| EXPERTISE | RESEARCH | INNOVATION |
Pilot projects and examples in research: |
 |
 |
 |
|
| Job Academy project: new apprenticeship places for the youth: Financed by the State Secretariate for Education, Research and Innovation, CH |
Project "Restaurant" - secondary school is in a restaurant over two weeks, key competencies for life. |
Leadership and management as research, cooperation project with CEO's and presidents, coperation with CEO-Forum in Europe. |
Competency and qualifications expertise for miinistries, new forms of exams and assessments |
 |
 |
 |
 |
| Youth project "jump-tv" - Youth Television and accredited "Regional Television Solothurn" |
Supplementary school childcare - pilotproject with the State Secretariate for Education, Research and Innovation, CH |
New college education -A and AS levels - pilot project Bolzano, Italy |
Research project and expertise: "teaching in mixed age groups", students from CH, DE, AT |
 |
 |
 |
 |
| School with internship modules, learning key competencies for the life. School must be fun! |
"Schülerschule-Projekte": Pupils are organizing and managing school by semselves. |
Pilotproject with the Engineering Council of Germany for mature students on the undergraduate level. |
School as projects in live - out of the school house in the forest for two weaks, overliving by each weather, day and night. |
On this limited space I can only show some examples from my broad field of research projects. Since 14 years I m personally working in the field of research and teaching. Mainly my role is the Head of Research / Director of Research, but in the first years and still sometimes today I m also the responsible researcher in the project. My projects where founded by governmental organisations, as well as from NGO's, Foundations, private companies and institutions, or from Universities and Schools. About my long years experience I got also more and more expert requests as external examiner, as supervisor, assessor, auditor or simply as keynote speaker in boards or conferencies. |
| |
|
|
|
|
|