Meeting the Demands of the European
Labour Market:
DILS Grundtvig learning partnership
Aspects of the Professional Language
Teaching and Evaluation for Learners
Competences
3 June 2011, SIH, Vilnius
DILS:
Dicitur Ingenium Liberare Sapientiam
duration: 2010-2012
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Vestegens Sprog-och Kompetencecenter
(Denmark)
Instituto Comprensivo ( Italy)
PSLC (Lithuania),
Jarfalla Centrum (Sweden)
DILS Grundtvig learning
partnership
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Kick-off meeting
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The Danish Vestegens Sprog-och Kompetencecenter shares
its experience in couselling, establishing contacts between
companies and job seekers, in assisting the ethnically non-Danish
population to adjust to the local requirements and to find jobs
according to their relevant qualification and competences.
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The Permanent Territorial Centre for Adult Education in
Bologna and Jarfalla Centrum for Adult Education (Sweden)
bring in their experience in tailoring study programmes to better
meet the needs of their adult students.
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The Public Service Language Centre brings its experience
in providing language courses tailored to satisfy PSLC clients’
needs: mainly these are professional oriented language
competences that contribute to professional development and the
keeping up with the demands of the labour market ( both in LT
and abroad)
DILS partners
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to extend the cooperation between the
European adult education institutions
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to improve the quality of education /training
as regards meeting the demands of the
European labour markets
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to work for better social integration and
mobility of the European labour force
DILS objectives
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Level 1:
Institutional cooperation on national and
international levels
Level 2:
Study programmes: CLIL , course content etc
Level 3
An interactive game for learners
DILS activities (by levels)
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Subjects/Theme
Job Interview
Targets groups
A2 level learners ( general English + profession/job)
Purpose of the Theme
To introduce the basics of writing CV to apply for a job
To facilitate using terms/professional words to describe jobs/professions/responsibilities, experience
and skills
To prepare learners to take part in a job interview ( ask and answer relevant questions)
Material
Textbooks of language for business
CV templates ( EUROPASS etc)
Samples of filled in CVs and covering letters
How We/I Did It
When starting the course we find out fields of the students’activities / occupation; and their ambitions,
group them according to their professional interests/ responsibilities etc ( managers, service people,
medical professionals etc) – if possible.
We introduce and analyse samples of CVs and covering letters to put the needed terminology (
experience, skills, duties) into the context.
The students then write their CVs and compare them in class.
Then we use recording / video to listen to job interviews and discuss strong / weak points of applicant/
types of questions asked etc.
The final stage – role play : the students take turns in being employers and applicants during job
interviews
Additional Comments
The topic is highly appreciated by learners of different ages and professions, specially at the time when
lots of people change jobs, look for better jobs and for opportunities to develop their professional skills
and other competences.
Samples of Course Content (1)
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Subjects/Theme
Structural Funds Finance Management
English / Lithuanian
Targets groups
Five employees of the EU Assistance Programme Implementation Division at the Ministry of Science and
Education of the Republic of Lithuania
Purpose of the Theme
To familiarize the learners with the current EU documents related to administration of the EU structural
funds in Lithuania
To introduce and activise terms
To prepare learners to participate in meetings and give presentations on the topics related to Structural
Funds management and administration
Material
Extracts from the EU regulations and recent training events.
Articles on relevant topics
Handouts to provide practise in using terms, structures and functional language
How We/I Did It
Before starting a course - needs analysis ( specific professional activities of the learners, key documents,
relevant issues – shared and individual) to agree on the course content.
The students get the negotiated course outline with highlighted topics and terms, practice in reading and
interpreting EU and Lithuanian directives and regulations ( group discussions )
The final stage of the course – individual PowerPoint presentations on the professional issues ( Expenditure
Verifications, Irregularities etc). The topics are approved by the group two weeks prior to the
completion of the course
The presentations are assessed by the audience ( content, relevance, rapport etc).
Additional Comments
It is very important to involve learners in outlining the course, so that they could benefit not only in terms of
developing their language skills and competences , but also in terms of their professional development
Samples of Course Content (2)
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Learning partnership:
 Exchange visits (teachers, learners)
 ICT assisted cooperation ( regular Skype
meetings, working platform)
 Sharing best practice ( CLIL templates,
competence cards)
DILS activities (by type)
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A meeting in the Lithuanian
Embassy in Sweden
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 Research
and data collection
 Needs Analysis
 Adjustment of methods
 Involvement
 Learning by sharing
Teachers +Learners =>Grundtvig
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Raise awareness of workplace culture
Create an opportunity to learn/compare
workplace culture in one’s native
country and other EU countries
Enhance employability
Enhance self-confidence
Develop language skills
Learn about other countries
( traditions, lifestyles etc)
Raise awareness of multicultural Europe
Game /Rationale
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young (no age restriction), keen on finding
their place in the labour market
 interested in and open to other cultures and
countries
 seeking practical tips for finding a job in EU
labour market
 keen on learning/improving language skills
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Game/ Players
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Workplace Culture:
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job interview
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socio-political info about the country
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paperwork ( work permit, CV etc)
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culture, traditions
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linguistic questions
Game / Content
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Sharing institutional and national
experience
Professional development
 Learners’ involvement
 ICT use
 Promotion of the project results and
products
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Summing up and looking ahead
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