Co-operation between school and local businesses

Link between education and world of work

Private primary school with nursery for children with autism in Prešov, Slovakia

…some facts to start with…• only 30% out of all 240 000 Slovak citizens with

handicap is employed at free labour market (8,6% of economically active population)

• no statistics reflect how much of this number people with mental handicap represent

• at Slovak schools there is no working position for an employee, who would actively search for work placements and build links with future employers for students after finishing their education

Professional orientation • At mainstream primary and secondary schools in Slovakia there

is a role of an Educational Counsellor, whose work, apart from the other duties, is to help students in their professional orientation – what would be the best work for them according their personal and professional predispositions.

• However the educational counsellor do not deal with direct communication with future employer and neither search for potential employers in the region.

• The role of educational counsellor is never a full time position but combined with other position (for example with teaching)

Teacher’s role in educational process • One of the priorities of a teacher has always been and always will be to

search for the best a student can achieve and to help them find a way to fulfil their potential and put it to the best use for them as well as for a whole society.

• In special need education each student is an individual challenge for a teacher and requires an individual approach.

• It is necessary to have a good co-operation with a family of a student and together search for the best solution for each student individually, to take into account their personal, physical and mental predispositions, family backgrounds, family support and motivation.

• Last but not least we need to take into account student’s visions and desires, which are often not realistic and our task is to explain in the least harming way, what is real and what is not regarding their future jobs.

Dual education• In Slovakia there is a network of schools which provide vocational education

for students with special needs. However there is no direct link between the school and future employer.

• Secondary Vocational Schools can enter the system of dual education which should lead to better links between education at school and needs of potential employers in order to educate and train the students according the needs of their future employers, so after graduation they are not only qualified but already experienced to start working in their work position.

• Students have their practical training of their vocational subjects directly at the company of their future employer. Vocational training is tailored directly on the particular need of the company and after graduation the have secured work placement at the same company.

• However the schools have no obligation to join in the dual education! There is still only a limited number of school which have contracts with potential employers, where students have appropriate conditions for vocational training.

Vocational education and training of students with special needsVocational education and training is provided at Practical Schools, which prepare

students with mental disabilities, multiplied disabilities and students with autism in:vocational – practical subjects: - Health Education- Food Technology and Nurishment - Housekeeping

and main subjects:- Office support work- Garden support work- Kitchen support work• The choice of main subjects depends on the condition of the school (material,

equipment, etc.)• After finishing practical school a student is prepared to work in a sheltered

workshop/employment. • After completion of school students do not receive the Vocational Certificate but only

a Certificate of completion of practical school.

Link between practical school with potential employers • Basically does not exist. Everything depends on condition in

region; if there is a company willing to employ or has capacity to employ people with mental disability.

• It depends on the will and ability of schools to actively search for potential employers, despite the fact that they are not personally equipped for this task, and neither it is expected from them by low.

• Sheltered employment in the region is mainly provided by employers with philanthropic feeling, who have not only set targets to earn, but also to help those who are in need, who can not help themselves and create a sheltered work position.

General experience • Most of the companies who are willing to employ a

person with mental disability, autism or multiplied disabilities have the philanthropic intention in the company philosophy or they have a personal experience, or in their family there is a person with special needs.

• Most sheltered workshops and work positions are created by NGO-s and non-profit organizations founded by schools, and initiated mostly by parents of handicapped students or/and their teachers.

Our experience• Students with autism and mental disability is a very specific non-

homogeneous group. Each students requires individual approach and education. Individual approach has to be applied when searching for appropriate work placement too.

• We have had a luck of information and experience of other organizations when dealing with this new challenge of searching appropriate work positions and placements for our students.

• We can offer specific methods to support and develop pre-vocational skills of our students, but we have had no experience with integration and inclusion of our students into a world of work.

• That is why we have written „My work is my future“ project, where we created a platform for exchange of experience, examples of good practice, ideas, tips and recommendations.

School Cafe• Vestry Cafe and School Cafe at Catcote Academy in Hartlepool has inspired us to

open a Cafe at our school – sheltered cafe simulating real business environment – where our students have practical lessons and with visual support (video and picture instructions) learn new vocational as well as social skills.

• With support of video and picture instructions students are trained in:▫ simple food preparation (sandwich, toast, omelette, salads, cakes)▫ simple drink preparation (smoothies, coffee, chocolate)▫ hygiene in the work environment▫ safety rules in the work environment▫ working process (keeping certain order, staying at the task, finishing the task,

independence)▫ serving behind the desk (social skills, dealing with money)▫ serving customers at the table

• At the same time School Cafe provides possibility for other students who are not currently involved in Cafe training to visit the cafe and learn and improve their social skills related to cafe environment:▫ making an order, reading menu (written or pictures)▫ dealing with money▫ sitting at the table

Project for the future: Cafe in the town• One of the activities of our School Cafe includes

preparation of baguettes for our Town Hall when there is a meeting and need for such products. It is a beginning of our co-operation, where the Town council support our cafe by giving us this opportunity.

• At the moment we are in negotiation process with a Town Council regarding lease of a space in the town centre, where in the future we can open a Café – sheltered employment for our graduates and training place for our students.

Our vision• We know that we are not able to include each graduate into a working

process, find him/her an appropriate job and give him/her a vision for the future.

• But we believe that in the future we can persuade local authorities and local businesses to co-operate with us and by the time open a laundry (like we have seen in Poland) and other sheltered workshops.

• Next year we will have our first graduates.

• We are constantly looking for solutions as we believe that such efforts are necessary and it is important not only for our students but also for our society, for us – teachers, for our knowledge that we do not educate our students to spend the rest of their life at home or at centres of daily care – excluded and passive.

• We are grateful to all of you for your experience and inspiration, which you are sharing with us in this project. They are a driving force in all our attempts and activities. We believe that whatever works in your institution or country can as well work in our School and in Slovakia.

Thank you for your attention