3 I. OBJECTIVES OF THE WORK OF THE PARTENARIAT THE Work Immer­sion Part­ner­ship has the fol­low­ing objec­tives: 1. Com­plete the for­mal cur­ricu­lum of the SHS pro­gram with spe­cial con­tri­bu­tions from the company‘s experts and prac­ti­tion­ers in order to adapt the SHS pro­gram to labour stan­dards; 2) devel­op the knowl­edge and skills that are rel­e­vant to the labour mar­ket needs in the field 3, in the field of SHS stu­dents. SHS stu­dents have a rel­e­vant learn­ing expe­ri­ence by expos­ing them to actu­al hir­ing. 4. In order to form a work immer­sion part­ner­ship between the SCHOOL and the ENTREPRISE, stu­dents, teach­ers and staff of the schools con­cerned are allowed to use and access the work­place and equip­ment of the ENTREPRISES as part of their work immer­sion pro­gram. Ii. Respon­si­bil­i­ties of Par­ties A. Com­mon Respon­si­bil­i­ties THE SCHOOL and the ENTREPRISE must: 1. set up a joint work­ing group to pre­pare the action plan for the imple­men­ta­tion of the part­ner­ship. 2.

the cre­ation of a joint steer­ing com­mit­tee to mon­i­tor the progress of the part­ner­ship and ensure com­pli­ance with the pro­vi­sions of the Mem­o­ran­dum of Under­stand­ing (MOA). 3. Fol­low all laws, mem­o­ran­dums and cir­cu­lars for the pro­tec­tion of chil­dren (see Appen­dix A). 4. Devel­op the stu­dent work immer­sion mod­ule with goals and objec­tives, the desired results of the pro­gram and how these results are achieved, also tak­ing into account the spe­cif­ic knowl­edge, skills, atti­tudes and skills that the stu­dent should acquire after the end of the pro­gram. (see Appen­dix C and Appen­dix D) 5. Devel­op a dai­ly sched­ule for the work fol­lowed by stu­dents through­out the work immer­sion pro­gram. 6. For­mu­late local guide­lines for school work and guide­lines for the selec­tion, place­ment, fol­low-up and eval­u­a­tion of stu­dents (immer­sion par­tic­i­pants) to ensure that each stu­dent is asso­ci­at­ed with a div­ing part­ner who is adapt­ed to their desired back­ground, qual­i­fi­ca­tion and apti­tude. (see Appen­dix C and Appen­dix D) 7 1. The train­ing, although it cov­ers the actu­al func­tion­ing of the employer‘s insti­tu­tions, is sim­i­lar to that pro­vid­ed as part of a train­ing pro­gram; 2. The train­ing is for the stu­dent; 3.

The stu­dent does not evict reg­u­lar staff and works under close super­vi­sion; 4. Stu­dents are not enti­tled to a job after the end of the train­ing peri­od and may work else­where in the same field; 5. All clin­i­cal train­ing is pro­vid­ed under the super­vi­sion and direc­tion of com­pe­tent and expe­ri­enced peo­ple in the activ­i­ty; 6. The train­ing is gen­er­al and allows stu­dents to work in a sim­i­lar com­pa­ny. It is not specif­i­cal­ly designed for employ­ment with the employ­er who offers the pro­gram; 7. The screen­ing process for the div­ing pro­gram is not the same as for the job and does not appear to be for that pur­pose. Screen­ing uses only cri­te­ria rel­e­vant to admis­sion to an inde­pen­dent edu­ca­tion pro­gram; and eight. Adver­tise­ments, sec­ond­ments or ten­ders for the pro­gram clear­ly speak of edu­ca­tion or train­ing, not employ­ment, although employ­ers may indi­cate that qual­i­fied grad­u­ates may be con­sid­ered eli­gi­ble for employ­ment. FOR THE SCHOOL: FOR ENTREPRISES: DE: DE: ANNEXESANNEXEA.

Laws, cir­cu­lars and mem­o­ran­dums on child pro­tec­tion B. Board Res­o­lu­tion / Sec­re­tary s cer­tifi­cate C.