CATIT project Cultural Awareness in Technical and Industrial Vocational Training

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• CATIT- projectCultural Awareness in Technical
  and Industrial Vocational Training

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• Work Safety Orientation for ImmigrantsInstructio
  ns for Vocational Trainers

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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

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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.

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• 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.

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• 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.

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• 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.

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• 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

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• 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.

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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.

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• 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.

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• 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.

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• 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?

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• 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!

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• 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

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• 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

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• 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.

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• 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.

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• 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.

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• 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.

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• 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

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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!

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• 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

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• 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/

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• 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

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• 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

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• 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.

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• 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

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• 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

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• 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/

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• 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.