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VOCATIONAL EDUCATION PROGRAMMES: Text and activities


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VOCATIONAL EDUCATION PROGRAMMES Here are brief descriptions of the nine vocational education programmes in Norwegian upper secondary school.

Vocabulary lists for each programme (see ‘Attachments’ in the menu on the right)

Education programme for building and construction technology This education programme opens for many vocations in the building and construction industry. You can, for example, become a construction worker and specialize in road work, construction work, asphalt laying or laying railway tracks.

Other options include becoming a house painter, bricklayer, carpenter, plumber, scaffold builder, roofer or tinsmith.

Common to all these trades is that you should like hands-on work and have manual skills. You should also like working in a team, as many construction projects require close cooperation between many trade groups.

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Education programme for design and crafts subjects This education programme has a wide scope and after taking this you could apply for work in many handicraft trades. You may for example become an occupational therapist, floral designer, furrier, folk costume maker, hairdresser, goldsmith, glassmaker, cabinetmaker, organ builder, piano tuner, pottery maker, shoemaker, tailor, blacksmith, woodcarver or watchmaker. If you want to choose this education programme, you should have creative skills, be accurate and like to work with your hands.

Education programme for electrical and electronic subjects If you choose this education programme, you may become an electrician, electrical repairperson, lift fitter or automation technician. Other possible jobs might be in the computer industry, in the processing industry, electronics industry, mechanical industry, power stations or railway operations.

You may also find employment in the airplane industry as an avionics technician or mechanic, or in the oil industry, working with remotely-controlled submerged operations.

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4 Common to all these trades is that you must work accurately, safely and systematically. Good colour vision may be a requirement. You also need to have practical manual skills.

Education programme for health and social subjects If you would like to work with nursing or caring for others, this may be the choice for you. You may, for example, become a chiropodist, medical secretary, dental assistant or pharmacy technician. You could also become a child care and youth worker, care worker, ambulance worker or prosthesis and orthotics technician.

Relevant employment can be found in hospitals, the home nursing services, day-care centres or recreation centres, dental offices, medical offices or pharmacies.

If you wish to choose this education programme it is important that you like people and are able to care and show consideration for others.

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Education programme for restaurant trades and nutritional subjects This education programme gives training in the hotel, restaurant and catering industry and the food processing industry, but also qualifies you for work in other companies that process and produce meat, fish, beverages, and bakery and food products. It qualifies you for employment as a baker, confectioner, fishmonger, sausage maker, butcher, waiter and cook.

These vocations require manual skills, accuracy and cleanliness. When in direct contact with customers it is vital that you are focused on providing good service.

Education programme for utilization of natural resources If you choose this education programme, you may later work in nature and with natural resources. You could become a gardener, fisherman or farrier, or you could find employment in gardening, aquaculture, reindeer herding, agriculture or forestry.

If you wish to choose this education programme, you should be interested in nature, have manual skills and like working outdoors.

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Education programme for service and travel This education programme trains you for working in an office, travel agency, hotel reception or as a sales representative or security guard. Other areas include ICT servicing, the transport industry, professional driver and working with logistics, which includes goods transport and planning goods flow and storage.

A service employee fronts the company, so you should be polite, friendly and have service in mind, and you must like dealing with people.

Education programme for media and communication If you choose this education programme you can become a photographer or media graphic printer and work, for example, with production of printed matter, web design, multimedia production, TV graphics design or design for digital communications. Other options include working with advertizing or illustration for a publishing company or advertizing agency.

In these industries you need good colour vision and creative abilities. You should also be able to communicate with others in writing and verbally, and you should also be interested in information technology.

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Education programme for technical skills This education programme trains you for more than 50 vocations in the technical and electro-mechanical industry, the ship-building industry, the textile and ready-made clothing industry, the car industry, chemical processing industry and the oil industry.

You may become an aluminium designer/maker, welder and toolmaker, bookbinder, graphical printer, locksmith, seaman, ship engine engineer, industrial sewing operator, operator in the ready-made clothing industry, construction machinery mechanic, crane and lifting gear operator, vehicle body repairman, vehicle mechanic, operator in chemical or metallurgical processing industry, laboratory technician, or drilling and well operator.

You should prefer practical work and have good manual skills, and you should be able to work independently and accurately and be interested in new technology.

(Text source: Pedlex/vilbli.no)

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ACTIVITIES FOR THE TEXT Mål for opplæringen er at eleven skal kunne ... velge og bruke egnede lese- og lyttestrategier til å finne informasjon i muntlige og skriftlige tekster (Kompetansemål i læreplan for engelsk – Kompetansemål etter Vg2 – yrkesfaglige utdanningsprogram, fastsatt 24. juni 2010)

Remember these steps when reading:  Step 1: Skim read the text to get a quick overview. Look at the pictures and read the headings, perhaps also the first sentence of each paragraph. Write down what you think the article is mainly about.  Step 2: Scan the text to find specific information, for example names of people and places, numbers and years, and words that are repeated. Write them down. When you see a difficult word, just read on, do not use a dictionary yet.  Step 3: Read the text closely, as many times as you need to understand the main ideas and some of the details. Make notes, for example in a mind map or on a timeline. Use a dictionary if necessary, or use the context to understand.

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9 1 SKIMMING Skim read the text. Then choose the correct alternative: a)

The text is mainly about the different types of schools in Norway.

b)

The text is mainly about the differences between Norwegian and British vocational education.

c)

The text is mainly about the vocational education programmes in Norwegian schools.

d)

The text is mainly about health and safety in the workplace.

2 SCANNING Scan the text quickly to find out which vocational education programme would qualify you to become a ... a)

photographer

b)

ambulance worker

c)

butcher

d)

floral designer

e)

vehicle body repairman

f)

security guard

g)

plumber

h)

gardener

i)

lift fitter

3 CLOSE READING Read the text closely. Make notes as you read. Look up words you don't understand. CAPPELEN DAMM


10 The text mentions some important personal qualities for each education programme. Imagine that you are a school councellor ('r책dgiver') at a secondary school ('ungdomsskole'). Some 10th grade students come to you to get advice. They all want to take vocational education, but they are not sure which education programme to choose. Write down the advice you would give each of them.

a)

Theodor likes to work in a team. He has had his own computer since the age of seven, and he enjoys programming and playing video games. I think Theodor should choose ... (or maybe ...) because ... His future job might be as a ... or a ...

b)

Mari has always spent a lot of time in the kitchen. She started cooking dinner for her family when she was twelve. However, her favourite activity is making delicious cakes that her little brothers love. I think Mari should choose ... (or maybe ...) because ... Her future job might be as a ... or a ...

c)

Jonas has always wanted to spend as much time as possible on the open road. Big trucks have always fascinated him. He is quite restless and doesn't like to spend too much time in one place. I think Jonas should choose ... (or maybe ...) because ... His future job might be as a ... or a ...

d)

Yvonne buys a lot of fashion magazines and watches TV programmes like Top Model USA as often as possible. She is always critical about the

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11 clothes and hairstyles of the models and is always sketching in her notebook. I think Yvonne should choose ... (or maybe ...) because ... Her future job might be as a ... or a ...

e)

Thomas is interested in modern technology, but he wants to combine that interest with practical work. He doesn't want to spend his days in front of a computer. A garage or a workshop is far better, he thinks. His great hobby is the old Ford Escort his uncle gave him. He can't drive it yet, but he has taken it apart and put it back together at least seven times. I think Thomas should choose ... (or maybe ...) because ... His future job might be as a ... or a ...

f)

Jon likes to work with people, and especially to help people in need. He is a calm person who is good at tackling stressful situations and emergencies. He is a member of the local Red Cross youth organization and is an expert at first aid. I think Jon should choose ... (or maybe ...) because ... His future job might be as a ... or a ...

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