Modules 1 – 5 Written and compiled by Kay O’Brien Colaiste Eoin Finglas Module 6 Written and complied by Liam Berney, Congress and Kay O’Brien Design by Language Acknowledgments The support and assistance of the following are greatly appreciated: Fergus Whelan, Joan Carmicheal, Oliver Donohoe, Ester Cochram, David Joyce, Sandra Kehoe and Mary Twohig at the Irish Congress of Trade Unions David Farrelly at Havas International Shela Dillon and Caoimhe de Barra, Trocaire Sophie Staines, CAFOD UK Moira Leydon, Association of Secondary Teachers in Ireland Billy Fitzpatrick, Teacher’s Union of Ireland Anne Consadine, Health and Safety Officer, Campbell Catering Ltd Health and Safety Authority Eamonn Potter, St Ciaran’s Community School, Kells Kay Plunkett, St Declan’s Secondary School Cabra Mary Burke Donal Rochford, Notre Dame Des Missions, Churchtown Una McCormack, St Peter’s College, Dunboyne William O’Brien, C.B.S James St The Principal Liam Bell and the staff and transition year students of Colaiste Eoin, Finglas. City of Dublin V.E.C. Foreword Skills, work and youth is a very suitable title for this project. Today’s young people equipped with modern skills and caring values will develop a prosperous and fair society in Ireland. For the first time since our State was founded, it is now possible for every young person to expect a job here when they leave school or college. This is a very welcome development after decades of enforced emigration and mass unemployment. The longer young people spend in education or training the greater their chances of getting a better job. Of course there are exceptions. We all know someone who dropped out of school and went on to own a multi-million pound business or to become a top celebrity. As in many areas in life, the exception only seems to prove the rule. All research shows that there is a direct relationship between qualifications and quality of employment. The big number of jobs on offer to young people, sometimes at attractive rates of pay creates its own pressure to drop out of education. One of the aims of SWAY is to make students aware of the need to think about the longer-term implications of making decisions based on short term attractions.The rapid growth in part-time employment among post primary students makes it necessary for them to be aware of their rights and responsibilities at work. This educational package also aims to develop that awareness. There is a strong emphasis in this package on fair play at work, social justice in Ireland and solidarity with young people in other countries. Conflict, harassment and bullying in the workplace are dealt with as well as health, safety and welfare issues.This programme aims to develop the skills and awareness of students through activities, group work, discussion and case studies based on experiences in the workplace.Trust and mutual respect are encouraged through teamwork and co-operative learning. As well as a variety of written materials for students and teachers, the resource pack contains an interactive CD ROM. Use of the World Wide Web as a source of information and ideas is encouraged. Becoming familiar with the latest communications technologies is an important part of preparing them for the modern world of work.The team involved in preparing this programme has succeeded in producing a package that is both student friendly and teacher friendly. Congress is pleased to support this worthwhile project. We very much appreciate the contributions and hard work of so many people both inside and outside Congress, especially Kay O’Brien of Colaiste Eoin in Finglas. We are confident that this educational package will be a very valuable resource for students and teachers. Peter Cassells Irish Congress of Trade Unions February 2000 Introduction SWAY is an educational package for use with 15 to 18-year-old post primary students. SWAY is supported by the Irish Congress of Trade Unions and the project aims to prepare young people for the world of work. The SWAY progr amme works at developing skills and creating awar eness of the world of work through use of activi t i e s , di s c u s s i o n , rol e - p l a y and case studies based on exp e r i e n c e s in the world of wor k . Students are encouraged to work indivi d u a l l y and in grou p s , and the material is accessible to students at all level s , ir re s p e c t i ve of academic abi l i t y . The overall aim of the resource pack is to introduce young people to the world of work with a particular emphasis on rights and responsibilities, health, safety and welfare, the exploitation of young people and justice for, and solidarity with, young people in other parts of the world. It contains Information, Handouts, Worksheets, Case Studies and Assignments for use by •Tutors in Youthreach Centres •Facilitators in Youth Clubs Teachers of: • Transition year students • Leaving Certificate Applied students. • Leaving Certificate Vocational students • SPHE Social Personal &Health Education Teachers. • CSPE Civic Social and Political Education Teachers • Guidance Counsellors • Geography teachers. The pack consists of six sections focusing on the: 1 World of Work 2 Workers’ Rights 3 Health and Safety 4 Conflict in the Workplace 5 Young People and Unions 6 Solidarity with Young Workers Worldwide. Guidelines for teachers Teachers can use the material in their own individual way and adapt, change and choose sections to suit their classroom and teaching approach.The main emphasis should be on facilitating discussion and conclusions and developing communication and inter-personal skills.This process of working together, sharing ideas and information is crucial to the success of the programme. Some teachers may wish to dip into various sections and choose what is relevant for their students while others may choose to work through a module or a series of modules in its entirety. Students are also encouraged to get involved in action activities by talking to and interviewing people outside the classroom and organising awareness events for students and others outside the classroom. A Student Evaluation Form is provided at the end of each module for students to recap and focus on what they learned and what they could improve on. Information, handouts, worksheets and case studies can be easily photocopied. The time required to get through the range of exercises will depend on the group’s ability, motivation and the teacher’s approach. The majority of worksheets, handouts, case studies and assignments in this resource pack encourage students to work together in pairs or small groups. There are many suggestions for assignments, projects, surveys, action projects, discussion and debate throughout the resource pack. There is also reference to a wide range of websites for use by teachers and students to access further information, carry out research and make contacts and enquiries. Student involvement is expected. Many of the action projects, group work exercises, websites, suggestions for contacting companies and individuals and conducting interviews, encourage initiative, self-motivation and an opportunity for students to work on their own as well as in groups. The overall emphasis is on participation discussion and group work. Trust, co-operation and mutual respect are necessary for groups to function well, therefore it may be necessary to pay special attention to building teamwork and co–operation. USE “Geese as our Guides” on the next page for an exercise to promote teamwork and co-operation. Geese as our Guides! This exercise could be used as a warm up exercise for a group who are just getting together or to encourage co-operation and team work regarding any of the exercises in the resource pack. Divide students into groups of 4. Encourage students to work with students they do not normally work with. You could decide on how the groups form by counting 1 2 3 4 and ask all the 1’s to go together etc. After each step pause for a minute or two and record the comments from the groups on a flipchart or board. Come back into a large group and summarize the points you would like to make about working together. Ask the group to read and respond to the following information. Geese fly in a V-like formation. Those who have studied their flight pattern have discovered some interesting facts: As each goose flaps its wings, it creates an uplift for the bird who is following behind. It is estimated that by flying in this formation geese are able to fly 70% farther than if each goose flew on its own. What could your group learn from this information? Take a note of the points made by the groups. If a goose falls out of formation it immediately feels increased drag and resistance. It gets quickly back into formation to take advantage of the power of the goose in front. What could your group learn from this? Take a note of the points made by the groups. Geese take turns being the lead goose flying at the point of the V. When the lead goose tires it moves back in the formation and a new goose moves into the lead position. What could your group learn from this? Take a note of the points made by the groups. The geese at the rear of the V honk.They do this for two reasons. Firstly, the honking encourages the geese up front. It also lets the lead goose know where the tail end of the formation is. What could your group learn from this? Take a note of the points made by the groups.