Conclusion
As an innovation project, the project week can be labelled as an alternative form and a
positive addition to the classic, formal learning, thus enabling the students to not only gain,
practise and excel their language skills, but also to explore and expand their tourism-related
environment. Acquiring knowledge that way undoubtedly leads to a stronger motivation of both
students and teachers as well as to a more active participation of the youth in the school and life
environment.
Reporting in a written form and creating videos are part of the modern society on a daily
basis, especially in the field of tourism where students learn how to present a certain tourist
destination in the local and outer environment, eventually also globally – on the internet.
References
1. Retrieved
November
2011,
from
Inovacijskiprojekti
2010/2011.
Web
site:
http://www.zrss.si/pdf/ZbornikStrokovnihPrispevkov2010-11.pdf
2. Werquin, P. (2010), Recognising Non-Formal and Informal Learning. Outcomes, Policies and
Practices. OECD, p. 7-14.
3. OECD (2011),How's Life? Measuring well-being, OECD Publishing, p. 145-168.
4. Ziwoya, F.,Falconer, J. (2018), Designing Mentorship. College Student Journal. Vol. 52 Issue 4,
p. 532-538.
5. Buch, A., Andersen, V. (2015), Team and Project Work in Engineering Practices. Nordic
Journal of Working Life Studies.Vol. 5 Issue 3a, p27-46.
6. Levin, P. (2005), Successful Teamwork!: For Undergraduates and Taught Postgraduates
Working on Group Projects. Student Friendly Guides.Maidenhead: McGraw-Hill Education.
"SCIENCE AND EDUCATION IN THE MODERN WORLD:
CHALLENGES OF THE XXI CENTURY"
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