Fjolbrautaskoli Nordurlands vestra (FNV) has 506 students, it is a
comprehensive high school in northwestern Iceland. It is located in
Sauðárkrókur, which has a population of 2,598 inhabitants. FNV offers a
wide variety of vocational programs. Specifically in Art, Computer
Science, Carpentry and Paramedicine.
We also have distance training courses. The students are between 12
and 20 years old. The social life in the school is very good, we have
several social clubs for students. In addition to Icelandic we teach
Danish, English, German and French. We have a “Fablab” inside the school
in cooperation with the town hall.
The Fablab is equipped with several 3D printers and the staff is
willing to help teachers and students learn. MOTIVATION We want to
continue with our internationalization project that we started in 2016.
We have introduced it in our Annual Plan. The main motivation for the
FNV to get involved in the project is that we are aware of the
importance of educating students in programming for the 21st century.
Where is Fjölbrautaskóli Norðurlands Vestra?
Our school is working on the implementation of programming as part of
our curriculum. In Fjolbrautaskoli Nordurlands vestra (FNV) there are
some programming courses, but they have been offered as part of the
electronics studies. In our environment there are many craft trades that
are being lost, which forces our young people to leave our town and go
to Reykjavik. We want to create the necessary circumstances to help our
students to have business opportunities and avoid depopulation of our
people. We are excited about this Erasmus project the possibility of
helping to preserve those ancestral trades, which require artisanal
skills, through the use of technology. For us, we think it is the key to
the survival of our beautiful people.
Our educators have the following experiences and capacities with
which they contribute to the project: – We have been working with 3D
students for years to solve social problems and we have a network of
companies involved in our workshops and activities. -All the teachers
involved have the technical knowledge, skills, administrative support
and sufficient experience to successfully execute all aspects of this
project. Our strengths are consistent and aligned with the achievement
of the objectives of this project.
However, in recent years, they have gained a relevant dimension, with the need to (re) formulate a project adequate to the needs and objectives of the surrounding reality, which systematically brings together the entire line of action that involves the AESL’s internationalization strategy: the European Development Plan (EDP).
At AESL there is a conviction that within the global dynamics the European dimension of education is an aspect to develop and deepen. It is assumed that European citizenship has to be more than mere political rhetoric and, in this context, synergies are sought with other entities that want to share knowledge, develop projects and carry out activities that, jointly promote the progressive assumption of the European dimension of citizenship. It is imperative to value the improvement of pedagogical quality as well as the internationalization of the institution itself, reinforcing the cooperation between transnational partners, with the aim of innovating in its pedagogical, logistical, administrative and organizational practices. This document must be seen as a dynamic instrument that can incorporate changes to any change in the organizational context and must also be seen as a tool to improve the quality of teaching and susceptible to adaptation to changes in educational policy. The PDE therefore constitutes a guiding and coordinating document for the various projects with European scope and subsequently as an instrument for operationalizing the strategies included in it.
Where is the School?
PRIORITIES The AESL’s self-assessment team carried out work, embodied in the respective report as well as in the improvement plan, having found that the grouping revealed the need for training in terms of quality, understood at various levels: pedagogical quality, quality of service provided to user, quality of processes and procedures, quality of learning and teaching.
The school’s internationalization process is part of the globalization context, with economic, social, educational and cultural policies. In this sense, the following are established as priorities of the present plan: Implementation of new methodologies and technologies in the teaching processes;
Combat failure and school dropout;
Adoption of good practices in international education;
Sharing of good practices of AESL;
Creation of new forms of relationship between schools and European institutions;
Development of actions that allow the acquisition of skills centered on students and for students;
Development of actions that allow the acquisition of skills centered on teachers and non-teachers
. Development of language skills;
GBPE+ Girls & Boys Programming Erasmus + Project. All Rights Reserved.