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Mobilities as pathways
to hidden competences

Mobilities as pathways to hidden competences

Video-based self-presentation

More stories and videos

Fatma (TEKİRDAĞ İL MİLLİ EĞİTİM MÜDÜRLÜĞÜ)

In order to prepare a video for the concept of video-based self-presentation, firstly we considered the end use of such a product. As using the video as a CV could be one of the possible reasons to prepare such a video, as it had been discussed in the first transnational project meeting of myVETmo project before, we focused on this aim. A video as a CV is not something regular so we wanted to examine the features of a successful written CV with the intention to reflect these features to a successful video or a video-based self-presentation. We examined the questions in the literature and elsewhere such as "What do employers expect from a CV?", "What are the features of a good CV?" and "What should a CV include?" Then we wanted to apply some of these features into the context and the video appropriately.

In order to find an appropriate profile for the video, we visited a school in our region for students with disadvantages in line with the aim of the project and the target group. We met with the school headmaster and decided on a student who had started an internship in a government institution as one of the first trainees in this school. Then we met the Fatma, her teachers and her mother to ask for a written permission for the video. Then we started video recordings. As we wanted it to be a good example, we worked with colleagues (teachers) who are experienced in video recording.

We also wanted to focus on the strengths of the student. As our first starting point was the possibility to use the video as a CV, we wanted to add a references part to the end of the video. This could also help reflecting the strengths of the student from other people's points of view (teachers and co-workers). This could help to discover individual strengths as mentioned in role-based competence balance as a concept used in the generation of the myVETmo project where students need support to detect these strengths and hidden competences.

Finally, we had 54 minutes of video which were recorded in 7 different settings, four times in the school, once in workplace, and twice during free time activities. As we wanted the video to be concise but informative at the same time, the final product was 4 minutes 21 seconds after editing it. During the recording, Fatma was a bit nervous in the beginning but later she was more self-confident. The final version received a lot of positive feedback from the audience.

Sakib (Berufskolleg Neandertal)

Sakib attended the vocational college Neandertal with the goal to acquire the Lower Secondary Education degree (Hauptschulabschluss). After elementary school, Sakib was continuously schooled at a support centre, as he had been attributed a special educational need in the field of learning.

His native language is Bengali. However, he was born in Germany and never lived in Bangladesh. He lives with his parents and two older brothers in Düsseldorf. In the class community, Sakib stood out for his reliability, helpfulness and open nature. His knowledge of English was another key factor in proposing the internship with MyVETmo.

In the beginning, Sakib was quite reluctant to agree to an internship abroad. Since his dream job is to become a fireman, he wanted to do an internship in this field, which would not have been possible abroad. He was also worried about being away from home for three weeks and having to speak English all the time. But we were able to convince him by showing the advantages of an internship abroad. In addition, we promised him to accompany him throughout this period.

In advance, we had two skype interviews with our project partners in Italy in order to allow them to get an impression of Sakib. We had the chance to clarify our respective expectations.

Everything went smoothly abroad. Our Italian partners recommended us an accommodation. From the first moment, Sakib enjoyed himself during the internship. He worked for three weeks in a café in Como, where people with and without disabilities work together as a team. The video recordings that were made during the internship provided a regular and sound exploration of the experiences Sakib gained each day. He did his internship independently, so that in the evening he was always proud to report how the day had gone.

Sakib was very enthusiastic after the internship and it was hard for him to say goodbye to the café team. He would like to return to Como with his family next year to introduce him to his internship and his colleagues.

David (IES. LOS CERROS)

This video shows David´s self-presentation. The film was recorded in IES Los Cerros, a secondary school in Úbeda, Jaén (Spain). In this school different vocational training branches are taught, including a basic vocational training about accommodation and laundry for students with special needs. David is a happy person and helpful with everyone, he is always ready for working.

At the beginning David talks about himself, the way he considers himself, personality, family and they place he actually lives in. Later, David is filmed doing activities that he has learned at school: sweeping, cleaning, folding lingerie, ironing and so on. He talks about his hobbies, Easter week, running, playing the trumpet. At the end, you can see David in his internship in Paradores (a special kind of hotels located in historic buildings or places) where he is developing tasks as a waiter of flats and laundry tasks. This video is done to help the students to introduce themselves to the companies in Spain or in countries abroad with the main aim to get training or why not jobs.