Title European Certificate of Floral Design
Project Number 2009-1-SE1-LEO05-02268
Project Type Transfer of Innovation
Marketing Text Throughout the project we have had the aim to reach out and disseminate FlorCert to a numerous of different target groups such as students, schools and organisations, teachers and headmasters, school politicians and the florist and flower business in our partner countries. We have participated in a variety of exhibitions and fairs, designed and developed a graphic profile, produced marketing material such as a folder, bags, shirts and pins, created a FlorCert webpage and a FlorCert Student Blog and has gained attention and media coverage both in Sweden, Finland and Italy.The response from our target groups and from the florist sector has been positive all the way through the project. This has shown in an increase of professional contacts, articles in local press and media and nonetheless among florist students in all the partner countries and on different levels from local schools to government authorities.
The main reason of the project “European Certificate of Floral Design-FlorCert” project was to export the experiences made in the pilot project in Sweden in 2007-2008. The addressed problem in Sweden, namely the secondary level florist education being vaguely described due to its status as a subsidiary profile within the craftsman programme in the National Curriculum, is the initial reason for a Florist Certificate. In other words, the Floral Design Certificate was created as a result of a need for a quality assurance tool/diploma of the secondary school florist education
The FlorCert has proven an excellent tool to ensure quality and content meanwhile improving the desirability and vocational pride of the education. For the teacher the work with FlorCert has given them a great tool to get and insight in other countries educational system. They have raised their competence when it comes to assessment. In the project there has also been a vast exchange of ideas, networking and practical and theoretical workshops and seminars stressing pedagogical methods, learning outcomes and floristic development. The most tangible outcome of the project has been to reach a consensus of methodology and learning outcomes in the florist education, among the partners, and how FlorCert translates to the different school systems. More intangible outcomes - as are already to be seen on the pilot schools in Sweden – has been an increase in the attractiveness and status of floristry and floral design education and the students employability.
The consortium consists of four well-established upper secondary level schools with a high-level of competence among the key staff: two in Sweden, one in Italy and one in Finland, and furthermore the Swedish Florist's Florist association - F.Y.R. - with internationally renowned expertise.
The main reason of the European Certificate of Floral Design project were to export the experiences made in the pilot project in Sweden in 2007-2008. The addressed problem in Sweden, namely the secondary level florist education being vaguely described due to its status as a subsidiary profile within the craftsman programme in the National Curriculum, were the initial reason for a Florist Certificate. In other words, the Floral Design Certificate was created as a result of a need for a quality assurance tool/diploma of the secondary school florist education. Similar problems have been addressed in several countries throughout Europe, whereas our core partners in this project – KAO in Finland and EAFA in Italy – have formulated the national needs and benefits as:
“The benefits to Italy, of the project FLORCERT could be many. In Italy there is no national syllabus, rules nor qualification regarding floristry. All the floristry schools are private with private qualifications. [---]We would like to unite a national and furthermore european qualification ensuring quality, clarity and fairness.” (LoI, EAFA, Italy).
In Finland the criteria in the National Curriculum are indistinct for most the same reason as in Sweden, and for KAO acknowledge the FlorCert project a great opportunity to enhance the quality of secondary floral design education in Finland. The time is right for them since the NC is going through a reformation, and VET is emphasised: “In 2010 the national curricula will be launched. […]This process is just going on. This project will give us ideas and tools to develop our own curriculum so that it meets the requirements of modern floristry” (LoI, KAO, Finland).
As mentioned above, the aims of the florist programme are not adapted merely for floristry, but for many other VET sub-branches. For the floristry education this has meant low demands on craftsmanship, and The Floral Design Certificate has proven an excellent tool to ensure quality and content meanwhile improving the desirability and vocational pride of the education. The latter were also something that more recently has been formulated by the Swedish Government, their intention with the new School Reform GY2011 is to lay emphasis on vocational educations and to ensure a higher level of competence through a higher degree of specialisation: “students shall [in The Upper Secondary Education Reform] be more specialised within their vocational [...] area compared to today’s vocationally orientated programmes” (SOU 2008:27, p.63). The Certificate of Floral Design is in other words well in line with the reformed vocational educations in Sweden.
The short-term objectives of the project were 1) to reach a consensus of the FlorCert, 2) to create a plan for dissemination in Finland, Italy and Sweden and 3)to generate a pedagogical platform for VET-teachers to raise and maintain the competence level. The long-term objectives agreed on in the project: 1) to connect more partners to the FlorCert network, whereas organisations in Lithuania, Iceland, Holland and Turkey have expressed an interest and 2) to get each partner organisation to disseminate FlorCert in their networks.
The most tangible outcome of the project were reaching a consensus of methodology among the partners, and how FlorCert translates to the different school systems. To develop and test a European version of a Certificate Syllabus is the long-term tangible outcome. More intangible outcomes - as are already to be seen on the pilot schools in Sweden - are an increase in the attractiveness and status of floristry and floral design education.
Recognition, transparency, certification
transparency and certification
During the project we have met several times, first to prepare and plan the collaboration between the teachers and experts from our different schools. We met in Sweden in 2009 for the introductory meeting and then in May 2010 in Bugnara, Italy, for more practical work.
Students participated for the first time in Finland for a mock exam in November 2010, which led up to the real exam.
In May 2011 the first international exam of the European Certificate of Floral Design – FlorCert - took place at Hvilan Utbildning in Åkarp, just outside Malmö and Lund in Sweden.
Students from schools in Sweden, Finland and Italy took the exam and were assessed by international florist experts.We are pleased to announc that all students passed and är now in possession the firs FlorCert Certficate.
The floristic works was displayed in connection to a seminar about FlorCert, where future potential partner participated.
The last meeting, withing this particular project, took place in Karlstad, Sweden in November 2011, where we not only summarized the project but also looked forward.We have planned a meeting in Germany in January 2012, to plan for the next FlorCert cycle. Our project partners from Finland, Italy and Sweden will attend but also our new partners from Holland, Croatia and Slovenia.