country
  • understanding and internalising the importance of
    work safety is not always easy for an immigrant
  • acute issues and problems in everyday life and
    employment easily take the main role
  • safety first- model of action must be the
    starting point of work safety orientation also
    for immigrants

9
  • 2. Work safety immigrant as a student
  • 2.1. Basics
  • Firms and businesses in many EU countries face
    lack of skilled labour force all the more often.
    be solved by recruiting immigrants. Meeting with
    immigrants in work societies is a lot more common
    these days than it was earlier. Basic facts which
    facilitate and steer situations in meeting
    immigrants and work safety orientation are
    knowledge of cultures, attitudes towards and
    tolerance of immigrants.

10
  • Knowing the basics of the home country of the
    immigrant and the culture and manners of the
    country help the work safety trainer and
    initiator to pay attention to things in such a
    way that they will not form at least hindrances
    to learning. Some central issues are
  • where are the students from and on what ground
    has they come
  • authorities and attitudes towards them
  • communication and respect between the younger and
    the elder population
  • hurtful and hated issues
  • religion with its special characteristics
  • beliefs and their meanings
  • the structure and meaning of education

11
  • Attitudes toward immigrants and tolerance are
    the starting points for the success of work
    safety orientation. Central facts in this are
  • general understanding and approval of
    internationalisation
  • positive attitudes towards immigrants in general
  • general tolerance of multiculturalism
  • accepting the general need for immigration
  • understanding the present and future states of
    immigration
  • understanding that multicultural work places are
    today and particularly will be in the future

12
  • 2.2. Charting the starting point
  • For the success of work safety orientation it is
    crucial to find out the following facts
  • from what country they come
  • on what grounds do they come
  • what experiences do they have on leaving their
    home country
  • do they come alone, as a family, as a group or by
    a mediator
  • when they came and how long they have been in the
    target country
  • at what stage is their homesteading in the target
    country

13
  • Charting the starting point
  • In addition to the reasons for having entered
    the country it is good to find out their language
    skills and educational background
  • native language
  • ability to read and write
  • the language in which they studied at school
  • the basic education in the source country
  • whether received vocational training in the
    source country and in which line of study
  • whether have studied the language of the target
    country
  • oral proficiency of target country language
  • written and reading proficiency of target country
    language
  • received vocational training in target country

14
  • 2.3. Instructions for trainer
  • Particularly in immigrant work safety
    orientation one should pay close attention to the
    following issues which may intensify learning
    results
  • prepare yourself well to the situation and be
    interested in your subject because your
    motivation radiates and is caught by your
    students
  • concretise matters with illustrations or by
    introducing situations in real practical
    situations, which means learning by doing
  • indicate the meaning and significance and try to
    find out points of convergence with the lives of
    the students
  • commit yourself to the situation one hundred per
    cent, body language often constitutes a very
    significant role in teaching

15
  • stimulate manifold students senses because
    different people represent different learning
    styles some learn by watching, some by
    experiencing
  • work with versatile techniques that way you
    ensure suitable working methods for different
    learners
  • some learn teacher-instructed, some in groups and
    some independently
  • different working methods support one another and
    guarantee learning
  • clarify different learning models to yourself
  • note that some learners go with the model where
    you start with the details and why-wherefores in
    the end you should draw ends together, that is
    when the individual trees will form the forest

16
  • note that some learners go with the model where
    you start with the entity and larger perspective
    which is then filled in with details and
    why-wherefore like this the holistic student
    outlines the forest where he can then place the
    different tree types
  • teach your students learning techniques as often
    as possible
  • remember that many students may be slow writers
    or lack that skill altogether
  • prepare your students a course package which
    includes all main issues of the course

17
  • instruct the learner to wider sources of
    information like books, videos, DVDs, web
    pages...
  • remember attitude shaping in addition to teaching
    know-how
  • remember to book enough time and patience because
    students starting levels may vary dramatically
    and the purpose is that everybody will get the
    central basics and learn the basics of work safety

18
  • 2.4. Teaching materials
  • Clear teaching materials are an important asset
    in qualitative work safety orientation for
    immigrant students. A course module is produced
    out of the teaching material for the framework of
    teaching situations, according to which the
    teaching will be carried out.
  • Today there is an abundant choice of work safety
    teaching material available. On one hand
    collecting central facts and focusing on them is
    a very important starting point in work safety
    orientation for immigrants. On the other hand,
    being clear and concretizing, as already
    mentioned earlier, are important factors in
    making things understood.

19
  • In selecting suitable teaching materials to work
    safety training for immigrants in different
    situations, one can assess the situation
    accordingly
  • Model 1
  • You teach by lecturing and the teaching material
    contains additionally moving images. You tell
    about the reality and the primary perceiving
    sense of the student would be hearing.
  • Model 2
  • You teach by lecturing and the teaching material
    contains text and images. You tell about the
    reality and concretize it with images and the
    primary perceiving sense of the student would be
    hearing and eyesight.

20
  • Model 3
  • You teach and the teaching material contains not
    only what was mentioned in Models 1 and 2 but
    also moving images. You depict reality and the
    perceiving senses of the student would be hearing
    and eyesight.
  • Model 4
  • You teach and in addition to Models 1, 2 and 3
    you have the possibility to take the students to
    visit a work place where the students can
    actually see the real situations performed by
    others, and the subject-to-be-learned involves
    also assignments and discussion. You depict
    reality in a very concrete way and the student
    perceives everything via hearing and eyesight.
    Furthermore, he processes the subject in the form
    of assignments.

21
  • Model 5
  • In addition to Models 1, 2 and 3 you can perform
    the teaching situations at the work place where
    the students make for example safe scaffolding
    and make its introduction check.
  • In the last mentioned teaching situation the
    students actually live the reality themselves
    with high level of concretise and he also
    processes the issue in doing the introduction
    check.
  • To be discussed
  • Which of the above mentioned 5 methods is the
    most effective and why, while training immigrant
    students in work safety?

22
  • The clarity and comprehend ability of teaching
    materials in teaching situations is crucially
    important. The trainer should speak clearly and
    not use ambitious and complex expressions. Use so
    called plain language. Slang or dialectal
    expressions very typical of certain sectors is
    not to be used in teaching situations, only
    correct, accurate and original expressions about
    things and objects. CATIT material for trainers
    and educators also aims at clear and unambitious
    expression although this may occasionally lead to
    oversimplifications. No essential safety matters
    can naturally be ignored!

23
  • 2.5. Assessing learning results
  • In assuring the success of work safety
    orientation for immigrant students it is
    necessary to carry out an assessment of learning
    results. Due to the intensity and velocity of the
    training and orientation, testing the learned
    issues can be carried out with testing methods
    that are easily checked. These could be
  • right/wrong statements
  • multiple choice questions, choose the right
    alternative
  • combining tasks, combine text with a picture

24
  • In assessing the success of the work safety
    orientation for immigrant students, the students
    differences must be taken into consideration.
    This means being prepared to
  • rerunning tests
  • performing oral tests in case the persons are
    unable to understand what they read or their
    language skills are insufficient
  • to supplementing and repeating teaching

25
  • 3. Work safety orientation
  • Work safety means knowledge and skills to
    prevent beforehand work-related injury and health
    hazards and it concerns everybody at the working
    place. Once safe work procedures become a part of
    daily labour and routines, work safety
    orientation has proved itself successful.
  • Safe working is based on anticipation and
    performing ones duties carefully and
    systematically. A skilled employee knows and is
    aware of the dangers of his work and can be
    prepared for them.

26
  • The aim is safe and healthy work which maintains
    the same irrespective of employees age, gender,
    skin colour or ethnic background.
  • Work safety orientation for immigrant students
    should always contain the same elements as for
    students of the target country. Considering the
    staring points of the immigrant students, enough
    time should be reserved for the orientation. It
    often happens that the students claim they
    understand something that has been taught but in
    reality the situation is different. This may be
    due the fact that when studying in groups
    students do not want to slow down or interrupt
    teaching, thus even important matters remain not
    understood.

27
  • The trainers task is to make sure that the
    teaching has reached its goal and the contents
    have been internalised. Particularly those parts
    of work safety which have been presented only by
    lecturing need to be assured and measured before
    entering practice.
  • Work safety is an important part of an
    employees professional skills. Likewise
    familiarising one with safe work methods is only
    a part of orientation to performing work duties
    in general.

28
  • At its most effective it is carried out in
    connection with practical duties together with
    experienced supervisors. However, there are
    plenty of work safety measures which need to be
    gone through in connection with general
    orientation as theory sessions in a quiet
    facility with a familiar instructor. This applies
    particularly the immigrant student whose language
    skills and knowledge of local manners are still
    insufficient.

29
  • The general work safety orientation for
    immigrant students should contain at least the
    following issues
  • central vocabulary concerning work safety
  • encourage asking!
  • identifying work safety risks in ones own work
  • work safety norms and their meanings
  • the meanings of internal rules of a work place
  • allocation of duties and responsibilities

30
  • Problems related with understanding foreign
    language constitute the most single important
    factor in teaching immigrants. Learning the
    specialist vocabulary, concepts and warning signs
    of work safety is particularly important in this
    sense, and enough time should be allocated to it.

31
  • Aims and goals of work safety
  • In dealing with the aims and goals of work
    safety it should be emphasized that it bears a
    huge meaning considering the society, the company
    and ultimately the individual. Work safety aims
    at the fact that an individuals physical,
    psychological and social health will not
    deteriorate due to work conditions. Ideally the
    level of work safety could even benefit the
    persons health! Work safety always has both
    human and economical dimensions.

32
  • Encourage asking
  • Create such atmosphere within the group that
    problems are solved and things sorted out. There
    should always be enough time available. Present
    the group with questions in order to test
    listening comprehension. Work safety measures
    should never be left in the state of uncertainty
    or insecurity. The consequences may be fatal, as
    experience has shown.

33
  • Identifying work safety risks in ones own work
  • Identifying various work safety risks in ones
    own employment as well as their consequences is
    the basis and foundation of all sensible safety
    activity. One can surely not prevent unknown
    risks in which cases safety lies on luck! In
    teaching risk assessment and control there are
    many methods and theories. For immigrant students
    teaching must be done as down-to-earth as
    possible and by concretizing with examples.

34
  • Work safety norms and their meanings
  • It is uncalled for to present the work safety
    norms at great length in the general work safety
    orientation. Any group would become exhausted
    with such a presentation in no time. On the
    contrary one should present e.g. the content of
    the norms and obligations of construction sector
    clearly, in need even with practical examples. It
    must be made perfectly clear that this concerns
    binding regulations, not just some instructions
    followed at will. Consequences for ignoring and
    neglecting work safety regulations must also be
    presented.

35
  • The meanings of internal rules of a work place
  • Regulations concerning work safety of a work
    place should be gone though carefully, repeated
    and demonstrated in practise. In case the
    instructor has a slightest doubt of whether
    everything has really been understood, the
    comprehension must be assured and checked. The
    importance and binding ness of internal rules
    must be taught, not intimidating but by
    motivating. Breaking internal rules is also
    sanctioned and this must be presented in an
    appropriate way.

36
  • Allocation of duties and responsibilities
  • Responsibilities in work safety matters are
    allocated to different parties (superiors,
    employees, other instances) according to tasks
    and powers associated with them. The foundation
    for allocating responsibilities is formed by
    national legislation which again is based on work
    safety framework directive of the EU area.

37
  • 4. Website links to trainers
  • Next links can help trainers in their training
    material and lesson plan preparing for immigrant
    students in occupational safety and also in other
    work related topics. Hyperlinks open in Internet
    connection with double-clicking but also the
    webpage addresses are given.
  • After every link a short summary tells the main
    contents of the website material.
  • All the links presented here are at least in
    English but mainly also in other project country
    languages.
  • Own links can be added in national versions of
    this slide material if needed and wanted!

38
  • 4.1. EURES
  • In order to be able to make informed decisions
    about mobility, job-seekers and employers need
    information on a wide range of practical, legal
    and administrative questions. The EURES Job
    Mobility Portal provides information tools which
    aim to give help and support when considering
    moving to or recruiting from another
    country.The Living and Working Conditions
    database contains details on a number of
    important issues such as finding accommodation,
    finding a school, taxes, cost of living, health,
    social legislation, comparability of
    qualifications, occupational health and safety
    etc.
  • http//ec.europa.eu/eures/home.jsp?langen

39
  • 4.2. Napo
  • Animation and the universal language of Napo
    make this 10 minutes film ideal for a young
    audience and for all new entrants to the labour
    market, including immigrant and temporary
    workers. The role of Napo and his friends is to
    provide an appetiser to OSH through their
    engaging characters, amusing story lines, humour
    and light-hearted approach. Safety with a smile
    is Napos contribution to safer, healthier and
    better workplaces for all.
  • http//ew2006.osha.europa.eu/

40
  • 4.3. Migrant workers-OSHA-EU
  • This EU Occupational Safety and Health Agency
    (OSHA)-link contains several interesting
    documents and surveys dealing with migrant
    workers conditions and safety and health issues
    in their new home countries.
  • http//osha.europa.eu/good_practice/risks/acciden
    t_prevention/migrant_workers

41
  • 4.4. US - EU Coopetation on workplace safety-
    immigrants
  • This link includes the report of work group on
    immigrant workers safety and health from the
    joint US/EU Conference on Health and Safety at
    Work-Orlando, Florida, USA-14-16 September
    2005
  • http//www.useuosh.org/conference2005/immigrant.h
    tml

42
  • Website links on construction safety and health
  • Construction is a high risk, labour intensive
    industry. Safety is everybody's business, the
    onus is on designers, clients, construction
    companies and employees to ensure they are aware
    of their responsibilities in relation to health
    and safety.
  • Even more so while training immigrant students.
    Next website links help trainers especially in
    construction training material preparing.

43
  • 4.5. Construction sector safety-OSHA-EU
  • On these pages you will find information on
    safety and health at work in the construction
    industry. Many aspects of construction safety are
    covered (including immigrant workers) from
    procurement, design and planning, to the
    construction phase and maintenance. The topics
    covered include the risks on site.
  • http//osha.europa.eu/sector/construction

44
  • 4.6. U.S. Department of Labor- Construction
    safety
  • This material is designed to assist trainers
    conducting 10-hour construction industry outreach
    training for workers. Since workers are the
    target audience, this material emphasize hazard
    identification, avoidance, and control - not
    standards. No attempt has been made to treat the
    ten topics exhaustively.This clear material is
    well usable for immigrant group training and
    includes also instructor notes.
  • http//www.osha.gov/fso/ote/training/outreach/con
    st_outreach_tp.html

45
  • 4.7. Finnish Institute of Occupational
    Health-Construction safety
  • Construction is one of the most important
    sectors of all economies. Simultaneously, it
    involves several risk factors such as
    occupational accidents, heavy physical work,
    exposure to chemicals, etc. The FIOH has
    prioritized construction health and safety as one
    of the main topics to be addressed.
  • http//www.ttl.fi/Internet/English/Thematicpages
    /Healthinconstructionwork/

46
  • 4.8. HSA-Ireland-Construction safety
  • Very practical and easy to use material covering
    the whole scale of construction safety and
    health.
  • http//www.hsa.ie/publisher/index.jsp?1nID932
    nID1013nID1014nID101pID101nID109
  • This project has been funded with support from
    the European Commission. This publication
    (communication) reflects the views only of the
    author, and the Commission cannot be held
    responsible for any use which may be made of the
    information containet therein.
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