DUAL ONLINE CENTER
Bank of Good Practices in Social Inclusion through WBL
Jobshadowing In Norway
Overview
During the Erasmus+ job shadowing experience at Sande Videregående Skole (Norway), a structured programme was followed, aimed at enhancing vocational education with a focus on occupational risk prevention. The programme included the observation of classes and workshops in Health, Mechanics, and Electricity, emphasizing the integration of safety protocols, risk management, and sustainability into daily teaching practices.
The primary objective of the programme was to refine pedagogical skills in occupational risk prevention, particularly through the exploration of effective methodologies used within the Norwegian VET system. The use of digital tools, simulations, and hands-on activities was explored to raise student awareness of workplace hazards and foster a safety culture from the early stages of training.
This best practice contributes to reducing barriers in vocational training by ensuring all students, particularly those from underrepresented groups, have access to safe, inclusive, and relevant work-based learning (WBL). The programme promotes international cooperation with the goal of fostering equal opportunities and supporting the development of skills essential for safe and successful transitions into the workforce.
Supported by the Erasmus+ programme, this exchange aims to enhance teaching strategies that prioritize student well-being and workplace safety, contributing to the effectiveness and social inclusivity of vocational education and training (VET).
The primary objective of the programme was to refine pedagogical skills in occupational risk prevention, particularly through the exploration of effective methodologies used within the Norwegian VET system. The use of digital tools, simulations, and hands-on activities was explored to raise student awareness of workplace hazards and foster a safety culture from the early stages of training.
This best practice contributes to reducing barriers in vocational training by ensuring all students, particularly those from underrepresented groups, have access to safe, inclusive, and relevant work-based learning (WBL). The programme promotes international cooperation with the goal of fostering equal opportunities and supporting the development of skills essential for safe and successful transitions into the workforce.
Supported by the Erasmus+ programme, this exchange aims to enhance teaching strategies that prioritize student well-being and workplace safety, contributing to the effectiveness and social inclusivity of vocational education and training (VET).
Objectives
The primary objective of this best practice is to enhance the teaching and understanding of occupational risk prevention within vocational education and training (VET). Through observation and active participation in a range of activities at Sande Videregående Skole, the integration of risk prevention strategies, safety protocols, and sustainable practices into vocational courses in Health, Mechanics, and Electricity was examined. This approach is designed to equip students with the essential knowledge and skills to navigate their future workplaces safely.
This approach facilitates access to work-based learning for underrepresented groups by ensuring that safety and risk management are integral components of vocational training. The institution has adopted a multifaceted approach to education, incorporating simulation labs and hands-on activities, which ensures that all students, including those from underrepresented backgrounds, have equal opportunities to learn in a safe environment. These techniques reduce entry barriers for students who might otherwise be excluded from certain vocational training pathways due to a lack of access to safety-focused education or resources.
To reduce barriers to participation in apprenticeships and vocational training, this best practice integrates safety culture into the curriculum and emphasizes the importance of risk prevention. It fosters a safer and more supportive learning environment, which increases students' confidence, particularly among marginalized groups, to fully engage in apprenticeship and work-based learning opportunities. The integration of these practices into the curriculum is crucial to ensuring that no student is disadvantaged in learning about workplace safety, a critical skill for all future workers.
This approach facilitates access to work-based learning for underrepresented groups by ensuring that safety and risk management are integral components of vocational training. The institution has adopted a multifaceted approach to education, incorporating simulation labs and hands-on activities, which ensures that all students, including those from underrepresented backgrounds, have equal opportunities to learn in a safe environment. These techniques reduce entry barriers for students who might otherwise be excluded from certain vocational training pathways due to a lack of access to safety-focused education or resources.
To reduce barriers to participation in apprenticeships and vocational training, this best practice integrates safety culture into the curriculum and emphasizes the importance of risk prevention. It fosters a safer and more supportive learning environment, which increases students' confidence, particularly among marginalized groups, to fully engage in apprenticeship and work-based learning opportunities. The integration of these practices into the curriculum is crucial to ensuring that no student is disadvantaged in learning about workplace safety, a critical skill for all future workers.
Implementation
The Erasmus+ mobility focused on occupational risk prevention in Vocational Education and Training (VET), with an emphasis on promoting social inclusion, diversity, and equity in work-based learning (WBL).
Key actions included:
Inclusive Teaching Practices: Observing and participating in healthcare, mechanics, and electrical training, where students of all genders, backgrounds, and abilities had equal access to equipment and learning activities. Special attention was given to students with special needs, ensuring that the learning environment was adapted to their requirements.
Health and Safety Standards: Ensuring safe environments for all students, with a focus on occupational health and safety, especially in practical training sessions.
Fostering Collaboration: Encouraging peer collaboration in diverse groups, promoting mutual respect and teamwork among students from different backgrounds and abilities.
Equitable Learning Opportunities: Providing equal learning opportunities for all students, regardless of their personal characteristics, by integrating inclusive methodologies and innovative approaches to teaching.
The program facilitated the development of essential skills for risk prevention while ensuring the creation of inclusive, safe, and equitable learning environments, with special attention to students with special needs.
Key actions included:
Inclusive Teaching Practices: Observing and participating in healthcare, mechanics, and electrical training, where students of all genders, backgrounds, and abilities had equal access to equipment and learning activities. Special attention was given to students with special needs, ensuring that the learning environment was adapted to their requirements.
Health and Safety Standards: Ensuring safe environments for all students, with a focus on occupational health and safety, especially in practical training sessions.
Fostering Collaboration: Encouraging peer collaboration in diverse groups, promoting mutual respect and teamwork among students from different backgrounds and abilities.
Equitable Learning Opportunities: Providing equal learning opportunities for all students, regardless of their personal characteristics, by integrating inclusive methodologies and innovative approaches to teaching.
The program facilitated the development of essential skills for risk prevention while ensuring the creation of inclusive, safe, and equitable learning environments, with special attention to students with special needs.
Innovative features
Mentoring programs for marginalized groups, Digital learning tools to improve access, Specialized training tailored to different learner needs, Uses technology to improve access, Offers flexible learning options for different needs, Includes mentorship and support networks
Success stories
A healthcare student improved safety protocols in their learning environment after participating in a clinical waste management simulation. This raised awareness of environmental health risks and encouraged safer practices among peers, equipping students with valuable skills for real-world clinical settings.
Measured outcomes
Increase in participation rates: Students became more engaged in workshops and simulations, demonstrating a deeper understanding of risk prevention.
Challenges and lessons learned
Students acquired technical skills in safety protocols, equipment handling and emergency procedures, which boosted their employability in safety-conscious industries.
Employment rates: Although specific data is unavailable, it is expected that the acquired skills will enhance employability in high-safety industries such as healthcare, mechanics, and electrical work.
Employment rates: Although specific data is unavailable, it is expected that the acquired skills will enhance employability in high-safety industries such as healthcare, mechanics, and electrical work.
- CountryNorway
- SectorHealth and safety at work
- Target groupStudents Women
Leading organisation
SEPIE/ Erasmus+ consortium of Castilla y León
Date
2025, 2025
Key stakeholders
• VET Providers and Training Centers:
Sande Videregående Skole (Norway): Host institution delivering VET programmes and facilitating training in safety practices.
CIFP Tecnológico Industrial (Spain): Sending institution, part of the Erasmus+, responsible for recognizing the learning outcomes.
• Employers and Business Networks:
Local companies in Norway collaborating with Sande Videregående Skole to ensure safety practices in Mechanics and Electricity align with industry standards.
• Government Agencies and Policymakers:
Vestfold County Authority (Vestfold fylkeskommune): Regional authority
Servicio Español para la Internacionalización de la Educación (SEPIE): National Erasmus+ Agency
• Erasmus+ Coordinators and Educational Staff:
Ingunn Solberg, Erasmus Coordinator at the host school, supervised all activities.
Enrique Blanco González, Headmaster of CIFP Tecnológico Industrial, responsible for learning validation.
Sande Videregående Skole (Norway): Host institution delivering VET programmes and facilitating training in safety practices.
CIFP Tecnológico Industrial (Spain): Sending institution, part of the Erasmus+, responsible for recognizing the learning outcomes.
• Employers and Business Networks:
Local companies in Norway collaborating with Sande Videregående Skole to ensure safety practices in Mechanics and Electricity align with industry standards.
• Government Agencies and Policymakers:
Vestfold County Authority (Vestfold fylkeskommune): Regional authority
Servicio Español para la Internacionalización de la Educación (SEPIE): National Erasmus+ Agency
• Erasmus+ Coordinators and Educational Staff:
Ingunn Solberg, Erasmus Coordinator at the host school, supervised all activities.
Enrique Blanco González, Headmaster of CIFP Tecnológico Industrial, responsible for learning validation.
Number of beneficiaries
The main beneficiaries were vocational students at Sande Videregående Skole, who were introduced to innovative methods of preventing occupational risks. The teaching staff also benefited from the exchange of best practices and new teaching tools, and the wider community enjoyed the safer working environments that resulted from the project in healthcare, mechanics and electrical work.
