GUIDELINE FOR STUDENTS’ CAREER GUIDANCE · Rodica CODOBAN Liana CRĂCIUNOIU - DUȚĂ Ava DABAKOĞLU Maria DAŞU Julieta Andreea DIMA Andreea DINU Liana Poema DONDOE Irina DOROVSCHI

EDUCATION AND CAREER GUIDANCE – LET’S HELP THE STUDENTS CHOOSE A RIGHT CAREER!

Reference No: 13-PR-04-DJ-RO,TR A project co-financed by the European Commission

Lifelong Learning Programme - Comenius Regio Partnerships

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GUIDELINE

FOR STUDENTS’ CAREER GUIDANCE

created within the Comenius Regio Partership

Education and Career Guidance - Let's help the students choose a right career!

PROJECT PARTNERS:

EDUCATION AND CAREER GUIDANCE – LET’S HELP THE STUDENTS CHOOSE A RIGHT CAREER! Reference No: 13-PR-04-DJ-RO,TR

A project co-financed by the European Commission Lifelong Learning Programme - Comenius Regio Partnerships

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NAME OF PROGRAMME:

Lifelong Learning Programme - Comenius Regio Partnerships

NAME OF PROJECT: EDUCATION AND CAREER GUIDANCE – LET’S HELP THE STUDENTS CHOOSE A

RIGHT CAREER! Nr. ref: 13-PR-04-DJ-RO,TR

Authors – Coordinators:

Serkan ATİK Elena Diana BRĂTUCU Kamil ÇELEBİYILMAZ

Elisabeta CIOCAN Rodica CODOBAN

Selim Burak KUHU Ştefan VASILE

Hamide YAŞAR KAVAS

Published: December 2014

Publishers:

Casa Corpului Didactic Dolj

Mersin National Education Directorate

Contact: Contact: Str. Ion Maiorescu, Nr. 6,

Craiova, Dolj www.studentscareer.ro

www.facebook.com/studentscareer [email protected]

Dumlupınar Mah. Adnan Menderes Bulvarı Yenişehir/ Mersin

www.studentscareer.ro www.facebook.com/studentscareer

[email protected]

This publication has been funded with support from the European Commission and it reflects the view of the author. The European Comission and its agencies cannot be responsible for any use

which may be made of the information contained therein

http://www.studentscareer.ro/

http://www.facebook.com/studentscareer

mailto:[email protected]

http://www.studentscareer.ro/

http://www.facebook.com/studentscareer

mailto:[email protected]



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AUTHORS TEAM:

Elena ALEXIE Hasan ATABEY Serkan ATİK Ahat BALAK Elena Diana BRĂTUCU Kamil ÇELEBİYILMAZ Margareta CERCELARU Elisabeta CIOCAN Eugenia Magdalena CIUPITU - TURCEANU Rodica CODOBAN Liana CRĂCIUNOIU - DUȚĂ Ava DABAKOĞLU Maria DAŞU Julieta Andreea DIMA Andreea DINU Liana Poema DONDOE Irina DOROVSCHI Anda DUMITRESCU Mihai HAROSA Mirela Florentina ISUF Tülin KÖSE Selim Burak KUHU Nicoleta LIŢOIU Mariana MĂRCULESCU Mariana MIREA Dilek Yiğit NACAR Carmen OPREA Elena Alina OPREA Nejat ÖZDEMİR Cristiana POPESCU Ileana STANCIU Alina Marinela STĂNCULESCU Aida STOIAN Adriana STOICA Nadia ŞUTELCĂ Daniela TOMA Hayri Derya USLU Ştefan VASILE Liviu VĂDEANU Daniela VELICESCU Hamide YAŞAR KAVAS



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CONTENT INTRODUCTION ............................................................................................................................ 4 CH. I. PROJECT PRESENTATION .............................................................................................. 5 CH. II. A RESEARCH STUDY METHODOLOGY ABOUT CAREER GUIDANCE SERVICES FOR STUDENTS .................................................................................................................................. 24 2.1. Context ............................................................................................................................ 24 2.2. Stages of the research study ......................................................................................... 25 2.2.1. Establishing the research problem ......................................................................... 25 2.2.2. Stating the aim, the objectives and the research hypotheses .............................. 25 2.2.3. Sampling ................................................................................................................... 26 2.2.3.1. Students sample .............................................................................................. 28 2.2.3.2. Education institutions representatives Sample ................................................. 30 2.2.3.3. Parents Sample ............................................................................................... 30 2.2.3.4. Teachers Sample ............................................................................................ 31 2.2.3.5. Local community representatives Sample ....................................................... 31 2.2.4. Establishing the research methods and techniques ............................................ 31 2.2.4.1. The sociological questionnaire survey .............................................................. 31 2.2.4.2. The focus-group ............................................................................................... 31 2.2.5. Projecting and shaping the necessary instruments ............................................. 32 2.2.6. Collecting the information ...................................................................................... 33 2.2.7. The results analysis ................................................................................................ 33 2.2.7.1. Report on the results of the survey based on a questionnaire - Students ......... 33 2.2.8. Drawing the conclusions and writing the research report .................................. 42 2.3. CONCLUSION .................................................................................................................. 42 2.4. RECOMMENDATIONS ..................................................................................................... 45 CH. III. THE DESCRIPTION OF THE EDUCATION SYSTEM IN THE PARTNER COUNTRIES .. 50 CH. IV. THE GUIDANCE AND COUNSELING SYSTEM OVERVIEW IN THE PARTNER COUNTRIES ................................................................................................................................. 60 CH. V. AN ANALYSIS OF THE SCHOLAR CURRICULUM FROM THE POINT OF VIEW OF THE EDUCATION AND CAREER GUIDANCE FOR STUDENTS ........................................................ 73 5.1. A school office for psycho-pedagogical counseling .................................................... 73 5.2. A Counseling and Guidance Course ............................................................................. 78 5.3. An analysis of the school subjects ................................................................................ 96 5.3.1. Horizontal competencies ........................................................................................ 96 5.3.2. An analysis of the syllabus in the Romanian educational system ...................... 98 5.3.3. An analysis of the syllabus in the Turkish educational system ......................... 114 5.4. Samples of lesson plans regarding the career guidance for students ...................... 123 CH. VI. EXTRACURRICULAR PROJECTS FOR THE EDUCATION AND CAREER GUIDANCE FOR STUDENTS .................................................................................................... 185 CONCLUSION ............................................................................................................................ 225 REFERENCES ........................................................................................................................... 229 ANNEXES................................................................................................................................... 233



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INTRODUCTION

Modern society is constantly changing. The student is not only a receiver of information. He must exploit this information to implement it, which is visible in the career he will choose and practice. Thus, students need to be trained for a dynamic society that always offers professional challenges.

Students make decisions about their future professional starting from school. They always need, regardless of age and time of life, capable people with experience to guide their steps, to help them make the best decisions regarding their career, with a match between knowledge, skills, capabilities they have, their desires (aspirations) and the labour market (demand and offer).

It is necessary to know the student, activity that involves the use of various methods - observation, conversation, questionnaire, self-characterization, testing method, biographical data analysis, analysis of results and student work, which is visible in the educational activities undertaken by teachers in the classroom. Thus, some students can be noticed by performing compositions, essays, arts compositions - drawing (paintings, drawings) or music etc. enabling them to opt for certain professional fields, the teacher's role being particularly important in raising students' awareness on the skills they have and that can be realized through appropriate educational and vocational guidance, in line with the workforce social requirements.

This study is a result of partnership project Comenius Regio Education and Career Guidance - Let's help the students choose a right career! (Consilierea şi educarea carierei – Să-i ajutăm pe elevi să îşi aleagă o carieră potrivită!/ Eğitim ve Kariyer Planlama – Öğrencilerin Doğru Kariyer Seçimine Yardımcı Olalım!), nr. de referinţă 13-PR-04-DJ-RO,TR, cofinanced by The European Commision through the Lifelong Learning Programme, and taking place during the period August 1st 2013- July 31st 2015 in the Dolj County - Romania and the Mersin Province - Turkey under the government of the CCD Dolj (Dolj County Teachers Department) - the partnership coordinator and the National Education Department of the Mersin Province - the regional coordinator, together with their national partners, namely ''Traian Vuia'' Highschool in Craiova, ''Traian'' Secondary School in Craiova, EduFor Craiova Association and The Vocational and Technical Highschool Mezitli, The Informatics Highschool in Mersin and The Education Burreau in the Bozyazi Region, respectively.

The project aims to improve services for education and career guidance to students in secondary education in the two regions involved, Dolj County - Romania and Mersin Province - Turkey, to facilitate the transition of students to higher levels of education or the labour market, the main target group being composed of teachers, together with whom principals, parents, students, representatives of the local community were also involved.

The guide brings together, in its six chapters, general information about the project, providing a starting point for other teachers interested in getting involved in such projects, a research study on counseling and career guidance to students in the partner regions, describing the system education in Romania and Turkey, a presentation of the counseling system in partner countries, the analysis of school curriculum in terms of counseling and career guidance to students including information about the school Pedagogical support office, discipline Guidance and counseling, analysis models of school subjects in terms of horizontal skills developed by integrating counseling and career guidance to students into school subjects in Romania and Turkey, lesson projects models on career counseling to students made by teachers from the partner regions during the job shadowing activity, thus simulating different working life contexts in the classroom, as well as and extracurricular projects on education and career counseling to students, students learning self-knowledge methods, to seek information about occupations and work that involves their profession, to identify the occupations compatible with their profile vocational, the dynamics of occupations in the labour market, planning a professional route, training and developing career management skills.

Thus, the paper compares the education systems in partner regions including the exchange of ideas and experiences, good practices for career counseling to students, presenting innovative methods used in the classroom for career counseling the students, for each curricular area,



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contributing to the professional development of teachers. We aim that this guide motivates teachers to work with students, presenting the

opportunities offered by each subject in choosing a career, the career guidance and counseling of students being a continuous exploration process.

CH. I. PROJECT PRESENTATION

Abstract of the project The Comenius Regio project "Education and Career Guidance - Let's help the students

choose a right career!" aims to improve the services for students' education and career guidance (students' ECG) in schools, in order to facilitate students' transition to higher levels of education or the labour market. The main category of the target group is teachers, but there will also be involved: directors, parents, students, representatives of the local/regional community. The proposed activities such as focus groups, job shadowing, conferences, training sessions and the results (a guide and materials for students' ECG, website-resource, training program etc.) will help to: identify the importance, relevance and quality of students' counselling and career guidance services; indentify the needs of all stakeholders involved directly and indirectly in this activity; the development of teacher competences for students' ECG; reducing the distance between school and the labour market; increasing students' access to information necessary for proper career guidance in both partner regions (Dolj - Romania, Mersin - Turkey). We also propose to change the approach of counselling and career guidance activity in schools: this will not be an occasional or incidental activity and will become the responsibility of each teacher who will assume the social and/or external tasks.

Context Context Region 1 – Dolj county, Romania The global economic crisis has deepened the problems that Romanian school graduates

seeking their first job are facing. Newcomers are expected to come with a high level of training from school. Employers are not only interested in a degree, but want to see what the candidates can do. Since the skills formed by the Romanian education system are not related to business requirements, it is difficult for a young people who had no work experience during their studies to find a job at graduation. If few years ago, young people said that they find it difficult to enter the labour market, now the situation has worsened due to the difficult economic climate. Research shows that recent graduates entered the labour market have difficulties in adjusting to the demands of the workplace.

School guidance and counselling support the development of flexible learning opportunities aimed at the requirements of the labour market, high rates of transition between different levels of education, increased employability and reduce the current gap between education and labour market demands.

Studies and analyzes at European level highlight the important contribution of professional guidance and counselling in achieving some of the main objectives of The Strategy Europe 2020: - Increasing the employment rate of people aged between 20 and 64 years from the current 69% to at least 75%; - Reducing the dropout rate from the current 15% to 10%; - Increase the percentage of people aged between 30 and 34 years with higher education from 31% to at least 40% in 2020;

In Romania, access to professional guidance and counselling in schools is still limited at all levels. The student/counsellor ratio in school education exceeds 800 students to 1 counsellor (the upper limit allowed in Europe). The number of hours of school guidance and counselling per student is low in rural areas and one can notice the existence of regional disparities. In Dolj there are 202 educational institutions with about 100 000 students and only 45 counselling offices, in which 43 counsellors provide counselling and guidance services for an average of about 1,300 students, most of whom are in the last years of high school. In primary school: there are no hours



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spent with counselling and career guidance activities. In secondary school: counselling and career guidance is done by the teacher in a limited number of hours - limited by the curriculum. In high school, there is one hour a week for this activities.

In Romania, in general and Dolj county – in particular, there are a number of weaknesses and threats for school guidance and counselling activities:

Weaknesses: - Incoherence / bad synchronization in counselling activities (for the teachers); - Counselling begins at advanced ages (especially career guidance); - Poor correlation between the school counselling plan and the management plan of school

activities; - Low share of career counselling activities compared to direct intervention activities; - Weak involvement of school counsellors in their training; - Poor training and carelessness of school managers form the school counselling

component; Threats: - Businesses are only formally involved in school activities and in counselling; - There is no budget allocated to counselling in schools; - Difficulties in certifying career counsellors, lack of legal framework to support the adviser; - Passive/hostile attitude towards counselling activities from many stakeholders; - Limited number of norms for school counsellors; - Lack of motivation from the business environment; - Fluctuations in the labour market; A number of strengths and opportunities argue the successful implementation of our project,

such as: Strengths: - The presence and activity of the County Resource and Educational Assistance Centre

(CJRAE) of Dolj county; - The presence and activity of counselling offices in a quarter of schools; - Cabinets are equipped with specialized tests (with license); - Computerization of schools and counselling offices; - Examples of good practice: educational offerings fairs, open gates, job fairs; - Most teachers have attended the guidance and counselling module; - Students’ receptivity for counselling services; - Availability for student mobility; - Increasing number of parents aware of the role of the school counsellor; - School-Family-Community - Partnerships/Collaboration; - Promotional materials - brochures/leaflets/school magazines; - Groups with initiatives in schools (student councils, NGOs, associations of parents);

Opportunities: - The existence of subject areas and a specialized programme; - Legal regulations from Romanian Ministry of Education - which regulate the status of the

school counsellor; - Possibility of accessing European funds for projects/programs for Counselling and Career

Education: LLP, POSDRU; - Institutional resource networks (Institute of Education Sciences, Euro guidance, NBCC -

National Board for Certified Counsellors etc.); - NGOs axed on counselling; - Providers of continuous education (Masters, Postgraduate, Therapies, CCD programs); - Human Resources firms that correlate the labour market with education requirements; - Suppliers of tools for career counselling and guidance (batteries of tests, questionnaires

etc.);



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- Community/business environment, experts from different fields, local and county institutions;

- Institutions available for partnerships and projects in the field of counselling and career guidance;

The new National Education Law (no. 1/2011), through the changes in structure and content that it brings to the education system, also supports of our project implementation with the following opportunities:

- A new structure of the school year, offering a range of innovations and activities open to the community - such as those organized within the week called “A Different Way to Learn";

- Involvement in decision-making and accountability of all actors involved in the educational process (teachers, parents, students, local community members, businesses);

- Establishing the principle of skills training to ensure opportunities on the European labour market;

- Elaboration of a new curriculum in accordance with the specific needs for personal development, needs/requirements of the ever changing labour market and of each community;

- A National Curriculum allocation percentage of 20% - 30% for optional subjects; - Counselling offices presence in more and more schools and emphasis on the work done by

counsellor teachers. Context Region 2 – Mersin, Turkey As for Turkey’s educational approach, we are away from supporting and training qualified,

initiative and creative people demanded by labour market. And our education system doesn’t give the necessary importance to guidance and counselling services and this makes students choose a job through which they can earn money not enjoy them. Once a week, counselling expert and the number of hours of counselling per student is very low so our students are alone and not well-informed to choose a carrier. Counselling is done by a teacher whose knowledge is limited and not enough to inform students.

Turkey is a very large country and it has got many different regional, climate and geographic conditions but there is a general educational approach not designated according to special needs of regions. For example, south-eastern part of Turkey has got a very cold climate, a mountainous nature, economic and educational problems but pupils in that region has to take the same exams with other students from developed parts of the country. Mersin is a multi-cultural, crowded city. Schools are very crowded and councelling services are not well-organized and not applied efficiently. Especially drop-out rates are high at schools, job councelling and career planning are ignored. Bozyazı has got an isolated position and far from established city centres. And its economy is based on agriculture so there are a few manufactures and job opportunities in the town. So the students are not able to see and access the last developments, ideas and opportunities in labour market and they have no chance to have experiences in a profession they want to get.

Counselling begins at high schools so students cannot be canalized and encouraged according to abilities which should be found out at early ages and students are in environment they have to select a profession not according to their abilities but conditions of the time.

In Turkey, in general and Mersin, in particular there are some weaknesses regarding counselling and career guidance in school:

- Counselling doesn’t begin at early ages; - Counselling is not supported at schools; - Lack of communication among student, teacher and parents; - Unstable labour market; - Not enough qualified teachers; - There is no budget allocated to counselling in schools; - Poor job opportunities and investments, because of the isolated position of the town; - Disregarding the special abilities, such art, and music; - Parents' ambition and wish for their children to find a well-paid job not a suitable for their

abilities;



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- Not sufficient information and presentation of jobs pupils can choose; - Limited horizons of pupils, parents and teachers because of district position of the town; - Increasing dropout rate and unemployment rate among young people; But with this project: - Importance of counsellor at schools will be emphasized; - Students will have chances to broaden horizons; - Teachers and directors will be more qualified, motivated and more aware of counselling; - Teachers and directors will meet new perspectives and experiences;

Objectives of the partnership and relevance to the objectives of the programme 1. General objective: Improvement of education and career guidance services for students

(students' ECG) in school to facilitate students' transition to higher levels of education or labour market.

Specific/practical objectives: O1. Identifying the importance, relevance and quality of counselling and career guidance

services for students from school and the needs of all stakeholders involved directly and indirectly in this activity (students, teachers, principals, counsellors, parents, local community representatives) from the two partner regions.

Results: survey through questionnaires, 4 focus group surveys for: parents, teachers, local community representatives, representatives of educational institutions of different levels (secondary school, college, university), electronic research study.

O2. Developing of teacher skills for students’ ECG in Dolj county - Romania and Mersin –

Turkey. Results: job shadowing activities of teachers in the partner regions: comparing the education

systems of the two partner regions, in terms of counselling and career guidance; content analysis of school programs and identifying opportunities offered by each discipline/area for students’ career education; reports on shadowing period; elaboration of a guide for students’ ECG and support materials; elaboration of a blended learning training program for teachers, conducting the blended learning training program with a number of teachers from different subject areas and assess its impact on the target group; accreditation of the training course.

O3. Reducing the distance between the school and the world of work, opening the school

towards the community and identifying its opportunities for students’ career development, preparing them for future "transitions" in their career.

Results: -Focused interview with parents, business representatives/local authorities (county council,

city council, work employment agency)/associative structures in the community (volunteer centers, parents associations, associations of village children, alumni associations of school and so on), in order to strengthen school-community partnerships, establishing ways to involve students in community life, identifying opportunities of community for involvement in students’ ECG, identifying examples of good practice, proposing practical activities, involving young people in local decisions, facilitating students' access to updated information about offer and market developments in local/regional labour.

-Focused interview with representatives of higher level educational institutions (secondary schools, colleges, universities), to identify the needs, requirements, and offers, establishing a set of activities to facilitate the exchange of experience and connect students to the higher education that they will follow.

- Participation of local community representatives in the three conferences of the project. O4. Increasing students' access to information for successful careers guidance Results: a regularly periodically updated website with information and materials useful for

teachers and students for an efficient students’ ECG activity; a discussion forum with sections



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dedicated to teachers and students and subsections for students' ECG and European projects/programs; a promotional flyer to promote the project and website among students and teachers from each of the two partner regions; a e-newsletter every six months with the status of project, results and latest news.

2. Subjects or problems we intend to address The first topic discussed will be related to the importance, relevance and quality of

counselling and career guidance for students in schools. Another issue is the comparison of the two education systems in the partner regions in terms

of counselling and career guidance activities, establishing similarities and differences, identifying strengths, weaknesses, opportunities and threats to conduct an efficient career guidance activity. Job shadowing activities in the partner region will be an excellent opportunity to achieve this.

Another issue addressed concerns developing of a guide for students’ ECG, which aims to change the status of counselling activity: career counselling would be a basic activity, and teaching disciplines and subject areas offer tailored content, leading to personal and professional development of each student.

For this, we consider the following issues: - Counselling is the foundation of the educational system, is what creates the framework for

teaching; - Teachers allocate a significant budget time for students’ ECG; - Counselling is the responsibility of each teacher, the counselling office is only a framework

for a specialized activity; One of the main project products is a guide for students’ ECG, a guide that can be used by

all teachers from any elementary, secondary school or high school. The schools will have a great support to make efficient programs for students’ ECG, adapted to the changes and requirements of the labour market, being actively involved in their community.

We will also take into consideration the relationship between school and the world of work. Working meetings between school representatives and local community (private sector, public institutions, civil society) will be aimed at opening the school to the community, identifying opportunities it offers the community for students’ career development.

Another aspect will focus on students' access to information necessary for proper career guidance, students’ education for search and benefit by the opportunities offered by the labour market, the services offered by different organizations in this area.

The main category of the target group are teachers, but we will also involve directors, parents, students, representatives of the local community, who will have the opportunity to participate in activities based on their experience, best practices, research and exchange of experience, to interact with other professionals, with another culture, another European system, which can contribute to personal and professional development.

Project activities such as workshops, job shadowing, research study, training etc. will focus on the needs of each partner region to be more competitive in the educational market and to increase student success on the European labour market.

Information resulting from this project will be drafted in three languages (English, Romanian and Turkish) and widely disseminated so that as many teachers will have the chance to learn concepts, methods, tools and guidance for students in career education that can be applied to other schools in the partner countries and Europe (who were not involved in the project).

3. Approach: Objective 1. We will conduct a research study on the importance, relevance and quality of students’

counselling and career guidance in schools and the needs of all stakeholders involved directly and indirectly in this activity. Both quantitative and qualitative research methods will be used along with surveys by questionnaire and survey by focus group. We will elaborate research tools such as questionnaires for students in each cycle (primary, lower secondary, upper secondary, vocational) and interview guides for focus groups for each of the categories: teachers/counsellors, parents,



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representatives of the local community: public bodies, private sector, civil society, representatives of educational institutions of different levels (gymnasium, college, university).

Objective 2. 1. We will conduct job shadowing activities in schools from partner region where a teacher

from each curricular area from each region will participate. 2. We will collect and elaborate examples and proposals for practical activities for students’

ECG, which may be applied by teachers in the school or outside it: - At curricular level: we will analyze and compare programs and strategies (methods,

techniques, resources etc.) from each curricular area in order to: adapt them for link the students’ ECG with teaching and learning in of various school subjects; each teacher will assume educational tasks and also social and/or external tasks, such that counselling and career guidance in schools will not be a casual or incidental activity. Each teacher, through personal style, its volume of information and its experience will contribute to improve students’ image about professions, opening new horizons and alternatives of socio-professional integration;

- At extracurricular level: we will select and elaborate project and program proposals to be carried out in the classroom or outside it;

- At community level: we will conduct meetings with the local community and will identify opportunities for the students’ career development, to prepare them for future "transition" in their career, in order to reduce the distance between school and the world of work, school opening towards the community;

3. We will elaborate a guide for students’ ECG, based on the results of research and the exchange of experience.

4. We will elaborate support materials for students’ ECG: -Sets of specific tools (student profile, monitoring sheet, a profile of necessary skills in career

orientation for each school subject/curricular area); - Programs for optional subjects; - Extracurricular and community project/program designs; - A website, which will be a resource for both teachers and students, will include: * Information about the ECG project, status of the activities, results; * Information and resources for teachers; * Information and resources for students: general information on what career planning is,

planning the educational route, career counselling, tips for hiring, use of resources offered by different websites: self-assessment tools, occupation guides, database with jobs’ description, videos about occupations, personal and professional development programs for students: Comenius - mobility of students, Leonardo da Vinci, Youth in Action, Erasmus (the new programme 2014-2020), job offers etc.

5. We will develop a curriculum and support materials for a blended learning training program in order to develop competences on students’ ECG for the teachers from each partner regions, using research results, the exchange of experience and the students’ ECG guide.

6. We will implement a training program for minimum 25 teachers selected from of all areas and each of the two partner regions and all/curricular areas.

7. We will take steps for accreditation of the training program, so that we will be able to provide it for next years, in each of the partner regions.

Objective 3. We will hold a focused interview with business representatives, local authorities (county

council, city council, local/regional employment agency), associative structures in the community (volunteer centers, parents associations, associations of students) in order to strengthen school-community partnerships, establishing ways to involve students in the private life, identifying opportunities for their involvement in the students' career education, identifying examples of good practice, proposing practical activities, involving young people in local decisions, facilitating students' access to updated information about the offer, development and the opportunities f local/regional labour market.



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A focus group will also be held with the representatives of institutions of higher levels of education (secondary schools, colleges/high schools, universities) to identify the needs, requirements, their offers, establishing a set of activities to facilitate the exchange of experience and connect students to the higher education that they will be following.

The results of this research will be the basis for the elaboration of an students’ ECG guide and support materials and blended learning training program for teachers.

Representatives of local community will participate to the three conferences of the project. Objective 4. We will create a project website, available in three languages: English, Romanian and

Turkish, which will be promoted among students from both partner regions by distributing flyers. There, the students will find:

- Tools to help students better understand themselves; - Professions and professional areas available and suitable for them; - Economic realities, professional risks and benefits; - An objective dynamics of school professional routes; - Methods and tools for finding and getting a job; The site will also include a discussion forum with sections for teachers and students. Each

sections will have subsections dedicated to ECG and programs/projects in Europe. They will be able to ask questions, participate in discussions, receive information and updates regarding training opportunities, education, jobs, European programs. It will be a space where will encourage European schools’ cooperation, initiating projects in partnership between the registered users. The website and the forum will both during the project, and after its completion.

The site will also contain information about the project, the status of the activities, results, and information and resources for teachers, elaborated within the project.

Work programme and project management 1. Work programme A.1. Project management A.1.1. Organising the teams Results: one project team from each partner regions (they will be composed by members of

each partner organizations according to the human resources available to each one and the job requirements), job descriptions, employment contracts.

Time frame: August, September 2013 A.1.2. Work meetings Results: action plans, activity reports, monitoring reports Proposed date: September 2013 (regional), October 2013 (interregional - Romania),

December 2013 (regional); February 2014 (regional), March 2014 (interregional Romania and Turkey), May 2014 (regional), July 2014 (interregional - Turkey), September 2014 (regional), November 2014 (regional), January 2015 (regional); March 2015 (interregional), May 2015 (regional), June 2015 (interregional - Romania), July 2015 (regional).

A.1.3. Establishing communication methods Results: communication procedure, electronic discussions group for the members of project

teams, team members contact database, local/regional/national press contacts database, start creating online forum.

Time frame: September 2013 A.1.4. Acquiring the necessary materials/equipment Results: consumables, website domain, subcontracting services Time frame: September - October 2013



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A.2. Monitoring, evaluation and reporting A.2.1. Establishing the monitoring, evaluation and reporting plan Results: a monitoring, evaluation and reporting plan, specific procedures Time frame: September 2013 A.2.2. Development of monitoring, evaluation and reporting tools Results: monitoring, evaluation and reporting tools: questionnaires, observation sheets,

analysis sheets, interview guides, report templates. Time frame: October 2013 A.2.3. Creating intermediary and final reports Results: an activity report on job shadowing, 4 mobility reports, 24 activity reports (monthly),

an intermediate report - 1st year, a final report. Time frame: maximum 10 days from finishing the activity A.3. Creating the research study about the importance, relevance and quality of

counselling and career guidance services for the students and about the needs of all stakeholders involved directly/indirectly in this activity (students, teachers, principals, counsellors, parents, representatives of the local community) from the two partner regions.

A.3.1. Establishing the methodology for creating the study Results: a methodology for creating the research study Time frame: October 2013 A.3.2. Designing and developing the necessary tools for research Results: a questionnaire for students, a focus group guide for teachers/school counsellors, a

focus group guide for parents, a focus group guide for representatives of the local community (public authorities, private sector, civil society), a focus group guide with the representatives of the education institutions from different levels (secondary school, high schools, universities).

Time frame: November 2013 A.3.3. Collecting information and interpreting the results - conducting the survey through

questionnaire among students and survey through 4 focus groups with: teachers/counsellors, parents, local community representatives (public authorities, businesses, civil society), representatives of educational institutions of different levels (secondary schools, colleges, universities).

Results: distribution of student questionnaires and their centralization, organizing the 4 focus groups and reporting on the focus group.

Time frame: December 2013 - January 2014 A.3.4. Establishing the study conclusions, creating the research report Results: a research report published on the project website and transmitted into the school

network from both partner region (in three languages: English, Romanian, Turkish). Time frame: February - March 2014 A.4. Conducting the job shadowing activity A.4.1. Establishing the methodology for job shadowing Results: a methodology for job shadowing, work tools Time frame: February 2014 A.4.2. Selecting the participants Results: call for selection, candidate CVs, 7 secondary school teachers (one teacher in each

curricular area), 1 primary school teacher selected for job shadowing. Time frame: February 2014



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A.4.3. Job shadowing in the partner region Results: 5 days of job shadowing in the partner region Time frame: March 2014 A.4.4. Analysis of the two educational systems from the perspective of the students’ ECG

activity. Analysis of school programs and their content and identifying opportunities offered by each discipline/curricular area for educating the career of each student.

Results: analysis sheets, observation sheets, proposals for activities Time frame: March 2014 A.4.5. Creating the report on the job shadowing activity Results: Romania: 8 activity reports (for each curricular area + primary education), Turkey, a

common report (in three languages: English, Romanian, Turkish). Time frame: March 2014 A.5. Developing a guide for students' education and career guidance and support

materials based on survey results and the results of job shadowing. A.5.1. Developing guide for students’ ECG Results: a guide for students’ ECG (in three languages: English, Romanian, Turkish), print

the guide: 200 items in Romanian (for all the schools from Dolj county) and 200 items in Turkish (for the schools form Mersin region).

Time frame: April - July 2014 A.5.2. Creating the support materials Results: sets of specific tools, curriculum for the optional classes, proposals for

extracurricular and community projects/programs, a website - resource for teachers and students (in three languages: English, Romanian, Turkish).

Time frame: April - July 2014 A.6. Designing a pedagogical blended-learning training program to develop teachers’

skills for students’ ECG. A.6.1. Creating the curriculum Results: a curriculum for the blended learning training program (in three languages: English,

Romanian, Turkish). Time frame: July – August 2014 A.6.2. Creating the course materials for the face-to-face and online training sessions Results: course materials for the face-to-face and online training sessions (in three

languages: English, Romanian, Turkish). Time frame: July – August 2014 A.6.3.Developing the e-learning space Results: an e-learning space on the project website Time frame: August 2014 A.6.4. Steps for getting the program accredited by the Ministry of Education Results: a training program proposed for accreditation Time frame: March - April 2015 A.7. Conducting the blended learning training program A.7.1. Promoting the training program Results: a training program available for teachers from each section Time frame: September - November 2014



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A.7.2. Selecting the participants to the blended learning training program Results: minimum 25 teachers signed up for the course/each partner region Time frame: November – December 2014 A.7.3. Carrying out the blended learning training program Results: a group of minimum 25 trained teachers, minimum 25 plans for the dissemination of

the course in schools/each partner region. Time frame: January 2015 A.7.4. Evaluating the impact of training program Results: a questionnaire for the trainees, a questionnaire for the principals/educational

coordinators, an impact report. Time frame: February - March 2015 A.8. Promoting the project and dissemination of the results A.8.1. Creating and maintaining the project website Results: a periodically updated website (in three languages: English, Romanian, Turkish)

which will include a discussion forum, a e-learning space; a project Facebook page. Time frame: start in September 2013 A.8.2. Organizing the conferences for promoting the project and dissemination of results Results: a conference for project start/each region; a conference to disseminate interim

results/each region; a final conference/each; lists with participants; invitations; agenda of conferences, press releases, at least 3 articles in the regional press/each region.

Time frame: October 2013; July 2014; June 2015 A.8.3. Publishing the project results in electronic format Results: a research report, a progress report during the job shadowing, an report of the

training program impact, the students’ ECG for teachers: online - in three languages: English, Romanian, Turkish. The students’ ECG guide will be published on the project website/printed in Romanian/Turkish for each school from both partner regions.

All results will be published on other national and international education websites. There will be made 3 press releases, at least one article in the regional press. Time frame: February 2014, March 2014, August, 2014, April 2015 A.8.4. Distributing the guide for students’ ECG Results: printed guide for students’ ECG (including support materials)/200 items for Dolj

county; 200 for Mersin. Time frame: September, October 2014 A.8.5. Promoting the project website and the forum Results: 2500 de flyers, distributed among students and teachers in Dolj county/2500 in

Mersin; links to the project website on all the partner institution websites, as well as on the websites of some regional schools, on the project Facebook page, distribute the posters in all the school from both regions.

Time frame: September, October, November 2014 A.8.6. Creating e-newsletters every six months with the status of the activities and the results Results: 4 newsletters published on the project website, on other national and international

educational, transmitted to the press (in three languages: English, Romanian, Turkish). Time frame: February 2014, August 2014, February 2015, July 2015



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A.8.7.Promoting the project and its results at educational events Results: 3 participation on educational events: a regional conference, a national conference,

an article in a national school magazine, one movie of the project activities posted to educational European websites.

Approximate starting date: April 2014, April 2015, June 2015

2. Distribution of tasks Please explain the distribution of tasks between participating regions and the inputs required

from each of them. Indicate the specific role of each partner region and each involved institution or organisation and its contribution to the planned activities, results and outcomes.

The project coordinator will distribute tasks equally. Regular meetings will be held, in

agreement with all partners and the program will be determined together. Common tasks for all partners: - will participate to plan the activities, the mobilities, the project meetings; - will participate in the project meetings; - will participate in mobilities; - will be on the project forum; - will report the made activities periodically; - will communicate together; - will involve in organize of the job shadowing; - will write the intermediary and the final report; - will load the website with information, in accordance with the activity plan, with the project

meetings and the activities undertaken; Specific tasks: ROMANIA - DOLJ COUNTY Casa Corpului Didactic Dolj - CCD (Regional Center for Teachers'Training oj Dolj

County) will be the project coordinator and the regional coordinator. To this end, CCD will: - distribute tasks among partner institutions in accordance with the schedule of project

activities, the specific of each institution and the human resources available; - coordinate whole activity of the project; - coordinate the activities at the regional level; - create the regional project team in accordance with the human resources available to each

partner and the job requirements; - plan interregional and regional meetings, mobilities, agreement with the partners; - coordinate the entire activity of monitoring and reporting; - elaborate the interim and final report; - elaborate the research methodology for the study and distribute the tasks between partners

in this regard; - coordinate the research in Dolj county; - elaborate research tools; - organize the 4 focus groups: teachers/counsellors, parents, local community

representatives (public institutions, businesses, civil society), representatives of educational institutions from different educational levels (primary and secondary school, high school, university);

- collect and interpret the results of the two surveys; - establish the study conclusion and elaborate the research report; - elaborate the job shadowing methodology and tools; - select participants in job shadowing; - coordinate the final report on the period of job shadowing; - coordinate the development of guide for students' ECG and the support materials and their

publishing;



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- coordinate all pedagogical design of the blended learning training program: curriculum, course support, design for e-learning space;

- elaborate the documentation for the blended learning training program accreditation by Romanian Ministry of Education;

- organize and run the blended learning training program in Dolj county; - participate in activities for the promotion and dissemination of project results; - manage the financial resources of the project. The EduFor Craiova Association will: - provide the human resource for the team, according to the distributed tasks and job

requirements; - develop communication procedure between members of the two teams; - elaborate the necessary tools for communication; - be responsible for maintaining effective communication between partners; - elaborate the plan for monitoring, evaluation and reporting of activities; - elaborate tools for monitoring, evaluation and reporting activities according to the plan; - organize the 4 focus groups in Dolj county: teachers/counsellors, parents, local community

representatives (public institutions, businesses, civil society), representatives of educational institutions from different educational levels (primary and secondary school, high school, university);

- evaluate the impact of the training program in participants' schools from Dolj county: will develop and apply the work tools, will collect and interpret the results, will elaborate the impact report;

- create the project's website, forum, e-learning space and will be responsible for its maintenance;

- organize three conferences to promote the project and disseminate the results; - promote the project and its results locally, regionally, nationally and internationally through

various means; - coordinate the distribution of the guide for students' ECG in Dolj county; - coordinate the promotion of the project resource website; - create e-newsletters every six months with the status of the project activities and results; - elaborate all promotional and dissemination materials; - handle the legal forms for project staff; - make connection with business, human resources public institutions and companies which

will participate in focus groups/conferences and will help guide development. Mersin İl Milli Eğitim Müdürlüğü (Mersin Provincial Directorate of National Education)

will be the regional coordinator. They will: - distribute tasks among institutions from partner region 2 - Mersin - Turkey, in accordance

with the schedule of project activities, the specific of each institution and the human resources available;

- coordinate the activities at the regional level; - create the regional project team in accordance with the human resources available to each

partner and the job requirements; - plan regional meetings, mobilities, agreement with the partners; - coordinate the entire activity of monitoring and reporting in partner region 2; - elaborate the plan for monitoring, evaluation and reporting of activities; - elaborate tools for monitoring, evaluation and reporting activities according to the plan; - elaborate the interim and final report; - elaborate the research methodology for the study and distribute the tasks between partners

in this regard; - coordinate the research in partner region 2; - elaborate research tools;



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- organize the 4 focus groups: teachers/counsellors, parents, local community representatives (public institutions, businesses, civil society), representatives of educational institutions from different educational levels (primary and secondary school, high school, university);

- make connection with business, human resources public institutions and companies which will participate in focus groups/conferences and will help guide development;

- collect and interpret the results of the two surveys; - establish the study conclusion and elaborate the research report; - elaborate the job shadowing methodology and tools; - select participants in job shadowing; - coordinate the final report on the period of job shadowing; - coordinate the development of guide for students' ECG and the support materials and their

publishing; - coordinate all pedagogical design of the blended learning training program: curriculum,

course support, design for e-learning space; - elaborate the documentation for the blended learning training program accreditation by

Romanian Ministry of Education; - organize and run the blended learning training program in Mersin province; - organize three conferences to promote the project and disseminate the results; - coordinate the distribution of the guide for students' ECG in Mersin; - manage the financial resources of the project; - handle the legal forms for project staff; Bozyazı County Office Of Education: - provide the human resource for the team, according to the distributed tasks and job

requirements; - develop communication procedure between members of the two teams; - elaborate the necessary tools for communication; - be responsible for maintaining effective communication between partners; - promote the project and its results locally, regionally, nationally and internationally through

various means; - help to organize the 4 focus groups in Mersin: teachers/counsellors, parents, local

community representatives (public institutions, businesses, civil society), representatives of educational institutions from different educational levels (primary and secondary school, high school, university);

- make connection with business, human resources public institutions and companies which will participate in focus groups/conferences and will help guide development;

- help to elaborate the documentation for the blended learning training program accreditation by Romanian Ministry of Education;

- organize and run the blended learning training program in Mersin province; - organize three conferences to promote the project and disseminate the results; - coordinate the distribution of the guide for students' ECG in Mersin - Bozyazı; - coordinate the promotion of the project resource website; - create e-newsletters every six months with the status of the project activities and results; - elaborate all promotional and dissemination materials; - evaluate the impact of the training program in participants' schools from Mersin: will develop

and apply the work tools, will collect and interpret the results, will elaborate the impact report; The five schools will: - provide the human resource for the team, according to the distributed tasks and job

requirements; - elaborate the research tools; - perform the research in Mersin province;



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- distribute the questionnaires for students and provide participants for focus groups: teachers, school counsellors, principals, parents);

- collect and interpret the results of the two surveys; - establish the study findings and elaborate the research report; - host participants in job shadowing from partner region; - provide participants in job shadowing activities; - provide teachers to follow the training program and then disseminate and capitalize it in

their schools; - participate in conferences to promote and disseminate the project; - participate in the distribution of the guide for education and career guidance to students; - help promote the resource site for the project; Participants in job shadowing activities in schools will perform the following activities: - will consider the two education systems, programs and content of school subjects in terms

of professional school counselling and career guidance and identify opportunities offered by each discipline/curricular area for the students' ECG;

- will make a report on the job shadowing activity for each curriculum area, together with the foreign partners;

- will develop the guide for students' ECG and the support materials; - will participate to design the blended learning training program: curriculum, course support,

design for e-learning space; - one of the teacher from each school partner will be trainers of the blended learning training

program in each region. 3. Project management and communication The two project teams in the partner regions will consist of representatives of each partner

organization, according to the project requirements and the skills of human resources available to each one.

- There will be a project manager for every team. Distribution of responsibilities will be carried out jointly in project meetings. Project meetings

will be organized jointly. Project managers will handle the planning and developing of the proposed activities, meeting

the deadlines, carrying out tasks, the resolution of problems encountered along the way. - There will be a communication coordinator/expert in each team. Communication will be

maintained at all times by e-mail, phone, the Facebook social network. We have built an electronic discussion group and introduce all members of both teams. The communication coordinator will devise a procedure for using the e-group, for ease of management and secure access to information. All information, messages, requests, news will be sent to the e-group to be accessed by all members. In this way, all the project results will remain within the group, in each elaborated form. This group will be used throughout the project and after completing it, so that the collaboration will continue in areas other than the project.

The communication coordinator will handle e-mail transmission between partners, announce all changes, transmit necessary materials (email, fax).

Using videoconferencing will allow for effective communication and will give partners the opportunity to meet and talk more often about work on the project.

- There will be a assistant manager in each team. They will deal with monitoring, evaluation and reporting within each team.

They will develop specific procedures for monitoring, evaluation and reporting; instruments for monitoring, evaluation and reporting: questionnaires, observation sheets, analysis sheets, interview guides, template reports.

They will be responsible for creating monthly reports about the activities undertaken in the project, the mobility reports, reports of each work meetings, the first year interim report and the final report. All reports will be elaborated in collaboration with the team members and the project managers.



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- There will be a project promotion and result dissemination coordinator/expert. They will take care of updating the website, organizing conferences for project promotion and

dissemination, publication and dissemination of project results electronically and printed, making press releases and liaising with the media, distribution of the guide for students’ ECG, creating the e-newsletters regarding the status of the project activities and its results, promoting the resource site for the project.

Impact and European added value Transition from school to working life is one of the most important stages of any citizen. It is a

subject that deserves attention in Europe, in the context of labour mobility in the EU. It is an even more important subject for the countries of the two partners in the project: Romania, traversing a transitional period in which the Community law on free movement of workers still does not fully apply; Turkey, a country which intends to join to the European Union.

The project comes to help encourage labour mobility, which contributes to social and economic progress, to a higher level of labour force employment, to a sustainable and balanced development, a closer political integration within the EU. In this sense, school is what you need to train competent students to ensure their chances on the European labour market. Through the our project activities, we aim to improve career guidance services for students, essential in choosing an appropriate professional line, to facilitate the transition from school to work, to assist them in entering the labour market. The project also aims to reduce the distance between school and the world of work, opening the school to the community and identifying opportunities for the career development of students, to prepare them for future "transitions" in career.

The activities of the project will have a positive impact on the personal and professional development of the target groups, directly and indirectly involved in the project, but also on the development of the partner organizations.

a) Impact on teachers (direct beneficiaries of the project): The project will provide an opportunity for: - identifying common needs in career counselling and guidance for students in both partner

regions; - comparing the education systems of the two partner regions, exchange of ideas,

experience, best practices that will assist in building a common framework in students' ECG; - access to new information, methods, efficient, useful, innovative tools for students' ECG; - developing students' ECG skills for participation in the blended learning training program,

developed in the European context; The project also offers real opportunities to all persons directly involved in project

implementation (teachers, principals, representatives of partners) to develop and update their key competences for lifelong learning:

- communicating in English. The official language for this project is English. All discussions, activities, materials will be elaborated in English. Thus, teachers will be able to develop the ability to communicate in writing and verbally, to understand and make others understand different messages in different situations, the ability to read and understand written texts;

- digital competences: e-learning in blended learning training program; using technology from the information society to carry out project activities, for communication and creation of electronic networks;

- social and civic competences. Project activities will be conducted in partnership between the two regions from two different European countries, between institutions in different fields with direct or indirect involvement in school activities. Thus, it will be an opportunity for participant teachers to develop their ability to demonstrate solidarity in solving problems affecting the local community or the European Community, one of which is the employment growth rate of the population aged between 20 and 64 years from the current 69% to at least 75%, established in the European Strategy 2020. Also, they will develop their ability to relate effectively with public institutions, business, civil society, to take advantage of the opportunities offered by the EU, to



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communicate constructively in different social situations (to tolerate other points of view, awareness of individual and collective responsibility), create trust and empathy in other individuals, to raise awareness and understanding of national cultural identity in interaction with the cultural identity of Europe and the rest of the world;

- spirit of initiative and entrepreneurship: the ability to elaborate and implement a project, to work in a cooperative and flexible way in a team, the ability to lead and the ability to respond positively to changes;

- skills for learning to learn: the ability to organize time effectively, to solve problems, to assimilate new knowledge, apply new knowledge and skills in a variety of contexts: at home, in teaching, in education and training sector;

b) Impact on staff in school administration: - strengthening cooperation relations among policy-makers in European schools; - exchange of best management practices in two European education systems; - strengthening the link between school officials and local/regional community (public

administration, business); c) Impact on students (indirect beneficiaries): - teachers better trained in students' ECG, able to assist them in choosing an appropriate

professional route; - link with European labour market from school; - useful and easily accessible resources in educational and vocational guidance: educational

route planning, career planning, self-knowledge, integration into the labour market; - the use and development of ICT skills in career guidance (access and use of electronic

tools/resources elaborated in the project, other web resources for students’ ECG). d) Impact on the local/regional community: - exchange of experience, good practice from two European economic systems; - involvement of community associations in student career education; - involving parents in student career education; - establish interaction between school and business, corporate image promotion in schools,

ensuring a workforce adequate to business demads; - improving the relationship between the school and academic environments; - improving the school - local authority relations; - linking counselling and career programs with the local/regional development strategy:

continuous information on the offer and local labour market development, strengthening the school - regional agency for workforce partnership; youth involvement in local decisions; involvement in local campaigns to promote counselling and career education among the parents of students;

- facilitate the insertion of young people into the labour market; e) Impact on the partner organizations: - encourage European cooperation in education; - encouraging the exchange of experience and best educational practices; - opening the education system to the community, improving links with different media,

particularly the administrative and business environments; - encouraging innovation in teaching practice and developing educational materials and

using ICT; - consultation and active involvement of education stakeholders (students, teachers, parents,

local/regional community) directly or indirectly, in the spirit of democratic development, solidarity, reducing disparities between social groups, gender equality, tolerance, social efficiency, development of international relations between schools and multinational partnership of schools, further strengthening the EU's position in the world;

- access to educational resources in Europe and promotion of education;



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- access to resources created by the project and future use by partner organizations and other educational institutions in the field of students’ ECG;

- opening the educational system towards Europe by encouraging exchange, mobility, electronic networks;

Casa Corpului Didactic Dolj (Regional Center for Teachers’ Professional Development) and

Mersin İl Milli Eğitim Müdürlüğü (Mersin Provincial Directorate of National Education), as educational institutions that play an important role in the professional development of teachers, will receive resources to enrich their work by sharing experience and best practices in education management, a training program for all teachers to have more competent students' ECG, resources that can be used by students, parents, teachers for career guidance.

Associations have the chance to make their presence known in the local and European

community, to improve their participation in the exchange of experience, best practices, access useful resources to achieve the objectives of education.

Schools are the main beneficiaries of the project, teachers and students having access to

useful and accessible resources for their personal and professional development. For teachers, European cooperation, mobility, exchange of experience and best practices between the two education systems is a major benefit in their teaching career. Schools will thus have better prepared teachers, students that are better informed and motivated. This will open the way for cooperation with the private, public institutions and civil society to use the opportunities offered by them and provide them with well-trained graduates who are able to integrate into the labour market. Links will be established with other European schools and maintaining partnerships will be encouraged in the future.

3. The two assistant managers from each team will deal with the execution of the

monitoring, evaluation and reporting plan, of the specific procedures, instruments for monitoring, evaluation and reporting questionnaires, observation sheets, analysis sheets, interview guides, template reports.

They will be responsible for creating monthly reports on activities undertaken in the project, the mobility reports, reports of each work meetings, the first year interim report and the final report. All reports will be elaborated in collaboration with team members and project managers.

Within the activity A.2. Monitoring, evaluation and reporting A.2.1. Establishing the monitoring, evaluation and reporting plan Results: a monitoring, evaluation and reporting plan, specific procedures Time frame: September 2013 A.2.2. Development of monitoring, evaluation and reporting tools Results: monitoring, evaluation and reporting tools: questionnaires, observation sheets,

analysis sheets, interview guides, report templates Time frame: October 2013 A.2.3. Creating intermediary and final reports Results: an activity report on job shadowing, 4 mobility reports, 24 activity reports (monthly),

an intermediate report - 1st year, a final report. Time frame: maximum 10 days from finishing the activity The achieving of the 4 specific objectives of the project will be monitored as follows: O1. Identifying the importance, relevance and quality of counselling and career guidance

services for students from school and the needs of all stakeholders involved directly and indirectly



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in this activity (students, teachers, principals, counsellors, parents, local community representatives) from the two partner regions.

Indicators: an electronic research study (on the website – number of visits), number of media/internet articles.

Instruments: questionnaires for students, interview guides for focused interviews with parents, teachers/school counsellors, local community representatives (public institutions, businesses, civil society), representatives of educational institutions of different levels (secondary schools, colleges, universities), survey reports.

O2. Developing of teacher skills for students’ ECG in Dolj county - Romania and Mersin –

Turkey. Indicators: a comparative analysis of the two European education systems from the

education and career guidance for students’ perspective; a guide for students' ECG and support materials; training program for teachers.

Instruments: observation sheets, analysis sheets, job shadowing report; number of visits for the guide and support materials on the site, distribution lists, feedback survey on the quality of materials, number of participants to the course, feedback questionnaires on the quality of the training program, questionnaires on the impact of the training program, outcome of the training program evaluation by the Ministry of Education, the number of media/internet appearances.

O3. Reducing the distance between the school and the world of work, opening the school


Indicators: a survey through focus grup, 3 participations to conferences. Instruments: the number of participants, 4 focus group guides, 4 focus group reports,

questionnaires on participant satisfaction within the conferences, the number of media/internet appearances.

O4. Increasing students' access to information for successful careers guidance. Indicators: a periodically updated website (the number of website accesses), a flyer for

website promotion (number of distributed flyers); 4 e-newsletters (number of accesses). Instruments: a satisfaction survey for website users. Dissemination and use of results The two coordinators for promotion and dissemination of results from each of the two

regional teams will be in charge of updating the website, organizing conferences for project promotion and dissemination, publication and dissemination of project results, link with the press and media, distribution the guide for students’ ECG, creating semester e-newsletters with the status of the project activities and its results, promoting resource website for the project.

This way, within the activity A.8. Promoting the project and dissemination of the results will

be develop: A.8.1. Creating and maintaining the project website and Results: a periodically updated website (in three languages: English, Romanian, Turkish)

which will include a discussion forum, a e-learning space; a project Facebook page. Time frame: start in September 2013 A.8.2. Organizing the conferences for promoting the project and dissemination of results Results: a conference for project start/each region; a conference to disseminate interim

results/each region; a final conference/each; lists with participants; invitations; agenda of conferences, press releases, at least 3 articles in the regional press/each region.

Time frame: October 2013; July 2014; June 2015 A.8.3. Publishing the project results in electronic format Results: a research report, a progress report during the job shadowing, an report of the

training program impact, the students’ ECG for teachers: online - in three languages: English,



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Romanian, Turkish. The students’ ECG guide will be published on the project website/printed in Romanian/Turkish for each school from both partner regions.

All results will be published on other national and international education websites. There will be made 3 press releases, at least one article in the regional press. Time frame: February 2014, March 2014, August, 2014, April 2015 A.8.4. Distributing the guide for students’ ECG Results: printed guide for students’ ECG (including support materials)/200 items for Dolj

county; 200 for Mersin province. Time frame: September, October 2014 A.8.5. Promoting the project website and the forum Results: 2500 de flyers, distributed among students and teachers in Dolj county/2500 in

Mersin province; links to the project website on all the partner institution websites, as well as on the websites of some regional schools, on the project Facebook page.

Time frame: September, October, November 2014 A.8.6. Creating e-newsletters every six months with the status of the activities and the results Results: 4 newsletters published on the project website, on other national and international

educational, transmitted to the press (in three languages: English, Romanian, Turkish). Time frame: February 2014, August 2014, February 2015, August 2015 A.8.7.Promoting the project and its results at educational events Results: 3 participation on educational events: a regional conference, a national conference,

an article in a national school magazine, one movie of the project activities posted to educational European websites.

Approximate starting date: April 2014, April 2015, June 2015 Sustainability Within the project we will create an electronic discussion group between members of the two

teams and a discussion forum for teachers and students from the two regions. These will remain open after the project end date and the team of EduFor Craiova Association.

The forum will be promoted among students and teachers from each region. Project partners will be encouraged to also promote it nationally during the project and after its end, to determine how many users are registering. Links to it will be posted on various educational websites, on discussion forums, e-mail networks in the two partner countries, on the project's Facebook page. Thus, students and teachers will be invited to post questions, best practices, participate in discussions on the subjects of students' ECG or European projects and programs. Experts from the EduFor Craiova Association will answer questions and will send periodic updates from the two areas (students' ECG and European projects and programs). The forum will be a resource for finding partners and initiating future partnership projects between its users.

The electronic discussion group designed to provide communication between the two project teams will remain open even after project completion. Team members from the two project teams will be able to continue communication to initiate other projects for future cooperation, exchange ideas, information and best practices.

Materials created in the project (guide and tools for students' ECG) will be distributed in schools and will be presented by teams in other future events: conferences, workshops, training programs, to be known to more teachers and pupils in both countries, but not only (they are available in three languages: English, Romanian and Turkish). These will be available on the project website which will remain valid for an unlimited period of time.

The training program will also be conducted after the end of the project. We will invite to attend as many teachers as possible from the two partner regions. It will be submitted for evaluation and accreditation by the Ministry of Education and will remain in the provision of Casa Corpului Didactic Dolj (Regional Center for Teachers’ Professional Development)/ Mersin İl Milli Eğitim Müdürlüğü (Mersin Provincial Directorate of National Education). We will try adding it to the database of the European Commission training programs to be accessed by other teachers from EU.



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CH. II. A RESEARCH STUDY METHODOLOGY ABOUT CAREER GUIDANCE SERVICES FOR STUDENTS

2.1. Context

The present research study is developing within the Comenius Regio partnership project

Education and Career Guidance - Let's help students choose the right career! (Consilierea şi educarea carierei – Să-i ajutăm pe elevi să îşi aleagă o carieră potrivită!/ Eğitim ve Kariyer Planlama – Öğrencilerin Doğru Kariyer Seçimine Yardımcı Olalım!), reference no. 13-PR-04-DJ-RO,TR, cofinanced by The European Commision through the Lifelong Learning Programme, and taking place during the period August 1st 2013- July 31st 2015 in the Dolj County - Romania and the Mersin Province - Turkey under the government of the CCD Dolj ( Dolj County Teachers Department) - the partnership coordinator and the National Education Department of the Mersin Province - the regional coordinator, together with their national partners, namely ''Traian Vuia'' Highschool in Craiova, ''Traian'' Secondary School in Craiova, EduFor Craiova Association and The Vocational and Technical Highschool Mezitli, The Informatics Highschool in Mersin and The Education Burreau in the Bozyazi Region, respectively.

The main category of the target - group is represented by the teachers, but, at the same time, school managers, parents, students, local communities representatives will be involved.

The General Objective of the project is the improvement of education and career guidance services for students (students' ECG) in schools, in order to facilitate students' transition to higher levels of education or labour market.

Specific objectives: O1. Identifying the importance, relevance and quality of counselling and career guidance

services for students in schools, as well as the needs. Results: survey through questionnaires, 4 focus group surveys for: parents, teachers, local

community representatives, representatives of educational institutions of different levels (secondary school, college, university), electronic research study.

O2. Developing teachers skills for students’ ECG in Dolj County - Romania and Mersin –

Turkey. Results: teachers` job shadowing activities in the partner regions: comparing the education

systems of the two partner regions, in terms of counselling and career guidance; content analysis of school programs and identifying opportunities offered by each discipline/ area for students’ career education; reports on shadowing period; elaboration of a guide for students’ ECG and support materials; elaboration of a blended learning training program for teachers, conducting the blended learning training program with a number of teachers from different subject areas and assess its impact on the target-group; accreditation of the training course.

O3. Reducing the distance between the school and the labou world, opening the schools


Results: - Focused interview with parents, business representatives/ local authorities (county

council, city council, work employment agency)/ associative structures in the community (volunteer centers, parents associations, village sons` associations, former school students` associations etc.), with the purpose of fostering the school-community partnership, establishing the modalities through which students could involve themselves in the private life, identifying the opportunities of getting them involved into the students career education, finding relevant examples in this respect, proposing real activities, involving the youngsters into the local decisions, facilitating students access to the information regarding the offer and evolution of the local/ regional labour market.

- Focused interview with the representatives of the higher levels education institutions (i.e.



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secondary schools, highschools, universities) in order to identify these ones` needs, requirements and offers and, thus, establishing in a set of activities for facilitating an experiential exchange and connecting students to a higher level of education they intend to follow.

- Participation of the local community representatives` in the three conferences of the project.

O4. Increasing students' access to information for successful careers guidance. Results: a regularly and periodically updated website with useful information and materials

for both teachers and students, for an efficient students’ ECG activity; a discussion forum with sections dedicated to teachers and students and subsections for students' ECG and European projects/ programs; a promotional flyer to promote the project and website among students and teachers from each of the two partner regions; a e-newsletter every six months with the status of project, results and latest news.

This research is an evaluation research, whose aim is to make a real appreciation

regarding the importance, relevance and quality of the couselling and career guidance offered to students within the educational background, as well as the needs of all the stakeholders involved both directly and indirectly in this activity (students, teachers, principals, counsellors, parents, local community representatives) from the two partner regions.

2.2. Stages of the research study

2.2.1. Establishing the research problem

The vocational counseling and career guidance services offered to students within the educational background.

2.2.2. Stating the aim, the objectives and the research hypotheses

Aim: appreciation of the current state regarding the importance, relevance and quality of the counseling and career guidance offered to students from the educational background, as well as the needs of all the stakeholders involved both directly and indirectly in this activity (students, teachers, principals, counsellors, parents, local community representatives) from the two partner regions, the Dolj County- Romania and the Mersin Province – Turkey.

Objectives: by completing this study we intend: • to identify students` perception and needs concerning the vocational counselling and career

guidance activity; • to identify parents` perception and needs concerning students` vocational counselling and

career guidance activity; • to identify both the school counsellors and teachers` perception and needs concerning the

students` vocational counselling and career guidance activity; • to identify the principals/ education instututions representatives` perception and needs

concerning the students` vocational counselling and career guidance activity; • to identify local community representatives` perception and needs (i.e. public authorities,

the private sector, the citizenry) concerning the students` vocational counseling and career guidance activity; Research hypotheses:

• The vocational counseling and career guidance services are considered important by most educational stakeholders/ factors; • The concern about students` vocational counseling and career guidance becomes a priority aspect both to students, their parents and teachers, only during the finishing school years (i.e the

8th and 12th grades).



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2.2.3. Sampling

Sociology usually resorts to selective researches, based on representatives samples. If the

representation is assured, then the conclusions drawn by studying the sample cand be extended to the whole population.

The sample is part of a whole, reproducing a scaled-down version of the studied society, more exactly, assuring a certain representation in relation to the variables considered relevant to the studied issue (gender, age, school studies, occupation, social background, nationality etc.).

A variable characterizing a certain population is a parameter. The same variable, measured to the sample level, is called estimation.

The estimation limitsare represented by a confidence interval, in which the value of the parameter is written in relation to the estimation.

By the margin of error we understand the equivalent deviate. The margin of error of +/-3% is considered acceptable. In order to have such a good measuring accuracy, the sample must include about 1,100 people, whose selection should be done by the principle of the equality of chances. For a 400 people sample, the margin of error is of aproximately +/- 5%.

Within the present study, the sample for the questionnaire survey included 400 students coming from Romania and 414 students coming from Turkey, belonging to the mass education.

The sampling itself assumes doing some different methodological operations, but tightly connected between them:

1. The spacial division of the research The research was carried in the Dolj County - Romania, as well as in the Mersin region -

Turkey. 2. Establishing the general colectivity We will take into consideration all the groups of the persons implied directly or indirectly in

the activity which makes the objective of our research- students` vocational counseling and career guidance:

• Students - for the questionnaire survey • Teachers, principals, school counsellors, parents, local community representatives - for

the target-groups. 3. The division or the grouping of the population/ school units in relation to the social

characteristics considered important for the studied issue (gender, age, occupation etc). The socio - demographic characteristics relevant within this context are: • gender (masculine, feminine);

• shool grade (3rd – 12th); • education level (primary, secondary, highschool); • social background (big urban- Craiova, small urban- other town in the Dolj County; rural); • The geographical location of theschool unit (central area/ peripherical area); 4. Selection of the samples on which the research is supposed to be done. Mainly, there are two sampling modalities: aleatory (presumable) sampling and quota

sampling. Concerning the aleatory (presumable) sampling there are three procedures: a) Frequent selection- a lottery procedure by reintroducing the extracted unit into the urn. b) One-frequency selection- a lottery procedure without reintroducing the extracted unit into

the urn. c) The mechanicselection - a list with all the people in a general collectivity is done, then a

statistical interval is considered, calculated by the following operation: k=N/n (N- the genaral colectivity, n- the sampling). E.g.: if N=1,000, and n=100, then k, i.e. the statistical interval/ measuring step is 10. A satrting number is extracted through the lottery procedure, which is smaller



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or equal to the measuring step/ statistical interval. If the extracted number is 4, then the sampling will contain the following numbers: 4, 14, 24, 34, ...

The quota sampling assumes establishing the sampling criteria and including the persons or social units in proportion to the survey universe structure within the sample, following the mentioned sampling criteria.

In the case of the questionnaire survey, the quota sampling will be used in order to select

the education units, and the aleatory sampling when selecting the students.

Education units sample: ROMANIA No. crt.

Name of the

education unit

Social background Geographical location

Number of classes and questionnaires

Urban big*

Urban small*

Rural central peripherical Cls. No

Level Quest.No

1. Şcoala Gimnazială Filiaşi (structura Bâlta)

x x 6 3, 4, 5, 6, 7, 8 30

2. Liceul Tehnologic de Trans-porturi Auto Craiova

x x 10 3,4,5,6,7,8,9,10,11,12 50

3. Liceul ”Traian Vuia” Craiova

x x 5 8, 9, 10, 11, 12 50

4. Şcoala Gimnazială ”Traian” Craiova

x x 6 3, 4, 5, 6, 7, 8 50

5. Şcoala Gimnazială Segarcea

x x 6 3, 4, 5, 6, 7, 8 40

6. Liceul Tehnologic "Constantin Ianculescu" Cârcea

x x 10 3,4,5,6,7,8,9,10,11,12 30

7. Colegiul Național ”Elena Cuza” Craiova

x x 10 3,4,5,6,7,8,9,10,11,12 50

8. Colegiul Tehnic de Arte şi Meserii ”C-tin Brâncuşi” Craiova

x x 4 9, 10, 11, 12 40

9. Şcoala Gimnazială Coţofenii din Faţă

x x 6 3, 4, 5, 6, 7, 8 30



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10. Şcoala Gimnazială ”Sf. Dumitru” Craiova

x x 6 3, 4, 5, 6, 7, 8 30

Education units sample: TURKEY No. crt.

Name of the education unit

Social background Geographical location Number of classes and questionnaires

Urban big

Urban small

Rural central peripherical Cls. No

Level Quest.No

1 24 Kasım İlkokulu

x x 2 3, 4 30

2 Çavuşlu İlkokulu x x 2 3, 4 32

3 Değirmençay İlkokulu

x x 2 3, 4 21

4 Pirireis Ortaokulu

x x 4 5, 6, 7, 8 40

5 Alsancak Lions Ortaokulu

x x 4 5, 6, 7, 8 42

6 Tarsus Dedeler Ortaokulu

x x 4 5, 6, 7, 8 42

7 Dr. Kamil Tarhan Ortaokulu

x x 4 5, 6, 7, 8 41

8 Yahya Akel Fen Lisesi

x x 4 9,10,11,12 52

9 Nihal Erdem Ticaret Meslek Lisesi

x x 4 9,10,11,12 61

10 Gözne Lisesi x x 4 9,10,11,12 53

*in the present study, we take into account Craiova as a big urban local community, and the other towns in the Dolj County are considered small urban local communities.

2.2.3.1. Students sample

400/ 414 students selected from the above mentioned school units (400 students from Dolj

County - Romania and 414 students from Mersin Province - Turkey). • The number of the questionned students is different from one school unit to another, in

relation to the whole number of the students that the school unit has, and the education level too. • Sampling procedure at the level of a school unit: the number of the questionnaires

assigned to a school is divided to the number of the classes that the school unit counts on (grades

3rd – 12th are taken into account); the result is aproximated and, thus, a sample per class will be obtained. The students selection in a class will be done by following a statistical interval/ measuring step of 7, starting with student no. 3 in the students` register.

• E.g.: a school unit can be assigned 30 questionnaires and it has got 15 classes. By dividing 30 questionnaires to 15 classes, the result is of 2 questionned students per class. In each class student no. 3 and no. 10 will be selected from the students register.



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ROMANIA TURKEY

Distribution of students: Distribution of students:

Distribution of students according to the gender variable Gen:

Masculine 43% Masculine 52%

Feminine 57% Feminine 48%

Distribution of students according to the class variable

Class: Percentage

III 10%

IV 10%

V 10%

VI 10%

VII 11%

VIII 13%

IX 10%

X 9%

XI 10%

XII 9%

Grade Number of students

Percentage

3 41 10%

4 42 10%

5 40 10%

6 43 10%

7 41 10%

8 41 10%

9 41 10%

10 40 10%

11 42 10%

12 43 10%

Distribution of students according to the school origin variable:

urban - 83% urban - 51%

rural -17 % rural - 49 %



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Distribution of students according to the student origin variable:

urban - 71% urban - 41%

rural - 29% rural - 59 %

2.2.3.2. Education institutions representatives Sample

5-8 education institution representatives selected in relation to the following criteria:

they must belong to 5- 8 different education institutions;

they must not take part in this project if the school managers have one of the following relationships: husband- wife/ relatives/ friends;

they must come from schools located in different areas (ideally: they should come from as many various areas as possible such as: cities, towns, villages or small villages; and, if this is not possible, they should come from both central and neighbouring/ peripherical zones of the same city);

if possible, there should be included 1-2 school managers within whose schools there is a Pedagogical Advisory Cabinet;

there must also be at least 2 universitarian representatives;

they must have different experiences as managers, i.e. beginners and experienced;

they must come from schools having a different level of educational performance.

2.2.3.3. Parents Sample

5-8 parents selected in relation to the following criteria:

their children must come from 5-8 different schools;

they must not take part in the project if they have one of the following relationships: husband- wife/ relatives/ friends;

their children must be students coming from schools located in different areas (ideally: they should come from as many various areas as possible such as: cities, towns, villages or small villages; and, if this is not possible, they should come from both central and neighbouring zones of the same city);

their children must come from schools having a different level of educational performance.



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2.2.3.4. Teachers Sample

5-8 teachers selected in relation to the following criteria:

they must come from 5-8 different schools;

they must not take part in the project if they have one of the following relationships: husband- wife/ relatives/ friends;

they must come from schools located in different areas (ideally: they should come from as many various areas as possible such as: cities, towns, villages or small villages; and, if this is not possible, they should come from both central and neighbouring zones of the same city);

they must teach in schools having a different level of educational performance.

2.2.3.5. Local community representatives Sample

• they must be representatives of different institutions; • they must not take part in the project if they have one of the following relationships:

husband- wife/relatives/friends; • they must represent the public sector/ private sector for profit/ non-profit.

2.2.4. Establishing the research methods and techniques

2.2.4.1. The sociological questionnaire survey This is one of the most complex methods of sociological research. It represents a research

method of the social reality, based on techniques of data production, obtained through the questiones asked by the researchers and the answers given by the subjects.

Mainly, there are two techniques used within the sociological survey: the interview and the questionnaire.

The sociological questionnaire, regarded as a research technique (i.e. questioning people in print) and a research instrument (the sheet of paper on which the questions are written), is the most common modality used in the sociological researches.

The sociological questionnaire represents a set of questions, probably images too, ordered logically and psychologically, which determines answers immediately registered in print, in order to solve a scientific problem. It doesn`t represent a simple list of quetsions, but it has a logical order (all questions succeed themselves from the most general to the particular ones), as well as a psychological order (beginning with the ''ice-breaking'' questions, meant to make the subjects answer the important questions about the topic research).

Questions of a questionnaire cand refer to four types of information: State-of-facts, i.e. the personal situation of the questionned individuals (age, sex, profession,

income), their background (living place, working conditions) or objective behaviours (leisure activities, relationships with neighbours/ relatives, their vote option at the last ellection, etc).

• Opinions, namely judjements and appreciations that the individuals make in relation to their interests and problems. Their motivations, intentions and expectations fall into this category.

• Attitudes (permanent mental structures that sustain one`s opinions). They are measured by an attitudes scale, with numerical values or qualitative intervals.

• Knowlegde, i.e. the degree of knowing the problems or situations the questionned person interferes with.

2.2.4.2. The focus-group This is a technique applied especially in the practical qualitative sociological research,

particularly developped after the WWII, in order to evaluate the audience`s answer regarding the radio programmes. It is defined as an interactive group of individuals, who have some common



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interests and characteristics, a group gathered by the moderator and used by its interactions in order to obtain the necessary information about a certain problem. It can also be considered as a variant of the structured of half-structured group interview. In this case, the target-group is associated to the observation, and in relation to the survey, it is logically and temporaly used within the pre-survey, co-survey and post-survey.

2.2.5. Projecting and shaping the necessary instruments

Projecting and shaping the necessary instruments was conduct in November 2013. • a students questionnaire; • a target group- teachers/ school counsellors guideline; • a target group - parents guideline; • a target group - local community representatives guideline (public authorities, private

background, the citizenry); • a target group - representatives of different level education institutions guideline (secondary

schools, highschools, universities). The questionnaire has got 10 questions reflecting the following dimensions:

• importance of the vocational counseling and career guidance services offered to students in schools, in order to succeed in life;

• participation in counseling and career guidance activities; • relationship between the vocational counseling and career guidance activity and the school

objects taught in schools; • suitable persons who should carry the vocational couseling and career guidane activity in

school; • impact of the vocational counseling and career guidance activities; • students` needs to counseling and career guidance activities in schools.

The guideline destinned to the school managers as well as the university representatives has got 5 questions reflecting the following dimensions:


• suitable persons who should carry the vocational couseling and career guidane activity in school;

• relationship between the vocational counseling and career guidance activity and the school objects taught in schools;

• types of activities which could facilitate students connection to a higher level of education; • students` needs to counseling and career guidance activities in schools.

The parents guideline comprises 5 questions reflecting the following dimensions: • importance of the vocational counseling and career guidance services offered to students in

schools, in order to succeed in life; • relationship between the vocational counseling and career guidance activity and the school


school; • suggestions regarding the well-functioning of the vocational counseling and career

guidance services within schools; • needs in relations to students` counseling and career guidance activities in schools.

The teachers and school counsellors guideline contains 5 questions reffering to the following aspects:

• importance of the vocational counseling and career guidance services offered to students in



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33

schools, in order to succeed in life; • relationship between the vocational counseling and career guidance activity and the school


school; • needs for enriching the students vocational couseling and career guidane activity in school.

The local community representatives guideline has got 6 questions reffering to the following aspects:


• the employers contribution to the enrichment of the vocational couseling and career guidane activity in school;

• modalities of involvement/ familiarization of the students in relation to the working field; • facilitating the students access to real information regarding the local/regional market offer

and evolution; • yougsters involvement in the local decisions; • experience of the institution that you represent in the vocational counseling and career

guidance services offered to students.

2.2.6. Collecting the information

Collecting the information done during the period December 2013- January 2014.

It is recommended that before starting the research itself, a pilot survey should be carried, where the validity of the used research instruments is tested. This because the social life is permanently changing, and the instrument with which we collect the information is destined every time to distinct populations, having their own problems, interests, opinions, motivations, expectations etc, and capacity of understanding the meaning of the questions in the questionnaires, interviews or tests. In the case of the questionnaire suvey, collecting the information is done by giving students quetsionnaires (distribution, instruction, filling-in). In the case of the target-group method, collecting the information will be done by:

• organising and taking-place target-group with teachers and school counsellors; • writing a report on target-group with teachers and school counsellors; • organising and taking-place target-group with parents; • writing a report on target-group with teachers and school counsellors; • organising and taking-place target-group with local community representatives (public

authorities, private background, the citizenry); • writing a report on target-group with local community representatives; • organising and taking-place target-group with representatives from different levels

education institutions (secondary schools, highschools, universities); • writing a report on target-group with representatives from different levels education

institutions.

2.2.7. The results analysis

2.2.7.1. Report on the results of the survey based on a questionnaire - Students

ROMANIA TURKEY

1. In general, do you consider that activities on vocational counseling and profesional guidance should be held in schools?

a. Yes – 96% b. No – 2% c. Don`t know/ No answer - 2%

a. Yes – 68% b. No – 17% c. Don`t know/ No answer - 15%



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34

Most students who participated in the survey, 96%, believe that it is necessary to carry out counseling and career guidance in schools. 2% of students felt that these activities are not required, and 2% of students did not answer this question.

Most students who participated in the survey, 68%, believe that it is necessary to carry out counseling and career guidance in schools.

17% of students felt that these activities are not required, and 2% of students did not answer this question.

2. Which of the following sentences best describes your point of view on vocational counseling and profesionnal guidance activities within schools?

a. Vocational counseling is necessary only for

the 8th and 12th grades – 14% b. Vocational counseling is necessary during all the school years – 85% c. Vocational counseling is not necessary – 1%

a Vocational counseling is necessary only

for the 8th and 12th grades – 27% b. Vocational counseling is necessary during all the school years – 61% c. Vocational counseling is not necessary – 12%

Most students who participated in the survey, that is 85% believe that the counseling and guidance activities should be conducted during all school years. Only 14% think that such activities are appropriate only in the final years, and 1% think that career counseling is not necessary.

Most students who participated in

the survey that is 27% believe that the counseling and guidance activities should be conducted during all school years. Only 60% think that such activities are appropriate only in the final years, and 13% think that career counseling is not necessary.

3. To which extent do you consider that vocational counseling and profesionnal guidance activities, offered to students within schools, are important?



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35

a. To a very small extent – 1% b. To a small extent – 1% c. To a certain extent – 26% d. To a large extent – 36% e. To a very large extent – 34% f. Don`t know/ No answer – 2%

a. To a very small extent 49 12%

b. To a small extent 62 15%

c. To a certain extent 76 18%

d. To a large extent 95 23%

e. To a very large extent 113 27%

f. Don`t know/ No answer 19 5%

Regarding the importance of the

counseling and guidance activities provided in school for the purpose of a successful career and life, 36% of students considered that they are highly important, 35% felt that they are important to a great extent, 26% to some extent. And there is also a 1% who believes that these activities are important to a small extent, and also to a very small extent.

Regarding the importance of the

counseling and guidance activities provided in school for the purpose of a successful career and life, 27% of students considered that they are highly important, 23% felt that they are important to a great extent, 18% to some extent. And there is also a 12% who believes that these activities are important to a small extent, and also to a very small extent.

4. In your vision, what connetion is there between vocational counseling and profesionnal career education activity and all the school objects taught in schools?

a. There is no connection between them – 8% b. School objects are more important, vocational counseling is just a support to them – 55% c. Vocational counseling is more important, school objects supporting the latter – 37%

a. There is no connection between them – 19% b. School objects are more important, vocational counseling is just a support to them – 53% c. Vocational counseling is more important, school objects supporting the latter – 28 %



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36

Regarding the relationship between the counseling and career education and school subjects, more than half of the students that is 56% answered that school subjects are important, the career counseling supports them, while 37% of students said that, on the contrary, counseling is more important and the school subjects support it.

To note that a school population segment of 8% believe that there is not any connection between the two activities.

Regarding the relationship between the counseling and career education and school subjects, more than half of the students that are 53% answered that school subjects are important, the career counseling supports them, while 28% of students said that, on the contrary, counseling is more important and the school subjects support it.

To note that a school population segment of 19% believe that there is not any connection between the two activities.

5. Who do you think should offer the vocational counseling and profesional guidance activity within a school?

a. Only the primary teacher/ form-teacher – 12% b. Only the school counsellor (school psychologist) – 34% c. Only the teachers who teach different school objects – 4% d. All categories of teachers above mentionned – 49% e. None of the above mentionned categories – 1%

a. Only the primary teacher/ form-teacher

36 9%

b. Only the school counsellor (school psychologist)

93 22%

c. Only the teachers who teach different school objects

73 18%

d. All categories of teachers above mentionned

175

42%

e. None of the above mentionned categories

37 9%

Almost half of the students surveyed, that is 49%, believes that every teacher is able to conduct counseling and guidance activities. In second place with a share of 34%, lies the view that only the school counselor teacher may perform such activities, and 12% of the students reserve this responsibility for the form teacher. Only 5% of students attribute this responsability to different school subject teachers and 1% of the students consider that

42%, of the students believe that every teacher is able to conduct counseling and guidance activities. In second place with a share of 22%, lies the view that only the school counselor teacher may perform such activities, and 9% of the students reserve this responsibility for the form teacher. Only 18% of students attribute this responsability to different school subject teachers and 9% of the students consider



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37

teachers do not have the task of carrying out vocational training and guidance activities in schools.

that teachers do not have the task of carrying out vocational training and guidance activities in schools.

6. In which of the following situations do you consider you need vocational counseling and professional guidance? Put them in order of your importance.

- To get to know myself better (tests of interest, tests of skills, tests of personality)

- To get to know myself better (tests of interest, tests of skills, tests of personality)

Most important - 55% Important - 17%, Less important -12% The less important - 16%

Most important 166 - 40% Important 106 - 26% Less important 69 - 17% The least important 73 - 17%

The need for self-awareness is considered to be the most important by 55% of students, important by 17%; it is also considered to be less important by 16%, and the least important, 12%.

The need for self-awareness is

considered to be the most important by 40% of students, important by 26%; it is also considered to be less important by an equal percent, 17%, and the least important, 17%.

- Information about highschools, faculties, professions

- Information about highschools, faculties, professions

Most important - 14% Important - 31% Less important -37% The less important - 18%

Most important 135 - 33% Important 131 - 32% Less important 60 - 14% The less important 88 - 21%

The need of information on the school

offer and the labour market is considered less important by 37% of the students, important by 31%, the least important by 18% and most important by 14%.

The need of information on the

school offer and the labour market is considered less important by 33% of the students, important by 32%, the least important by 14% and most important by 21%.

- Support when writing a covering letter, a CV or preparing for an interview

- Support when writing a covering letter, a CV or preparing for an interview



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38

Most important - 6% Important - 12% Less important - 32% The less important - 50%

Most important 136 33% Important 133 32% Less important 86 21% The least important 59 14%

The need to develop personal

promotion skills is seen by half of the students surveyed as being the least important, least important by 32% of them, important by 12% and most important only by 6%.

The need to develop personal

promotion skills is seen by 14% of the students surveyed as being the least important, less important by 21% of them, important by 32% and most important only by 33%.

- Support when making a decision regarding your future highschool/ faculty/

profession

- Support when making a decision regarding your future highschool/ faculty/

profession

Most important - 25% Important - 41% Less important - 20% The less important - 14%

Most important 141- 34% Important 110 - 27% Less important 58 - 14% The least important 105 - 25%

The need of assistance in making the

choice on the school / college / profession is rated as important by 41% of the students, the most important by 25%, a little important by 20% less important and least important by 14%.

The need of assistance in making

the choice on the school / college / profession is rated as important by 27% of the students, the most important by 34%, a less important by 14% less important and least important by 25%.

So, in terms of the expressed needs of the students on counseling and guidance, it appears that the most important is the need for self-knowledge, appreciated by 55% of students, followed by the need of support in making a decision concerning the choice of school / college / profession (25%), the need of information about the school offers the labour market (14%) and the development of skills for personal promotion - 6%.

So, in terms of the expressed needs of the students on counseling and guidance, it appears that the most important is the need for self-knowledge, appreciated by 40% of students, followed by the need of support in making a decision concerning the choice of school / college / profession (34%), the need of information about the school offers the labour market (33%) and the development of skills for personal promotion - 33%.



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39

The ranking of guidance and counseling needs considered important: the need to have support in making a decision concerning the choice of school /college /profession (41%), the need for information on school offers and the labour market (31%), the need for self-knowledge (17%) and the need to develop the skills for personal promotion (12%).

The ranking of guidance and

counseling needs considered less important: the need for information on school offers the labor market (37%), the need to develop personal promotion skills (32%), the need to have support in making a decision concerning the choice of school /college /profession (20%) and the need for self-knowledge (12%).


counseling needs considered the least important: the need to develop personal promotion skills (50%), the need for information on school offers and the labor market (18%), the need for self-knowledge (16%) and the need to have support in making a decision concerning the choice of school / college /profession (14%).

In conclusion, the students understand

that the need for self-knowledge is the most important, followed by the need to have support on career decision making, and the need for information on school offers the labor market and the need to develop the skills for personal promotion.

The ranking of guidance and counseling needs considered important: the need for information on school offers and the labour market (32%), the need to develop the skills for personal promotion (32%), the need to have support in making a decision concerning the choice of school /college /profession (27%) and the need for self-knowledge and (26%).


counseling needs considered less important: the need to develop personal promotion skills (21%), the need for self-knowledge (17%), the need to have support in making a decision concerning the choice of school /college /profession (14%) and the need for information on school offers the labor market (14%).


counseling needs considered the least important: the need to have support in making a decision concerning the choice of school /college /profession (25%), the need for information on school offers and the labor market (21%), the need for self-knowledge (17%) and the need to develop personal promotion skills (14%).

7. What kind of vocational counseling and professional guidance activities were offered in your school?

a. Debates on professions during the formroom classes or other school objects- 57% b. Meetings with experts from different domains of activity – 8% c. Testing professional skills and interests in Pedagogical Advisory Cabinet of your school practice tests – 2% d. Support to making a decision concerning your future highschool/ faculty - 7% e. Study/ Vocational counseling visits to differrent highschools/ faculties/ companies –

a. Debates on professions during the formroom classes or other school objects- 130 - 11% b. Meetings with experts from different domains of activity 187– 16% c. Testing professional skills and interests in Pedagogical Advisory Cabinet of your school practice tests 210 – 18% d. Support to making a decision concerning your future highschool/ faculty167 - 14% e. Study/ Vocational counseling visits to differrent highschools/ faculties/ companies



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1% f. Counseling meetings within the Pedagogical Advisory Cabinet of your school – 3% g. Voluntary activities – 5% h. Training practice internships within a company or institution – 2% i. Other activities (which ones?) – 1%

105 – 9% f. Counseling meetings within the Pedagogical Advisory Cabinet of your school 154 – 13% g. Voluntary activities 151 – 13% h. Training practice internships within a company or institution 50 – 4% i. Other activities (which ones?) 15 – 2%

We note that most educational and

vocational guidance activities consist in fact in discussions about professions during counseling classes and other disciplines - 57 %.

This percentage goes down significantly to 8% for meetings with experts from different fields, followed by a support in decision making regarding the high school/ faculty choice - 7% .

A 5% is allocated to voluntary activities, 3% for counseling sessions at CSAP, 2% for psychological testing to CSAP, 2% for practical training sessions at a company or institution, and only 1 % for study visits /guidance to schools /colleges /companies.

Note that most of the guidance and counseling activities are conducted in schools, in the classroom and the real contact of students with the labor market is very low. Relating to students' responses to the previous question, there is a major gap between the expressed needs of pupils on educational and vocational orientation and the range of activities offered by the school.

We note that most educational and vocational guidance activities consist in the testing professional skills and interests in Pedagogical Advisory Cabinet of your school practice tests – 18%. This percentage goes down to 16% for meetings with experts from different domains of activity followed by a support in decision making regarding the high school/ faculty choice - 14%. A 13% is allocated to voluntary activities and Counseling meetings within the Pedagogical Advisory Cabinet of your school, 11% for debates on professions during the formroom classes or other school objects, 9% for Study/ Vocational counseling visits to differrent highschools/ faculties/ companies, 4% for training practice internships within a company or institution and only 2 % for other activities.

8. Have you participated in vocational counseling and profesional guidance activities in your school?

a. Yes - 83% b. No - 17%

a. Yes 285 - 69% b. No 129 - 31%



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Most students surveyed said they had

participated in counseling and guidance activities during schooling; 17% gave a negative answer to this question.

Most students surveyed said they

had participated in counseling and guidance activities during schooling; 31% gave a negative answer to this question.

9. In both personal and professional terms, can you specify what kind of impact have the vocational counseling activities had upon you?

a. A positive impact - 92% b. A negative impact - 3% c. NS/NR - 5%

a. A positive impact 268 - 65% b. A negative impact 85 - 20% c. NS/NR 61- 15%

Most students who participated in the

activities of educational vocational guidance and counseling that is 92% felt a positive impact; only 3% said they had a negative impact on them, and 5% did not answer this question.

Most students who participated in

the activities of educational vocational guidance and counseling that is 65% felt a positive impact; 20% said they had a negative impact on them, and 15% did not answer this question.

10. Who offererd the vocational counseling and profesional guidance activities you took part in?

a. Only the form-teacher/ other teachers of the class – 39% b. Only the school counsellor (school psychologist) from the Pedagogical Advisory Cabinet of your school – 20% c. Both categories of teachers mentionned above – 35% d. None of the categories of teachers above mentionned - 6%

a. Only the form-teacher/ other teachers of the class 69 – 17% b. Only the school counsellor (school psychologist) from the Pedagogical Advisory Cabinet of your school 164 – 40% c. Both categories of teachers mentionned above 143 – 34% d. None of the categories of teachers above mentionned 38 - 9%



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39% of students said that counseling

and guidance activities they had attended were organized by their form teacher / classroom teachers, 35% through collaboration between form teachers and counselors, and 20% of the teachers counselors. To note that students came from both schools where there was a CSAP, but also from schools where there wasn not a CSAP.

40% of students said that counseling and guidance activities they had attended were organized by their form teacher / classroom teachers, 16% through collaboration between form teachers and counselors, and 35% of the teachers- counselors.

2.2.8. Drawing the conclusions and writing the research report

Drawing the conclusions and writing the research report was conducted during February-

March 2014. Upon completion of this study we confirmed the hypothesis that guidance and counseling services are seen as important by most educational factors.

Regarding the assumption that the concern for school and professional orientation of students is a priority only during the final grades for both students, parents and teachers, it appears that the majority of students stated that counseling and guidance activities are required throughout the school years, but the focus group analysis, it appears that they are carried out sporadically, possibly some more in the final years of high scool.

2.3. CONCLUSION

The importance of vocational counseling and professional guidance activities for a

successful life Counseling and guidance activities are regarded as very important by all participants in the

survey, students, parents, teachers, representatives of educational institutions and the local community. Equally important are the services for the reorientation of high school students in career and parents guidance about their children's educational choices.

The importance of these activities has meaning for students, their parents, and in the long term, for the entire social community; thus it was expressed the idea that it is necessary to counsel decision-makers in the socio-educational field since the effectiveness of the professional guidance is conditioned by the socio-economic context.

Specialists who should conduct the vocational counseling and professional

guidance activities in schools The vocational counseling and guidance should be conducted by competent specialists

with a solid pedagogical training, as they can conduct various activities including the testing of students’ skills, interests and personality (the psychological profile). The specialists must constantly work with teachers and the students’ families. Teachers may also carry out this activity



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if we consider desirable skills. Teachers can discover their pupils’ abilities regarding the subject they teach and can guide them or, where appropriate, refocus students for a different career. It was produced an ideea referring to the fact that it should no longer be put pressure on the form teacher, who shpould only be a coolaborator of the trained professionals.

The students’ perception on this issue is that there should be a close collaboration between all teachers involved in the educational process.

The connection between the vocational counseling and professional guidance and

school subjects They are related. Teachers must identify the students skills, knowledge, availability to be

capitalized. Each school subject has its own role in forming certain specific capabilities and skills. Teachers should have a close communication with the professionals.

The opinions of the surveyed students are divided as follows: some believe that school subjects are important and career counseling support them, while others consider that, on the contrary, counseling is important andschool subjects support it.

The need to have functional School Offices for Pedagogical Assistance All the representatives of the educational institutions consider it appropriate to have

functional School Offices for Pedagogical Assistance in each school unit as they provide specialized services that can not be filled by the teachers who carriy on teaching activities.

Activities which would connect students to a higher level of education:

- visits organized in high schools/universities so that the students could get aquainted to the profiles and specializations of the high school /college; - flexible partnerships between schools and businesses facilitationg visits to employers, observation of practical activities, activities such as job shadowing, work experience or part-time employment; - events such "Open Days"; - presentations conducted by successful professionals in front of children; - volunteering; - documentary films about various fields of activity for the Ministry of Education to be watched during classes; - educational projects with EU funds; - digital information, online educational activities in valuing IT specialists; - focus on non-formal education;

Vocational counseling and professional guidance activities conducted in schools:

-We note that most educational and vocational guidance activities consist in fact in discussions about professions during the counseling classes or other disciplines; - The percentage diminushes significantly if we refer to meetings with experts from different fields, followed by a support in making a decision on choosing the high school /college; - A small percentage is alloted to volunteering, self-knowledge, practical training, internship at a company or institution and study visits / guidance activities at schools /colleges /companies; - to note is that most of the guidance and counseling activities are conducted in schools, in the classroom and the actual contact with the labor market is very low;

The participation to vocational counseling and vocational training activities and their impact on the students

Most students surveyed said they had participated in counseling and guidance activities during schooling, and this had a positive impact on them.



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Ways of employers’ involvement in the students’ counseling and career guidance: - Firstly, a basic problem is that the number of employers is incresingly diminishing; - Paid internships; - Mobility for internships in other countries organized in projects with European funding; - Projects and partnerships; - Contracts of employment during schooling. Students have often, unrealistic expectations: although they are poorly trained, they demand high wages; - Part-time jobs for students; - Inviting specialists into the classroom; - Organized visits to different employers; - Providing information about the labor market from Romania and other countries;

Ways to familiarize the students with labor:

- Using systems of reward - punishment in children's education; - Using a diverse range of rewards, verbal, emotional, financial, material; - Volunteering; -Though non-formal education activities are more attractive, they cannot replace the formal education; it remains most important for educational and vocational guidance to students; - Any occupation requires at least a minimum level of general education;

The facilitation of the students’ access to information regarding the local /regional

labor market The involvement of young sters:

- AJFOM-ISJ partnership that would promote job opportunities /statistics about the labor market in the school environment; - sites surfing;

The involvement of youngsters in local decisions:

- Educating youth in the spirit of accepting the consequences of their decisions, develop self-confidence, acceptance of social hierarchies, self-determination; - Young people need to learn that the possibility of involvement in community decisions clearly depends on the level of training;

The needs of school representatives concerning the students’ vocational counseling

and professional guidance: - The presence of a professional counselor; - The training of the teaching staff; - Rethinking the school curricula; - More practical training.

Parents’ needs concerning the students’ vocational counseling and professional

guidance: parents lectures on the topic of vocational counseling for their children. The needs of the teaching staff and the school counselor for improving the

vocational counseling and profesional guidance services offered to students within schools: -changing the legal framework so as to allow time for form teachers for administrative issues, more counseling classes, thus avoiding the overloading of teacher responsabilities; - during university years, future teachers to pay more attention to the psychological and pedagogical studies; - funding for career counseling, for non-formal education activities, generally the advertisement for financing activities; - partnerships and projects of social organizations regarding the education field, which to financially support students' participation in non-formal education activities;



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- attracting european funds and the existence of more european experts within these projects; they should not necessarily be teachers because that can lead to the overloading of teachers’ responsabilities; - reducing the number of students in class because school classes overcrowding affects the quality of education and thus the career guidance activities; - teachers need counseling, in their turn, this requires more counselors and advisers; - it is needed more negotiation and flexibility in the Romanian education system;

The students’ needs concerning their vocational counseling and professional guidance:

The students understand that the need for self-knowledge is the most important, followed by the need to support career decision making, and the need for information on school offers, the labor market and the need to develop the personal promotion skills.

2.4. RECOMMENDATIONS

ROMANIA TURKEY

The great importance of counseling and vocational guidance is given by the fact that it brings multiple educational and social benefits, that is increases educational motivation, reduces absenteeism and dropout, increases academic performance, the results of the national exams, increases school adjustment and socio-professional integration and improves the citizens' satisfaction with life in general.

Starting from the idea that education is the social system interface, we expect more support from society in general and the following recommendations are required: - The support to standardize pedagogical practices in as many schools as possible; - Equipping school guidance offices with CSAP tests; - Amending the legislative framework on the number of students that a school counselor should work with; - Thematic meetings with students included in their curricula; - Teachers working with specialists in career guidance activities; - Rethinking school curricula for various subjects so as to enable the prioritization of training / skills development in relation to the assimilation of knowledge and career guidance ; time budget allocation in each subject , material, educational and vocational guidance programmes; - Rethinking counseling syllabus - excluding topics that can not be addressed by form teachers; - Provision in educational departments of

General Overview: - The guidance and psychological counseling services in Turkish education system integrates educational, Vocational and perso nal/social guidance services. Vocational guidance services at schools are thus mainly provided by the school’s guidance and psychological counseling service. Provincial Guidance and Research Cetre in cities undertake coordination responsibilities with respect to guidance services, including vocational guidance services. The Provincial Directorate for National Education Special Education and Guidance Services Branch, the Provincial Directorate for National Education, are the structures that ensure provision of these services. As a summary, Guidance and psychological counseling services in non-formal education cover: orientation toa job or career, preparation for working life and support for individual and social development. Specific Comments and proposals: - Ministry of Education employs “guidance teachers” as school counselors and defines their basic role and function as helping the students to choose a major and job which fit for them. However, the number of the school counselors are not enough yet. -There are considerable new trends/changes in the perception of career counseling that must be internalise by all



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classes of formal and non-formal education respectively optional programs conducted with groups of 10 students. These options could be real opportunities for students to choose subjects / areas they want to study; - Organizing lectures with parents about career counseling for their own children; - Early onset of counseling and career guidance activities, since the first years of school and its intensification iat the secondary level. The systematic pursuit of these activities is necessary. - The development of the children citizenship and career orientation is important, because they actually choose what they offer; - Assuming the role of education, the parents together with the state. Parents stressed and tired negatively influence academic motivation and therefore career guidance to students. Counselling parents is as important as advising students regarding career guidance; - The media overwhelmingly affects students and their professional orientation by promoting excessive artistic professions. Therefore, it should be established a working partnership between the Ministry of National Education and the National Council of Audio -Visual. - Measures to reduce the gap between urban and rural areas; - Activities of educational and professional work environment, not only at school; - Avoid overloading the role of the teacher; - Reducing the number of pupils in classrooms; - As the teacher training is concerned, we recommend carrying out personal development programs for teachers; - Ensuring consistent funding for the education system; - Teachers and Romanian counselor teachers, both young and those who are approaching retirement have great ideas , but they are not considered or are not implemented in reality. For each school it is suggested to establish an initiative group. - Increasing the motivation of school students in connection to an increased professional motivation of teachers which is an essential condition to achieve a suitable educational and vocational guidance programme.

schools/responsible teachers such as “Building of career path and planning the career for person” is an old perception but Creating own career narrative and a Holistic life-construction is a new trend.Making a career construction is on the agenda now instead of choosing a vocation. -More and effective school visits can be organized for schools,workshops and laboratories can be shown allowing quite enough time for the students,seminars, conferences and symposiums can be organized to explain the relationship of vocational and technical education to the workforce and to employment,visits to vocational and technical education fairs can be arranged, the career fields can be introduced with child/youngster frindly posters, pamphlets and audio-visual educational tools, that questionaires can be applied to discover the vocational tendencies of students. - Some targeted projects /partnerships on either vocational counseling and profesional guidance services or on training, work placements or short/long term mobilities can be implemented by institutional/local/ regional/national/international level by making use of Erasmus+ and smilar programmes. - All information resources should be made directly available to individuals on an open-access, self-service basis in schools or other institutions related to vocational counseling and profesional guidance services. - More meetings with parents should be arranged by the class teacher and the school counsellors aiming at enabling parents to adopt more conscious approaches in helping their children in career choices.



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APPENDIX 1. INTERVIEW GUIDLINES FOR FOCUS GROUPS

Interview guideline for school managers

1. To which extent do you consider that vocational counseling and profesional guidance

services, offered to pupils within schools, are important for their future success? 2. Who do you think should offer the vocational counseling and profesional guidance

activity within a school? 3. In your vision, what connetion is there between vocational counseling and profesionnal

career education activity and all the school objects taught in schools? 4. In your opinion, what kind of activities could facilitate students` connection to a superior

level of education? 5. As representatives of education institutions, what are your personal needs towards

students` vocational counseling and profesional guidance?

Interview guideline for parents 1. To which extent do you consider that vocational counseling and profesional guidance



career education activity and all the school objects taught in schools? 4. Please enumerate few suggestions concerning the well-functioning of the vocational

counseling and profesional guidance services offered to students within schools. 5. As a parent, what are your personal needs regarding students` vocational counseling

and profesional guidance offered within schools?

Interview guideline for teachers 1. To which extent do you consider that vocational counseling and profesional guidance



career education activity and all the school objects taught in schools? 4. In your opinion, what kind of activities could facilitate students` connection to a superior

level of education? 5. As a teacher/ school counsellor what are your personal needs for improving the

vocational counseling and profesional guidance services offered to students within schools?

Inteview guideline for the local community representatives

1. To which extent do you consider that vocational counseling and profesional guidance services, offered to pupils within schools, are important for their future success?

2. In your opinion, how could the employers contribute to the improvement of the vocational training and professional guidance activity?

3. What kind of experience does the institution you represent have regarding the vocational counseling and profesional guidance activity for students?

4. Which ones do you think should be the modalities of involving in/ familiarizing students to the working field?

5. How do you consider that the students` access to the information regarding the local/ regional labour market could be facilitated?

6. How do you consider that the youngsters could be involved within the local decisions?



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APPENDIX 2. STUDENTS QUESTIONNAIRE

Would you please answer the following questions regarding your personal opinion on vocational counseling and profesionnal guidance services. This questionnaire stays anonimous, and all your answers will definetely be interpreted in a general context, not individually. 1. In general, do you consider that activities on vocational counseling and profesional guidance should be held in schools? (only one answer) a. Yes b. No c. Don`t know/ No answer 2. Which of the following sentences best describes your point of view on vocational counseling and profesionnal guidance activities within schools? (only one answer)

a. Vocational counseling is necessary only for the 8th and 12th grades. b. Vocational counseling is necessary during all the school years. c. Vocational counseling is not necessary. 3. To which extent do you consider that vocational counseling and profesionnal guidance activities, offered to students within schools, are important? (only one answer) a. To a very small extent b. To a small extent c. To a certain extent d. To a large extent e. To a very large extent f. Don`t know/ No answer 4. In your vision, what connetion is there between vocational counseling and profesionnal career education activity and all the school objects taught in schools? (only one answer) a. There is no connection between them. b. School objects are more important, vocational counseling is just a support to them. c. Vocational counseling is more important, school objects supporting the latter. 5. Who do you think should offer the vocational counseling and profesional guidance activity within a school? (only one answer) a. Only the primary teacher/ form-teacher b. Only the school counsellor (school psychologist) c. Only the teachers who teach different school objects d. All categories of teachers above mentionned e. None of the above mentionned categories 6. In which of the following situations do you consider you need vocational counseling and professional guidance? Put them in order of your importance. (use 1-4: 1= maximus, 4=minimus) - To get to know myself better (tests of interest, tests of skills, tests of personality) - Information about highschools, faculties, professions - Support when writing a covering letter, a CV or preparing for an interview - Support when making a decision regarding your future highschool/ faculty/ profession 7. What kind of vocational counseling and professional guidance activities were offered in your school? (you can choose more than one answer) a. Debates on professions during the formroom classes or other school objects b. Meetings with experts from different domains of activity



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c. Testing professional skills and interests in Pedagogical Advisory Cabinet of your school practice tests d. Support to making a decision concerning your future highschool/ faculty e. Study/ Vocational counseling visits to differrent highschools/ faculties/ companies f. Counseling meetings within the Pedagogical Advisory Cabinet of your school g. Voluntary activities h. Training practice internships within a company or institution i. Other activities (which ones?) .... 8. Have you participated in vocational counseling and profesional guidance activities in your school? (only one answer) a. Yes b. No 9. In both personal and professional terms, can you specify what kind of impact have the vocational counseling activities had upon you? (only one answer) a. A postivie impact b. A negative impact 10. Who offererd the vocational counseling and profesional guidance activities you took part in? (only one answer) a. Only the form-teacher/ other teachers of the class b. Only the school counsellor (school psychologist) from the Pedagogical Advisory Cabinet of your school c. Both categories of teachers mentionned above d. None of the categories of teachers above mentionned Gender: a. masculine b. feminine Class: ............ Social background of the school: a. urban b. rural Student`s social background: a.urban b. rural



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CH. III. THE DESCRIPTION OF THE EDUCATION SYSTEM IN THE PARTNER COUNTRIES

ROMÂNIA TURKEY

The education system is managed at national level by the Ministry of National Education (MEN). In the execution of its specific responsibilities, the Ministry of National Education cooperates at central level with other ministries and institutional structures subordinated to the Government.

The National Education Law (no. 1/2011) provides the legal framework for the exercise of the basic right to lifetime an education under the authority of the Romanian state. The law regulates the structure, the functions, the organization and functioning of the national state, private and confessional educational system.

The Ministry of National Education (known also as MoNE) conducts educational activities on a central level in the Republic of Turkey. Each level of education is organized by their own General Directorate: Pre-School, Primary and Lower Secondary, Upper Secondary and Higher Education. Pre-school education is carried out by kindergartens. Compulsory education consists of three stages including 4+4+4 years. Secondary and High School Education are carried out through 4+4 stage. Higher Education is provided by state and private universities. Higher Education Council is responsible for the organization and management of higher education institutions. Adult education takes many forms, ranging from formal class-based learning to self-directed and e-learning and it is a priority. The Turkish education system is organized on the basis of: - Constitution of the Turkish Republic, - Laws Regulating Education and Instruction, - Government Programs, - Development Plans, - National Education Councils. Based on these factors, education principles have been defined as follows: - Education shall be national, - Education shall be Republican, - Education shall be secular, - Education shall have a scientific foundation, - Education shall incorporate generality and equality, - Education shall be functional and modern.

The main purpose of the education and vocational training of children, young people and adults is to develop competences, in the form of a multifunctional and transferable set of knowledge, skills/abilities and aptitudes, necessary for:

(a) Personal accomplishment and development by achieving personal life objectives, according to one’s personal the interests and aspirations, and to the desire to learn throughout the whole life;

The objectives of the Turkish Education System can be divided into three parts in accordance with the Basic Law of National Education of 1973.

As individuals who are committed to

Atatürk’s principles, the revolution and the Atatürk nationalism defined in the constitution; who assimilate, protect, develop the national, human, moral and cultural values of the Turkish nation; and who are aware of their duties and responsibilities towards the Turkish Republic, a democratic, secular and social state of law based on human



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(b) Social integration and active civic participation to the society;

(c) Holding a job and taking part into the functioning and development of a sustainable economy;

(d) Forming an outlook on life, based on human and scientific values, national and universal culture and stimulation of intercultural dialogue;

(e) Education based on dignity, tolerance and observance of human fundamental rights and freedom;

(f) Cultivation of sensibility towards human problems, the moral and civic values and respect for nature and natural, social and cultural environment.

rights and the basic principles defined in the Constitution;

As individuals who have a balanced and healthy personality and character, who are developed in terms of body, mind, moral, spirit and emotions, free and with scientific thinking abilities and a broad world view; who respect human rights, value personality and enterprise, are responsible towards society and are constructive, creative and productive;

In line with their own interests and abilities, to prepare them for life by helping them to acquire the required knowledge, skills, behavior and cooperative working habits, and to ensure they have a profession which will make them happy and contribute to the happiness of society.

In Romania, only diplomas recognized by the Romanian State, in compliance with the applicable laws, are valid. The statute of the graduation documents issued by the Educational facilities and institutions is established by order of the Ministry of National Education. The content and format of the graduation documents are set by Government decision, at the proposal of the Ministry of National Education.

According to the recent Primary Education and Education Law, no 6287 dated March 3, 2012, compulsory Education is increased to 12 years instead of former 8 years. With the new law, no diplomas will be granted during primary and secondary education; at the end of the 12-year compulsory education secondary education diploma will be offered.

This school year (2013-2014), compulsory education is a 11-year education and includes primary and lower secondary education. The obligation to attend the 11-year daytime education ceases at 18 years old.

Education is free in public schools. In order to fulfill the objectives of

education and vocational training through the national education system, also state high school education is generalized and free.

Compulsory education lasts 12 years. Primary and secondary education is financed by the state and free of charge in public schools, between the ages of 6 and 18, and by 2001 enrolment of children in this age range was nearly 100%. Secondary or high school education is mandatory, but required in order to then progress to universities. By 2011 there were 166 universities in Turkey. Except for the Open Education Faculty (Turkish: Açıköğretim Fakültesi) at Anadolu University, entrance is regulated by a national examination, ÖSYS, after which high school graduates are assigned to university according to their performance.

The national pre-university educational system includes the following levels:

Not compulsory: Early education (0 – 6 years),

including the ante-preschool level (0-3 years) and pre-school education (3-6 years), which includes the little group, the medium group and the big group – optional;

Turkish National Education System has two main parts:

• Formal Education • Non-formal Education Formal education Formal education is the regular education of

individuals in a certain age group and given in schools at the same level with programs prepared for definite purposes.

Formal education includes Pre-Primary



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Compulsory: primary education which includes

the preparatory grade and 1st – 4th grades;

the secondary education: the lower secondary or middle education, which includes 5th –10th grades;

Not compulsory: the secondary education: the

higher or high school education, which includes 11th – 12th/13th high school grades, with the following programmes: theoretical vocational and technological.

Training, between 6 months and 2 years;

Tertiary non-university education, which includes post-high school education.

General compulsory education is made up of primary and secondary inferior education.

High-school, vocational and technological education, training and high-school education are organized for specialization and qualifications set by the Ministry of National Education, according to the National Qualifications Register.

Technical education comprises grades 12 and 13 of highschool education, technological programme.

The training and technical education is made up of: training, technical and post high-school education.

education, primary education, secondary education and higher education institutions.

Formal education is the regular education of individuals in a certain age group and given in schools at the same level with programs prepared for definite purposes. In Turkish National Education System, formal education is formed of four parts as:

• Pre-School • Primary • Secondary • Higher Education Non-formal education Parallel to the rapid changes in society, the

notion that the essential education is given in schools is also changing. In line with that notion, the Ministry of National Education is making rearrangements in the goals, programs and organizations of the school system, focusing on the development, expansion and restructuring of the non-formal learning and education system within continuing education and shifting the focus of education from formal to continuing (life-long) education.

The forms of organization of pre-university education are: daytime and evening education. Compulsory education is a daytime type of education.

The formal and compulsory education is daytime in primary, secondary and high school.

The higher education is ensured by universities, academies, institutes, higher education schools, and other such, named higher education institutions or universities.

Higher education includes all educational programmes of at least two years and over.

The aim of higher education is to offer

education to individuals to meet the demands of the society at various higher levels and to develop scientific research for Turkey to be a part of the developed countries, by preparing a suitable research environment.

Each university consists of faculties and four-year colleges, offering bachelor's level programmes, the latter with a vocational emphasis, and two year vocational colleges offering pre-bachelor's (engineering technicians) level programmes of a strictly vocational nature.



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School year Pre-universitary School starts in the

middle of September and ends in the middle of June the following year.

It is divided into two semesters (September to January and February to June). There are four holiday seasons (Christmas — 2 weeks in December; Inter-Semestrial — 1 week in February; Easter (Orthodox) in April or May — 10 days; and Summer or The Great Holiday, spanning from June 18/20 to September 15), with an additional fifth holiday in November for students from primary school.

The School Year and School Day The Ministry of National Education (Millî Eğitim

Bakanlığı - MEB) sets the school calendar and dates of school terms are the same throughout the country, although the school dates can change at short notice.

All schools are closed on public holidays Private schools may have slightly different

dates for the school vacations; check with the relevant school.

Schools may be closed for local holidays, in general these closures are only for one day.

The School Year In both primary and secondary education, the

school year must be made up of at least 180 days of school.

The school year is nine-months long and runs

from September to June, followed by approximately three months' summer holiday. The school year is divided into two semesters, with a two week break in February. The first semester starts in September and ends in January. The second semester starts in February and ends in June. This format is followed throughout the country.

In addition to the summer and winter break,

children also have days off at the following times (dates change from year to year):

Eid Holiday (Kurban Bayramı); National Sovereignty and Children Day (Ulusal

Egemenlik ve Çocuk Bayramı); Commemoration of Atatürk, Youth and Sport

Day (Atatürk’ü Anma Gençlik ve Spor Bayramı); Ramadan Holiday (Ramazan Bayramı); The School Day. School day hours and lunch hours vary from

school to school and depend on factors such as the type of school, its location, and transportation facilities in the area. However, all classes last between 40 and 45 minutes, and each break is at least five minutes.

The school week runs from Monday to Friday

with a total of 35 to 40 hours. The school day usually begins at 08:30 and ends at 16:30. It is divided by a lunch break from 12:00 to 13:00. Over- crowded schools may split sessions.

School uniform is obligatory at Turkish schools

to avoid highlighting social class differences between rich and poor students.



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Some schools provide meals; this may require

an additional payment (not required from poorer students).

Class size A class can have up to 30 students

(25 is considered optimum), and there can be as few as one class per grade or as many as twenty classes per grade. Usually each group has its own classroom. Each group has its own designation, usually the grade followed by a letter of the alphabet (for example, VII A means that the student is in the 7th grade in the 'A' class).

Class size A class can have up to 50 students (30 is

considered optimum) and there can be as few as one class per grade or as many as twenty classes per grade. Usually each group has its own classroom. Each group has its own designation, the grade followed by a letter of the alphabet (for example, VII A means that the student is in the 7th grade in the 'A' class).

Grading conventions For the first five years a system

similar to E-S-N-U is used, known as the calificative. These are Foarte bine (FB) — Excellent, Bine (B) — Good, Satisfăcător/Suficient (S) — Satisfactory, actually meaning (barely) passing, Nesatisfăcător/Insuficient (N/I) — Failed. Students who get an N/I - Failed must take an exam in the summer with a special assembly of teachers, and if the situation is not improved, the student will repeat the whole year. Qualifiers' (calificative) are given throughout the year, in a system of year-long assessment, on tests, schoolwork, homework or projects.

For grade 5 to 12, a 1 to 10 grading system is used with 10 being the best and 1 being the worst and 5 is the minimum passing grade.

The system of continuous assessment is also used, with individual marks for each test, oral examination, project, homework or classwork being entered in the register (these individual marks are known as note).

Grading in High Schools The grading system used to be on a scale of

0-10, “10” being the highest. Nowadays, a scale of 0-5 is used, “5” being the highest. All examinations, homework assignments and projects are currently judged on a five-point grading scale.

Numeric Letter Description 5 A Very good 4 B Good 3 C Average 2 D Passing 1 E Failure Grading at Universities Some universities use a scale of 0-100, "100"

being the highest, whereas others use the typical American A-F scale where GPA is calculated on a scale of 4.00. The letter grades, coefficients and percentage equivalents are given below.

Percent Course Grade Coefficient 90-10 AA 4 85-89 BA 3.5 80-84 BB 3 75-79 CB 2.5 70-74 CC 2 65-69 DC 1.5 60-64 DD 1 50-59 FD 0.5 49 and below FF 0 The student's achievement is measured in the

form of a Grade Point Average (GPA). The total credit points for a course are obtained by multiplying the coefficient of the final grade by the



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credit hours. In order to calculate the GPA for any given semester, the total credit points are divided by the total credit hours.

Admission to high school At the end of the 8th year of school

(at age 14 or 15) a nation-wide test is taken by all students. The subjects are Romanian Language and Literature, Maths. After this exam the student is allowed to enrol in a high school or he will have to join a Professional School for three years. The finishing grade (also known as the admission grade) is computed as an average, taking into account for 25% an average of all the Yearly General Averages starting with year 5 and for the rest of 75% the mark obtained at the National Test (1-10, 10 being the highest, not rounded, precision 0.01). Despite the exams not being published, the marks are public, lists being placed both in schools and on the Internet. In order to enroll in a high school, the student must choose a list of high schools he or she desires to attend (there is no automatic enrolment this time), based on his mark and options by filling in a nation-wide form. A national computer system does the repartition, by taking into account students in the order of their preferences and their "admission grade". Thus, somebody with an 9.85 average (this is a top 5% mark) will certainly enter the high school he or she desires, while somebody with 5.50 has almost no chance to attend a top ranked high school. However, based on this system, the last admission averages for some prestigious high schools are over 9.50 or 9.60.

Admission to high school (TEOG)

At the end of 8th grade, each student take this exam from 6 different lessons. 30% of their weighted avarage marks in 5th, 6th and 7th classes and 70% of the mark that they get from this exam makes their total exam mark. Students choose which high school they would like to study at according to their marks.

After primary education, students have a lot of different choices about the high school that they can go.

After the TEOG exam, according to their wish and of course the total marks of their exam results, they may choose to study at:

General High scools Vocational High Schools Anatolian High schools Science High schools.

The Baccalaureate Exam High school students graduating

must take the National Baccalaureate Exam (Examenul Naţional de Bacalaureat — colloquially known as the bac). The Bacalaureat comprises 2 or 3 oral examinations and 4 or 5 written examinations, usually spanning on the course of one and a half weeks in late

YGS-LYS (2010-present) Beginning in 2010, the exam is now similar to

the ÖSS-ÖYS system in terms of topics. Students take the Transition to Higher Education Examination (YGS) in April. Those who pass the YGS are then entitled to take the Undergraduate Placement Examination (LYS), the second-round exam in the new system taking place in June. Students who only take the YGS, in which students

http://en.wikipedia.org/wiki/Internet

http://en.wikipedia.org/wiki/Form_(document)



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June and September. It is a highly centralized, national exam. The 6 exams are:

Exam A/1 (Proba A/1) — Romanian Language and Literature (Oral Examination) — The candidate draws a literature subject at random and a text comprehension subject, also at random. The candidate has 15 minutes "thinking time" and 10 minutes to answer the questions in front of three persons. The exam is public.

Exam C/1 (Proba C/1) — The language of study in a school where the teaching is done in a language other than Romanian (usually the language of an ethnic group) — organized exactly like Exam A/1. C/1 is taken only by those taught in another language than Romanian.

Exam B (Proba B) — A foreign language (Oral Examination) — The candidate is allowed to choose from English, French, German, Italian, Spanish, Portuguese and Russian.

Exam A/2 (Proba A/2) — Romanian Language and Literature (Written Examination)

Exam C/2 (Proba C/2) — The language of study in a school where the teaching is done in a language other than Romanian (usually the language of an ethnic group) — written examination — organized exactly like Exam A/2.

Exam D (Proba D) — Compulsory subject depending on the academic program followed in high school (Written Examination)

Exam E (Proba E) — Subject at the choice of the candidate from the domains considered as the main part of the Academic Program followed in high school (Written Examination)

Exam F (Proba F) — Subject at the choice of the candidate from a lesser domain of the academic program followed in high school (Written or Practical Examination)

Each exam (Proba) is marked from 1 to 10 with 10 being the best, using two decimals for written exams and an integer for an oral exam.

have to answer 160 questions (Turkish language (40), maths (40), philosophy (8), geography (12), history (15), religion culture and morality knowledge (5), biology (13), physics (14) and chemistry (13)) in 160 minutes, are able to apply for associate degree programs. There are five LYS sessions whereas the previous university entrance system, the ÖSS, was held once in a year throughout the country.

Results are announced in July and students have to make their university preferences by the first week of August. They are placed in courses according to their scores and this is announced at the end of August.



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Curriculum in Primary school The first five years are taught by a single teacher (învăţător) for the most subjects. Additional teachers are assigned only for a few specialized subjects (Foreign Languages, Introduction to Computers, Sports, Religion). For instance, a 4th grade student (9–10 years of age) may have on a weekly basis:

4 classes of math 4-5 classes of Romanian

Language 1 class of history 1 class of geography 1-2 classes of science 2 classes of art (painting and

handcrafting) 1-3 classes of a foreign language

(Usually French, English or German)

1 or 2 classes of Introduction to computers**

1 class of Civic Education (a subject teaching everything from personal hygiene to the Constitution to manners in society)

1 of religion* (optional; parents can withdraw children from these classes)

1 of music 2 of physical education

Curriculum in Primary school

Primary school (Turkish: İlköğretim Okulu) lasts 8 years. Primary education covers the education and teaching directed to children between 6–14, is compulsory for all citizens, boys or girls, and is given free of charge in public schools. Primary education institutions are schools that provide eight years of uninterrupted education, at the end of which graduates receive a primary education diploma.[5] The first four years of the Primary School is sometimes referred to as "First School, 1. Level" (Turkish: İlkokul 1. Kademe) but both are correct.

There are four core subjects at First, Second

and Third Grades which are; Turkish, Maths, Hayat Bilgisi (literally meaning "Life Knowledge") and Foreign Language. At Fourth Grade, "Hayat Bilgisi" is replaced by Science and Social Studies. The foreign language taught at schools changes from school to school. The most common one is English, while some schools teach German, French or Spanish instead of English. Some private schools teach two foreign languages at the same time.

Earlier the term "middle school" (tr: orta okul)

was used for the three years education to follow the then compulsory five years at "First School" (tr: ilk okul). Now the second four years of primary education are sometimes referred to as "First School, 2. Level" (Turkish: İlkokul 2. Kademe) but both are correct. Already primary schools may be public or private schools. Public Schools are free but Private Schools' admission fees change from school to school. Foreign languages taught at Private Schools are usually at a higher level than at Public Schools for most Private Schools prefer hiring native speakers as teachers.

There are five core subjects at sixth and

seventh grades; Turkish, maths, science, social studies and foreign language. At eighth grade, social studies is replaced by "history" and "citizenship". The foreign language taught changes from school to school. The most common one is English when some schools teach German, French or Spanish instead of English. Some private schools teach two foreign languages at the same time.

In the academic year 2001–2002, 10.3 million students were being educated and 375,500 teachers were employed in 34,900 schools.



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Curriculum Gymnasium Classes are reshaped at the end of the 4th grade, based on academic performances. Many schools have special classes (such as intensive English classes or Informatics classes, providing one or two more courses in these subjects). Selection for such classes is done based on local tests. Assessing the students' performance is also different between primary and gymnasium cycles. Starting with the 5th grade, students have a different teacher (profesor) for each subject. Furthermore, each class has a teacher designated to be class principal/tutor (diriginte), besides teaching his or hers usual subject. Additional counseling may be provided by a school counselor or by a school psychologist. An 8th grade schedule may contain up to 30–32 hours weekly, or 6 hours daily, thus making it quite intensive, for instance:

4 classes of math 4 classes of Romanian language 2 classes of history 2 classes of geography 2 classes of biology 1 classes of introduction to

computers 4 classes of a foreign language,

usually French language and English language

2 classes of a second foreign 2 classes of physics 2 classes of chemistry 1 (only in the 8th grade) class of

Latin 1 class of art and music 1 class of religion (optional; same

situation like in Primary School regarding teachers.)

1 (only in the 7th and 8th grade) class of civic education

1 class of technology 2 (1 in the 8th grade) classes of

physical education In addition schools may add 1 or 2 subjects at their free choice. This possibility gave rise to Intensive English Classes or Informatics Groups, accessible only by special exams in the 5th grade.

Curriculum of High School Secondary education includes all of the

general, vocational and technical education institutions that provide at least three years of education after primary school. The system for being accepted to a high school changes almost every year. Sometimes private schools have different exams, sometimes there are 3 exams for 3 years, sometimes there's only one exam but it is calculated differently, sometimes they only look at your school grades. Secondary education aims to give students a good level of common knowledge, and to prepare them for higher education, for a vocation, for life and for business in line with their interests, skills and abilities. In the academic year 2001–2002 2.3 million students were being educated and 134,800 teachers were employed in 6,000 education institutions.

General secondary education covers the

education of children (between 15–17) for at least three years after primary education. General secondary education includes high schools, foreign language teaching high schools, Anatolian High Schools, high schools of science, Anatolia teacher training high schools, and Anatolia fine arts high schools.

Vocational and technical secondary education involves the institutions that both raise students as manpower in business and other professional areas, prepare them for higher education and meet the objectives of general secondary education. Vocational and technical secondary education includes technical education schools for boys, technical education schools for girls, trade and tourism schools, religious education schools, multi-program high schools, special education schools, private education schools and health education schools.

Secondary education is often referred as high school education, since the schools are called lyceum (tr: lise).

In public high schools and vocational high schools, students attend six classes each day, which last for approximately 40 minutes each. In Anatolian high schools and private high schools, the daily programme is typically longer, up to eight classes each day, also including a lunch period. All 9th graders are taught the same classes nationwide, with minor differences in certain cases. These classes are: Turkish language, Turkish literature, mathematics, physics, chemistry, biology, geometry, world history, geography, religion &



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ethics, physical education, a foreign language (in most cases English), a second foreign language (most commonly German but could be French, Italian, Japanese, Arabic, Russian, or Chinese).

When students enter the 10th grade, they

typically choose one of four tracks: Turkish language–mathematics, science, social sciences, and foreign languages. In vocational high schools, no tracks are offered, while in science high schools only the science tracks are offered. Different schools may have different policies; some, but not many, schools offer electives instead of academic tracks, giving students a wider range of options. For the 10th, 11th and 12th grade, the compulsory courses are: Turkish language, Turkish literature, republican history, and religion and ethics. In addition to that, students may be taught the following classes, depending on the track they choose and/or the high school they attend: mathematics, geometry, statistics, physics, biology, chemistry, geography, philosophy, psychology, sociology, economy, logic, arts and music, traffic and health, computer, physical education, first and second foreign language.

The students used to be given a diploma for the academic track they had chosen, which gave them an advantage if they wanted to pursue their higher education in the corresponding fields, as the University Entrance Exam scores were weighted according to the student's track. (e.g. A science student would have an advantage over a Turkish-Mathematics student when applying for Medicine). As of the 2010–2011 educational year, all high school students are given the standard high school diploma.

At the end of high school, following the 12th grade, students take a high school finishing examination and they are required to pass this in order to take the University Entrance Exam and continue their studies at a university. There are four score types for different academic fields, including but not limited to:

Turkish language–mathematics: international relations, law, education, psychology, economy, business management, and similar.

Science: engineering, computer science, medicine, and other science-related professions.

Social sciences: history, geography, and education.

Foreign languages: language/linguistics and language teaching.



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CH. IV. THE GUIDANCE AND COUNSELING SYSTEM OVERVIEW IN THE PARTNER COUNTRIES

ROMANIA1 TURKEY

Academic guidance Academic guidance

In most cases, educational guidance during primary education is ensured by the class teacher working closely with the children’s parents and the school psychologist. The National Curriculum includes the curricular area Counselling and Guidance, dedicated to the educational guidance of pupils. In the case of primary education, the curriculum frameworks stipulate the possibility to allocate, within the school-based curriculum, an hour per week for counselling and guidance. There is also a central curricula offer for this curricular area, approved by an Order of the Minister of Education.

At secondary level, the educational/ vocational guidance is ensured through the National Curriculum and delivered by the class teacher, together with pupils’ parents and the school counsellor. The National Curriculum includes the curricular area Counselling and Guidance. The curriculum frameworks allocate one hour per week to this curricular area, for all phases at secondary level (gimnaziu, liceu, arts and trades school, additional year).

For this curricular area there is also a central offer with curricula approved by an order of the minister of education which establish for each phase (gimnaziu, liceu, arts and trades school, additional year) the educational objectives and contents, providing at the same time methodological suggestions which guide the activity of teachers in order to reach the objectives/ to develop the specific skills in this particular curricular area.

The County School Inspectorates organise a 5-day fair known as The Fair of Your Chances every year. The schools display all the information on their current educational offer (enrolment quota, specialisation of studies, school-based curriculum, etc.) as well as on the quality of the education they provide (educational conditions, resources, internal and external efficiency, relationships established

The Ministry of National Education (known also as MoNE) conducts educational activities on a central level in the Republic of Turkey. Each level of education is organised by their own General Directorate. Pre-School, Primary and Lower Secondary, Upper Secondary and Higher Education. Pre-school education is carried out by kindergartens. Primary and lower secondary education consists of eight years of compulsory education. Upper secondary education is not compulsory, but the vast majority of the population participates and have different options such as vocational and art schools. Higher Education is provided by state and private universities. Higher Education Council is responsible for the organization and management of higher education institutions. Adult education is a priority and takes many forms, ranging from formal class-based learning to self-directed and e-learning.

Educational Guidance and Support in Turkish educational system is provided by the Ministry of National Education at all levels of education including early childhood education, primary and secondary education. As for the higher education, Council of Higher Education regulates the provisions regarding educational guidance and support at tertiary level.

The content and context of the guidance vary in accordance with the needs and nature of the given student in early childhood education, primary and secondary education. Generally, all of the schools are appointed a teacher specialized on psychological and guidance by the Ministry. Working as a consultant and a monitor in the school, these teachers provide psychological consultancy for those who need certain affective support. Psychological consultancy and guidance teachers work as a therapist, guide and a carrier planner for the students of upper secondary education.

Career education and guidance are

1 https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Guidance_and_Counselling_in_Early_Childhood_and_School_Education

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Guidance_and_Counselling_in_Early_Childhood_and_School_Education



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with industry, etc.). School management teams and class teachers facilitate and organize visits for their pupils to the fair in support of their educational guidance.

Student guidance and counselling in vocational and technical education is ensured through:

The subject Vocational Guidance and

Counselling, for the technological path, grades

11 and 12 – direct qualification route, and

grades 12 and 13 – progressive qualification

route;

Offices for psychological and

pedagogical assistance, organised within

schools with more than 800 students and

subordinated to the County Centres of

Psychological and Pedagogical Assistance

(Schools with less than 800 students access

psychological and pedagogical assistance

services provided by other schools.);

County centres of educational

assistance and resources, organised in each

county;

Class teachers’ activity, guided by the

regulations in force, in relation with parents and

representatives of education institutions and

local businesses;

Students’ practical training, conducted

in partnership with local businesses, where a

major role is played by tutors and students’

direct relation with employees.

provided in the classroom and in various forms of guidance counselling, in conjunction with the general information. It is also common that pupils undergo so called ‘work practice’ at different work places a couple of weeks towards the end of their compulsory schooling. Most schools have specially trained career and guidance counsellors. Although career education and guidance is the responsibility of all school personnel, the career and guidance counsellors have specialist knowledge that plays a central role in career education and guidance. In order to be employed as a career counsellor in the public school system the applicant must have an education that is intended for such work.

Although career education and guidance is the responsibility of all school personnel, the career and guidance counsellors have specialist knowledge that plays a central role in career education and guidance. In order to be employed as a career counsellor in the public school system the applicant must have an education that is intended for such work. Career and guidance counsellor education is offered at Higher Education Institutions and lasts for three years. Every pupil in compulsory school is entitled to at least three general health examinations evenly distributed during the period of schooling. The first examination should take place during the first school year. In between the general health examinations the pupils should be offered sight and hearing tests and other special health examinations. There should be a school medical officer and school nurse for health care. The entitled school healthcare is free of charge. Special educational support is provided within mainstream education as well as in education for pupils with severe intellectual impairments special schools the upper secondary school for pupils with impaired hearing upper secondary schools for pupils with severe physical disabilities and education for adults with severe intellectual impairments.There are also possibilities for municipalities to organise special needs education in accordance with their specific local situation. There are grant-aided independent schools for pupils with severe intellectual impairments, but they are few and the range of courses rather limited.

In earlychildhood education, academic counseling is heavily based on the observation of the students talents and types of multiple



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intelligences, identifying the areas in which the pupil display academic succes and sharing these information with the families for the future academic choices and tendencies of the pupil. Also the pupils with a special talent may be lead to certain educational institutions that offer additional education for the talented students in their future education.

Psychological counselling Psychological counseling

Children attending pre-primary education

benefit from free medical and psychological assistance in consulting rooms in schools or in general state hospitals.

Health care of children in pre-primary education is ensured either through schools’ medical units (existing mostly in urban areas) or through public medical units and is free of charge (including medication). Kindergartens with prolonged and weekly programme employ nurses to ensure the first-hand health care of the children.

Health care of children in primary education is ensured either through schools’ medical units (existing mostly in urban areas) or through public medical units and is free of charge (including medication).

The Centers for psycho-pedagogical assistance – Centre Judeţene de Asistenţă Psihopedagogică are organised at the level of each county/ Bucharest as Pre-tertiary education complementary units subordinated to the County School Inspectorates/ School Inspectorate of Bucharest.

In each school with more than 800 pupils psycho-pedagogical assistance units can be organised, according to the existing resources and needs. Schools with less than 800 pupils apply to a psycho-pedagogical assistance unit organised in another school. Psycho-pedagogical assistance centers – Centre Judeţene de Asistenţă Psihopedagogică and units ensure through individual and collective activities the psycho-pedagogical monitoring and counselling of the pupils as well as guidance of the teachers and pupils’ parents. In cooperation with the schools and the local community the psycho-pedagogical assistance centers and units also organise school and professional guidance of the pupils, information and documentation activities etc.

School-family collaboration is ensured in

the early childhood education so that the desired behaviours can be developed in the child is of importance. To this end, administrators and teachers gather at the beginning of the educational year and resolve how they can involve families in the program.

The teacher takes pains to pay at least one home visit to each child's house every term. During home visits, families can be shown how routine works can be used as learning experiences. Plays the child can play with the family or some activities can be planned. The child and his/her family can be observed in home environment. The families are advised about what can be done at school and at home, the active participating of the families in planning and practice is ensured (Okul Öncesi Eğitim Programı).

That a psychologist is available in pre-primary education institutions is essential for the purpose of the resolving problems that might occur. In the event that there is not a school psychologist, provincial/sub-provincial facilities are made use of for psychological health services.

The psychologist takes the measures necessary for the healthy psychological development of the children. S/he ensures that the necessary tests are conducted and records are kept. S/he provides assistance with the education offered by participating in the integrated education of the children in need of special needs education, if any (Regulation on Pre-school Education InstitutionsOkul Öncesi Eğitim Kurumları Yönetmeliği, Article 28).



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Career guidance Career guidance

The tutor teacher has the responsibility

to plan, organise and accomplish the activities for the counselling and guidance classes – based on the existing guiding lines, on consultations with the parents and the pupils and according to the pupils’ age and particularities. Mostly for pupils attending final grades of a given education level, the activities accomplished during the counselling and guidance classes include meetings and debates with representatives of educational institutions and local employers, visits to various institutions, application and interpretation of personality and aptitude tests etc.

Education institutions send on regular basis detailed information on their educational offer, usually through their teachers/professors. On these occasions the schools managements organise meetings with all the pupils attending a given final grade. Specifically for T/VET, the practical training of the pupils performed on a contract basis at different local employers has an important role in their vocational guidance. During the practical training pupils get in touch directly with the employees, acknowledge the work conditions provided understand the requirements of the work and the requested level of initial training get first-hand information on the income and on other details. The efficiency of this guidance is proved by the fact that an important number of the T/VET graduates get their first job in the same firms where they accomplished their practical training. Training-employment and school-industry relations are also ensured through the consultative bodies working at the level of the school and of the county.

Although there are no regulations available

concerning the career choices or guidance of the early childhood education pupils, the teachers generally advise parents about the academic achievements or limited areas of their children so that parents can take conscious actions in career choices of their children in the future educational phases.

It is important to say that 3 (three) terms/words are used in the specialized literature, as

well as in the curricular practical training to name the interventions regarding the vocational counseling and career guidance:

Career Guidance

Career Counselling

Career Education These terms are not synonyms, but they are often used in order to name the same thing.

The concept of Career Guidance is the ˝umbrella˝ concept, comprising the greatest variety of activities, from information and evaluation to career counselling and education.



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Career Counselling aims at developing sb`s skills in order to solve a career problem: indecision, anxiety to career, academic insatisfaction, career planning etc., and it is a psychological intervention carried out by the school counsellor teacher.

Career Education is an in advance educational intervention aiming at developing the necessary skills and abilities for the young, in order to develop and manage their own career; it is carried out by the form-teacher.

Both partners country, Romania and Turkey, rely on a legal frame regarding the vocational

counselling and career guidance services, as a basis for a systematic implementation. The career counselling services are implemented at different levels and within different dimensions by:

ROMANIA - Vocational counselling and career guidance services

TURKEY - Vocational counselling and career guidance services

1. THE NATIONAL EDUCATION MINSTERY and its subordinated institutions:

1. MINISTRY of NATIONAL EDUCATION and its subordinated institutions:

A. THE RESOURCES AND EDUCATIONAL ASSISTANCE CENTRES IN THE DISTRICT (Rom. CJRAE) organized in each district of the country for the pre-university level. They are ˝umbrella˝ organizations for coordinating, monitoring and evaluating this activity:

In Turkey, career guidance services are carried out in various contexts by MONE, by the Turkish Employment Organization (ISKUR) which is an affiliated institution of the Ministry of Labour and Social Security (MLSS), by universities, by the private sector, and by trade unions and employer associations. MONE and ISKUR provide most of the current services. The National Education Summits that submit recommendations for the development of the Turkish national education system first addressed the topic of guidance in 1961; guidance has been a topic of interest at all subsequent summits. Furthermore, National Development Plans have articles and items in guidance services in lifelong guidance for all age levels.

- The Psychopedagogical Assistance District Centre (Rom. CJAP); - The Psychopedagogical Assistance School Cabinets which are organised within schools (Rom. CSAP); - The Inclusive Education Centres; - The Speech-Therapy Centres; - The Specialized Centres for the School Mediation.

THE RESOURCES AND EDUCATIONAL ASSISTANCE CENTRES IN THE DISTRICT (Rom. CJRAE) count on psychopedagogical assistance services as well as school counselling and professional guidance services, all carried out through the district centres and the psychopedagogical school cabinets. These centres

The guidance and psychological

counselling services in MONE integrate educational, career and personal/social guidance services. Career guidance services at schools are thus mainly provided by the school’s guidance and psychological counselling service. Guidance and Research Centres in cities undertake coordination responsibilities with respect to guidance services, including career guidance services. The Provincial Directorate for National Education Special Education and Guidance Services Branch, the Provincial Directorate for National



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function in the headquarters of the Rom. CJRAE, and the psyhopedaogical school cabinets function within schools having about 800 students or at least 400 pre-shool pupils or within groups of schools/kindergartens.

Within the district centres/ psychopedagogical assistance cabinets, a school counsellor (teacher) carries out this activity (a PhD graduate in one of the following domains: Socio-Pedagogy, Psychology, Sciences of Education, Sociology and Psychology, Philosophy, Communication Sciences), i.e.: psychopedagogical teacher/special needs psychopedagogical teacher, sociology teacher, psichological teacher, pedagogical teacher. This means that the school counsellor is an educational specialist who plans and carries out education counselling activities both individually and in groups aiming at adapting the student to the school background problems/issues.

The psychopedagogical assistance cabinets have the following attributions:

- informing and counselling the preschool students/ students, the parents and the teachers on different problems/ solutions: knowledge and self-knowledge, adapting the students to the school background, adapting the school system to the students` needs, optimising the relationships school-students-parents;

- offering services for preventing and diminishing all the factors which cause behavior disorders, risky behavior or psychological discomfort;

- a psychopedagogical investigation of all the children and students;

- organising some career guidance, career counselling and career education programmes for all the students;

- proposing some optional courses regarding the students` personal development;

- offering counselling services and courses for parents;

- offering methodological counselling for the involved teachers;

- elaborating psychological studies regarding the undergraduate students` options towards their professional qualifications within the vocational and high school education system. The beneficiaries of the psychopedagogical assistance services are students belonging to all the preuniversitarian school levels, as well as parents and teachers. All the methods and techniques used are borrowed from both the educational as well as the

Education, and MONE’s DG for Special Education Guidance and Counselling Services are the structures that ensure provision of these services. MONE is currently the main career guidance service provider. GUIDANCE SYSTEM IN TURKEY ARE PROVIDED AS BELOW: In education sector: 1. Guidance practitioners 2. Classroom teachers 3. Specialists in career guidance centers In employment sector: 1. Psychologists 2. Job counsellors 3. Vocation Counsellors TARGET GROUPS IN THE PROVIDED GUIDANCE SYSTEM ARE: In education sector: 1. Students at all levels 2. Parents 3. Teachers 4. Administrators In employment sector: 1. Students in secondary school, high school and universities 2. Young graduates 3. The Unemployed 4. Job seekers 5. Soldiers 6. Disadvantaged groups 7. Parents 8. Teachers 9. Counsellors



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psychological training:

a psychological test by applying tests and questionnaires;

fill-in counseling sheets;

role-plays;

meetings with different specialized people from various activity domains;

informing visits to high schools and faculties;

organising educational fairs;

debates;

analysing the students` school results;

interviews;

analysing the occupational profiles;

realising psychological studies;

delivering informing materials;

realising personal promotion products (CVs, cover letters, educational portfolios, calling cards);

volunteering activities.

B. SCHOOL:

SCHOOL:

a) through the vocational and career guidance classes (the form-teaching class) which, besides the organising and administrative aspects are the main counselling tool regarding the career education. These classes are carried out by the form-teacher.

b) career counselling ensured by each studying subject (within the 6 curricular areas of the Romanian school system: Language and Communication, Human Being and Society, Mathematics and Sciences, Arts, Technologies, Physical Education and Sports), relatively reduced and information-centered. These classes are carried out by teachers belonging to different curricular areas.

Within the school units in which there is a Psychopedagogical Assistance Cabinet, the VCCG activities held are carried out through great team efforts between the school counsellors (counselling- teachers) and the form-teachers.

The activity of the school counsellors is a psychopedagogial intervention, whereas the form-teachers` activity is an educational intervention, even if the term of the ˝school counselling˝ is used for naming the curricular area itself.

Psychological Counseling and Guidance in our Psychological Counseling and Guidance Department in schools, guidance and counseling programs are developed and implemented appropriate for the developmental needs of our students. The programs are prepared by taking into consideration the properties of the stages through which each individual will pass in the maturation process. Counselors work with all the students, not only the ones who have problems. Works, conducted in Guidance and Counseling Department are aimed at developing basic social skills of the students and letting them acquire self-confidence and problem-solving skills. Also, our students are assisted in determining and actualizing their personal objectives and they are guided in decision-making process for their future. Via the explanation of effective time management and study skills, academic development of our students is supported. Student-Based Programs Orientation programs Student recognition programs/activities Student guidance programs/activities Academic achievement improvement programs/activities



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Psychological counseling a. Individual counseling b. Group counseling Conferences and social activities Vocational and career counseling Individualized education programs for the groups with different learning characteristics. Teacher-Based Programs Orientation programs Homeroom teacher programs Consultation/Counseling In-service training programs Parent-Based Programs Parent recognition programs/activities Consultation/Counseling Conferences and social activities a. School system introduction programs b. Conferences about student development c. Parents skills training programs Information giving via bulletins Cooperation with School Parent Association

a) The Curricular Area: School Counselling and Guidance

The Curricular Area: School Counselling and Guidance

In the Romanian preuniversitarian school system, the coordination of all the class activities is done by the class primary teacher or the form-teacher, named by the school unit manager, and chosen from all the teachers of the class. The form- teacher is supposed to carry out activities as an educational support and career education for all the students in their class. The activities as an educational support in the career education for all the students in a class are carried out by a form-teacher, regarding the terms of the curriculum plan, namely:

- During the VCCG class, if the class is foreseen within the curriculum plan: a compulsory school subject during the secondary school system, an optional school subject during the 3rd and 4th grades of the primary school system;

- Outside the school classes in the situation in which the VCCG class is not foreseen within the curriculum plan - during the high school system;

All these activities comprise different topics established by the form-teacher, and referring to the school syllabuses of the School Counselling

All elementary school counselors in Turkey are required to teach the following objectives from the three major domains: academic development, career development and personal/social development from the “Standards for School Counseling Programs in Virginia Public Schools.” FIRST GRADE Academic · Understand the importance of individual effort, hard work, and persistence. · Use appropriate communication skills to ask for help when needed. · Work cooperatively in small and large groups towards a common goal. Career · Understand the concept of job and career. · Understand the importance of teamwork in working towards a common goal. Personal/Social · Understand how to make and keep friends



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and Guidance curricular area, in accordance to the students`age and needs/ requests. At the same time, these activities sustain as well different themes about the traffic education, the students` education and training regarding crimes and civilian protection, the education for earthquakes and other natural calamities, in conformity with the established terms.

Also, the form-teacher carries extra-school activities, which are generally set after having identified all the students` needs and taking into account their age. For a better, continuous and efficient communication, the form-teacher carries out different activities in order to ensure the necessary educational support and counselling for the students` parents. The School Counselling and Guidance curriculum was established by the National Ministry of Education in 2006. By that time, most of the primary and form-teachers had not been trained yet on the psychopedagogic or counselling domain. Thus, a vast programme of continuous learning for all the primary and form-teachers has been held until the end of the year 2007, in order to make this curriculum applicable. As the programme gradually became a ˝waterfall˝ training programme, its quality level constantly decreased and, in the end, it was a formally training programme. In conclusion, we can state the fact that not all the primary and form-teachers have the necessary qualifications to sustain a School Counselling and Guidance activity/ class, and, in this way, these classes merely remain some organising and administrative activities for the students class or they are ˝unofficially˝ replaced by other school subjects (especially by the school subject that the respective class form-teacher teaches).

In what the primary and secondary school levels concern, all the studying contents/topics are structured on thematic modules which emphasize each of the objectives according to the School Counselling and Guidance curriculum set in 2006, namely:

Objectives Thematic modules

Developing the self-knowledge skills and a positive self-esteem

Self-knowledge and personal development

Developing the interrelationship skills for different contexts/ situations

Communication and social skills

and work cooperatively with others. · Identify resource people in the school and community and understand how to seek their help. SECOND GRADE Academic · Demonstrate individual initiative and a positive interest in learning. · Use appropriate communication skills to ask for help when needed. · Work cooperatively in small and large groups towards a common goal. Career · Understand that behaviors such as punctuality, courtesy, proper dress and proper language are essential to current and future success. Personal/Social · Exhibit the principles of character, including honesty, trustworthiness, respect for the rights and property of others, respect for rules and laws, taking responsibility for one’s own actions, fairness, caring, and citizenship. THIRD GRADE Academic · Use appropriate communication skills to ask for help when needed. · Work cooperatively in small and large groups towards a common goal. Career · Understand the relationship of individual effort, hard work and persistence to achievement. Personal/Social · Understanding common customs and traditions. · Understand the importance of short term and long term goals. FOURTH GRADE Academic · Demonstrate time management and organizational skills. · Apply study skills necessary for academic achievement.



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Information and learning management

Developing exploring and career planning skills

Career planning

Practising management skills regarding a quality lifestyle

Quality lifestyle

Starting with 2012, a vast reorganisation of

the school syllabuses began in order to focus upon different skills development as well as an integrative approach of all the school subjects. Thus, in the school curriculum for the preparatory class, as well as for the 1st and 2nd class a new school subject was introduced: The Personal Development class, studied 1h/week.

This school subject comprises different studying activities, which focus on developing the students` skills of self-knowledge and their ability of expressing themselves positively about their interests, needs, abilities, emotional experiences, interpersonal communication and social communication, as well as reflections upon learning.

In this way, all the studying contents

foreseen in the school syllabuses are structured on thematic modules which emphasize each of the general skills, namely:

General Skills Thematic modules

Manifesting the interest for the self-knowledge and having a positive attitude towards themselves and the others

Self-knowledge and a healthy lifestyle

An adequate self-expression of their emotions when interacting with other children and known adults

Emotional and social development

Using all the necessary skills and attitudes specific to the context/ situational learning

Specific aspects of the studying organisation and life preparation for the small student

In what the high school system is

concerned, all the studying contents foreseen in the School Counselling and Guidance curriculum are

Career · Recognize the benefits of both individual initiative and teamwork. · Identify hobbies and interests. Personal/Social · Understand decision making and problem solving strategies. FIFTH GRADE Academic · Recognize personal strengths and weaknesses related to learning. · Understand the choices, options, and requirements of the middle school environments. Career · Recognize that the changing workplace requires lifelong learning. · Identify career choices through exploration. Personal/Social · Understand change as a part of growth. · Identify the emotional and physical dangers of substance use and abuse. · Use strategies for managing peer pressure.



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structured on thematic modules which emphasize each of the general skills, namely:

General Skills Thematic modules

Exploring all the personal resources which can influence career planning

Self-knowledge and personal development

Integrating the interrelationship skills, in order to have a personal and professional development


Using adequately all the information for their own activity

Information and learning management

Elaborating the personal and professional development project

Career planning

Practising the management skills for a healthy lifestyle development

Quality lifestyle

b) Counselling ensured by each school

subject

Counselling ensured by each school subject

This type of counseling is the project

“Education and Career Guidance” focused on. Through this project we aim to awaken the interest of each teacher, no matter what subject he teaches, to give greater emphasis on professional and school counseling, to discover and use the opportunities offered by each subject in order to help the students choose the right educational path or the right career. We try to develop certain skills of teachers so as to help students discover the bond between their subjects and real life, to discover their interests, needs, personal skills, to choose an education or a career path according to these, to insist on developing the skills that are really useful and needed in choosing their future.

So, what we try is to make the activity of school counseling and career guidance not an occasional or circumstantial one, but to become the responsibility of each teacher who also has to assume social duties, out of school.

By the help of this project our partner

schools started to give much more importance to the career guidance in lessons. The teacher of the subject gives some career guidance activities related to the topic. It is a good way to make students both think about their careers and learn their subjects at the same time.



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C. COUNSELING AND PROFESSIONAL

GUIDANCE CENTRES constituted within each

HIGHER EDUCATION INSTITUTION with the role

of offering counseling for choosing the professional

route and placement of the students on the labor

market.

COUNSELING AND PROFESSIONAL GUIDANCE CENTRES Counseling Department (tr: RAM) helps students find ways to better understand themselves, and deal more effectively with the challenges they face. The department also guides parents in supporting their children, provides informational sessions for teachers and offers feedback to students regarding their academic performance.

D. Career guidance treatments are presently concluded within the partnerships between the schools and the NGO and/or other institutions, and through projects financed by structural funds, which have as a main goal the students` career guidance.

Career guidance in Turkey is generally served by schools itself by their counsellors. Besides RAM (Guidance and Counselling Centers) which is the other common supplier for this service.

2. OTHER PARALEL ORGANS of ensuring career guidance services:

OTHER PARALEL ORGANS of ensuring career guidance services:

A. Work and Social Protection Ministry,

through the Information and Career Counseling

Centers, founded within the County Employment

Agency, that are additional to the educational

system for career guidance and counseling;

Guidance and Counselling Centers (RAM): The Students Guidance and Counselling Centre provides services that will aim at: - assisting people to maximize their overall growth, academic and personal-social problems, and challenges for all round development. - assisting the students to identify and recognize their interest, values, abilities and capacities, skills and positive personality traits and to match these with their chosen careers.

B. The Youth National Agency, through the

Information and counseling centers for young

people, for those between 14-35 years old, being

under the coordination of the County Department

for Youth;

Turkish Employment Agency established for aiding activities of protecting, improving, generalizing of employment and preventing unemployment, and for executing unemployment insurance services has obtained a structure that enable it to implement active and passive labour force policies alongside its classical services of finding jobs and employees within an extended mission area. • A General Council, in which social parties have a majority and representatives of public and universities can also participate, has been formed in order to aid creating the employment policy of Turkey, by adopting an organization model open to participative and social dialogue. • Executive Board including



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representatives of workers, employers, merchants and craftsmen has been formed as the organ of the institution which possesses the supreme administration and decision-making abilities, authority and responsibility. • Provincial Employment Boards have been formed so as to improve local initiative in regional development and determine local employment policies in provinces. • Establishment of Private Employment Agencies has been permitted so that they render both domestic and overseas activities of finding jobs and employees, and the monopolistic authority of the Institution in this field has been abolished. • In order to deliver active services in provinces, Regional Directorates have been abrogated and Provincial Directorates have been constituted. • As career vocation, Employment and Vocational Expert has been generated in order the missions of the Institution to be delivered actively and to provide qualified personnel employment.

C. The National Center of Resource for

Career Guidance (Euroguidance);

Eurodesk and National Agency, through the Information and counseling centers for young people, for young people under the coordination of the County Department for Youth;

D. The National Association for School

and Professional Guidance;

NGO’s which deal with career guidance.

E. The Institute of Educational Sciences -

the School and Professional Orientation

Lab;

Ministry of Education, Guidance Services General Directorate.



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CH. V. AN ANALYSIS OF THE SCHOLAR CURRICULUM FROM THE POINT OF VIEW OF THE EDUCATION AND CAREER GUIDANCE FOR STUDENTS

5.1. A school office for psycho-pedagogical counseling

ROMÂNIA TURKEY

1. What is the school cabinet for psychopedagogical assistance?

The school cabinet for psichopedagogical assistance (S.C.P.A.) is a special designed room in an educational institution (kindergarten, secondary school or highschool). It is used for the counselling activities after the classes, according to an established program.

There is an S.C.P.A. in all the preuniversity educational institutions in which there are enrolled at least 400 children or 800 pupils. If the number of pupils is lower then they can got a school cabinet for psichopedagogical assistance in another school.

The school cabinet for psichopedagogical assistance or Counselling Department is a room at schools in an educational institution (primary, secondary school or highschool).

Counseling Department helps students find ways to better understand themselves, and deal more effectively with the challenges they face. The department also guides parents in supporting their children, provides informational sessions for teachers and offers feedback to students regarding their academic performance.

2. Facilities of the school cabinet for psychopedagogical assistance

- proper space; - heating; - furniture; - computer; - internet; - consumables; - phone; - printer; - xerox; - videoprojector; - CDs; - specialized books;

- furniture; - relaxing colour of the walls and

curtains; - CD player; - students’ portfolio; - computer; - printer; - specialized books; - Assesment Tests; - internet; - consumables; - phone;

3. Aim and objectives of the school cabinet for psychopedagogical assistance

The school cabinet for psichopedagogical assistance is aimed to create a positive attitude of children/pupils towards their own self, towards school, family and society2.

General objectives: „1. Offering psichopedagogical assistance

for a harmonious, complete and free development of pupils in order to form an autonomous and creative personality.

1.1. Developing self consciousness and positive attitude towards themselves.

General objectives of The school cabinet for psichopedagogical assistance is to:

Possess knowledge of the historical background of school counseling programs.

Understand the philosophy and functioning of school counseling programs.

Possess the ability to design and implement a program evaluation.

2 www.scoalaeuropeana.ro/facilitati-si-resurse/cabinetul-de-consiliere



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1.2. Developing social responsibilities and acquiring social interacting skills.

1.3. Developing proper attitude and behaviour for being in good physical and mental health.

1.4. Developing efficient learning techniques and teaching-learning management.

1.5. Developing the skill of career planning.

2. Counselling for parents and teachers who have difficulties in their interaction with their children. Adapting to school.

3. Ensuring quality and eficiency of the specific activity of the school cabinet for psychopedagogical assistance.

4. Initiating and developing educational projects adapted to the needs of the school3.”

Know the roles, duties, and responsibilities of a school counselor.

Possess the knowledge to make referrals inside and outside the school system.

Possess the knowledge to function on a child study team.

Be knowledgeable of the diversity within the school environment and be able to recognize the needs of children from special populations.

Be able to function as a consultant to other school personnel.

Be familiar with the legislation and policies relevant to school counseling.

Understand the process of coordinating the guidance curriculum within the structure of the total school curriculum.

Know how to function as an advocate for the students.

Know how to present guidance-related programs to school personnel and parents.

Understand and be able to implement the Nebraska Comprehensive Guidance and Counseling Program Model.

Possess knowledge of standardized tests commonly utilized by school personnel.

Possess knowledge of career exploration and decision-making.

Be able to work with families on a therapeutic and educational level.

Possess skills to provide group guidance and group counseling in the schools.

Understand the legal and ethical issues of the school counseling profession.

4. Who does the counselling activities in the school cabinet for psychopedagogical assistance?

The psychopedagogical counselling in the school cabinet for psychopedagogical assistance is performed by a professional school counsellor having studies in Sociopsichopedagogy, Psycology, Educational Sciences, Sociology, Sociology and Psychology, Phylosophy, Communication Sciences.

As in Romania, the psychopedagogical counselling in the school cabinet for psychopedagogical assistance is performed by a professional school counsellor having studies in Sociopsichopedagogy, Psycology, Educational Sciences, Sociology, Sociology and Psychology, Phylosophy, Communication Sciences.

3 ibidem



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The school counsellor: - Sets the working schedule for the school

cabinet for psichopedagogical assistance; - Presents an activity report every

semester during the school council, referring to the number of pupils, parents, teachers who have benefited of counselling services and of psychopedagogical asistance, as well as the remedial measures recommended for solving crisis situation;

- The school counsellor must show professionalism, communication skills, active listening, empathy, patience, analitical spirit, the ability to solve problems, the evaluation ability, understanding,optimism, management skills, honesty, morality, tact, emotional balance, perseverance, responsibility, creativity, tolerance, respect, mediation skills, negotiation skills, confidentiality4.

The school counsellor has to protect the pupil’s interests.

„The relationship between a counsellor and the pupils is based on two main principles:

1. All persons are special and valuable because they are unique. (…)

2. Every person is responsible for his/her own decisions (one of the aims of counselling being to teach pupils to make responsible decisions and to deal with the consequences of their actions)5”.

Educational counselling is confidential.

The school counsellor: School counselors should spend most of

their time in direct service to and contact with students. School counselors' duties are focused on the overall delivery of the total program through guidance curiculum, individual student planning and responsive services. A small amount of their time is develoted to indirect services called system support. Schools should eliminate or reassign certain inappropriate program tasks, if possible, so school counselors can focus on the prevention needs of their programs.

5. Who are the beneficiaries of counselling in the the school cabinet for psychopedagogical assistance?

Kindergarten, pupils, teachers and parents can benefit of counselling in order to improve their own abilities for:

- „Improving interpersonal relationships child-child, child-teacher, child-parent;

- Learning efficient assertive communication;

- Developing creativity, improving pupils’ selfconfidence;

- Diminishing shyness; - Reducing internalization; - Overcoming adaptation and learning

difficulties; - Preventing impulsive or agressive

Target groups: - Students at all levels - Parents - Teachers - Administrators - Students in secondary school, high school and universities - Young graduates - The Unemployed - Job seekers - Soldiers - Disadvantaged groups - Parents - Teachers

4 www.cmbrae.ro/wp-content/uploads/ANALIZA_CALITATEA-ACTIVITATII-DE-CONSILIERE_2005.pdf

5 www.stefanodoblejacv.licee.edu.ro



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tendencies; - Overcoming a crisis situation (parents’

divorce, a disease or the death of a family member etc.)6.”

- Counsellors

6. What does counselling mean in the school cabinet for psychopedagogical assistance?

Counselling in the school cabinet for psychopedagogical assistance means:

Pupils’ counselling

Meetings with

teachers

Meetings with parents

regarding7:

Self knowledge

Knowing the pupils

Knowing their children

Self image Understan-ding pupils’

needs

Understan-ding

children’s needs and behaviour

Adaptation and social integration

Supporting their

development

Identifying the risk

factors in family, school

and social integration

School succes

Assuring balance between

school needs and pupils’ possibilities

Improving their

relationship with their own

children

Development crisis

Identifing the cause of school

inadaptation

Supporting school in educating children

Solving and overcoming a

conflict

Optimizing the school-

pupil relationship

Acquiring efficient learning

techniques

Carreer guiding

Special attention is paid to carreer

The beneficiaries need to have assistance to identify their problems, and find proper solutions in both their academic field and their life. Besides this, students generally want to have career guidance and the suitable faculties to study in regarding of their character. The service lay a bridge for students and parents to choose the most suitable field to study. The role and basic functions of the school counsellor in career guidance is to:

Understand the need to balance the multiple roles assumed by individuals throughout their career development.

Understand and integrate into practice that making a living is only one component of one’s identity.

Understand that individuals, their values and the environment are interdependent.

foster career management strategies by helping individuals develop the skills to effectively manage their careers.

Help individuals understand that career management is a lifelong process.

Help individuals understand how societal trends play a major role in career management.

Promote individuals’ independence and self-confidence.

Increase individuals’ awareness of opportunities and options.

6 http://www.ueb.ro/dppd/Lector_univ.dr.Simona_Glaveanu_Consiliere_si_orientare_DFP.pdf

7 ibidem



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guidance. This helps pupils know themselves (their own preferences, values, interests, abilities, skills, personality traits) taking them into account when deciding what job they will choose. Pupils are offered infos about universities and faculties in order to keep them informed (What does a particular job mean?, What qualities does the emplyee need?, What education?, Which are the selection criteria to a faculty in order to practice a particular job?).

Pupils are helped to decide for themselves what they are going to do in the future, being aware of their choice.

Counselling meetings can be individual or group meetings.

Counselling also implies the following: - supervising pupils in their activity (during

the classes and outside, during breaks, at lunchtime, on the playground, extracurricular activities);

- developing projects and campaigns at school level;

- collaboration with different governmental and non-governmental institutions (speech therapy centres, kilogram’s protection centres, neuropsychiatry centres for infants, social assistance centres etc.) in order to oprimize pupils’ lives;

- fill in Counselling and Career Guidance Reports for pupils Ist-VIIIth grade, pupils selection, interviews with Ist graders/pupils transfers, primary and secondary level;

- improving communication and relating abilities;

- adapting to changes; - psychological tests at request and

knowing intelectual skills, abilities and interests; - preventing and diminishing negative

moods, counselling in crises situations; - group counselling, personal

development workshops on various topics – at request;

- educational alternatives regarding free time, volunteering8.

Agree on possible outcomes.

Work out steps needed to make and implement a decision so individuals achieve goals.

High school years are full of growth, promise, excitement, frustration, disappointment and hope. It is the time when students begin to discover what the future holds for them. Secondary school counselors enhance the learning process and promote academic achievement. School counseling programs are essential for students to achieve optimal personal growth, acquire positive social skills and values, set appropriate career goals and realize full academic potential to become productive, contributing members of the world community. The professional high school counselor holds a master’s degree and required state certification in school counseling. Maintaining certification includes on-going professional development to stay current with educational reform and challenges facing today’s students. Professional association membership is encouraged as it enhances the school counselor’s knowledge and effectiveness.

7. Promoting the services offered by the school cabinet for psychopedagogical assistance

For the well-functioning of the school cabinet for psychopedagogical assistance it is necessary to present its services, the professional skills and the collaboration with specialists. The offer is advertised through:

To promote the services offered by the school cabinet for psychopedagogical assistance:

- to improve strategic recognition of guidance and counselling through

8 www.cnprsv.ro



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- fliers; - posting them in a visible place in school; - presenting the offer at parents’

meetings; - presenting the offer at counselling

classes9. The schedule of the school cabinet for psychopedagogical assistance has to answer the needs of the parents, the pupils and the teachers.

relevant planning, policies and procedures;

- to improve an integrated approach to, and shared understanding about, guidance and counselling;

- improvement of professional learning and development and appropriate appraisal strong relationships and communications;

- increase self review of their guidance and counselling provision, so school leaders and trustees will know if their guidance and counselling provision will meet the needs of their students.

5.2. A Counseling and Guidance Course

ROMÂNIA

TURKEY

Preparatory Class, 1st and 2nd Class

Personal Development is scheduled as a school subject within the curricular area School Counselling and Guidance Course, belonging to the curriculum-plan for the primary school system, namely 2hs/week for the Preparatory Class and 1h/week for the 1st and 2nd class, respectively.

The main objective of this school subject is developing the necessary skills and attitudes for integrating students into the socienty.

The Personal Develpment syllabus, adopted through the Educational Ministery Order no. 3418/19.03.2013, is ellaborated according to the curricular plan aimed at skills development.

Hereby, within the scool syllabus there can be identified general skills (student`s acquisitions gained throughout the entire study time period), specific competences (derived from the general competences, developed throughout the entire school year) and contents (student`s necessary acquisitions, organised in 3 principal domains):

Preparatory Class

1st Class 2nd Class

General Skills10

I. Manifesting interest for self-knowledge as well as having a positive attitude

towards oneself and the others

Based on the decision of the Board of Education with number 192 and dated 14.07.2005 ,In the weekly course schedules of the primary and secondary schools, compulsory lesson hours are allowed from the first year until the end of eighth grade for guidance and social events. In order to ensure coherence between Primary and Secondary Classroom Guidance Program “classroom guidance program” has been revised in 2006. Each school is in charge of conducting the events and activities within the framework of school Psychological Counseling and Guidance (PDR) program prepared according to school charecteristics and the needs of school students. School counseling and guidance service is carried out under the coordination of counselors in every school. THE STRUCTURE OF THE PROGRAMME When planning the structure of the programme personal - social, educational and vocational guidance fields are based. 7 competency areas are determined relevant to 3 main development areas above to be applied for the grades the grades 1 to 12:

9 http://www.ueb.ro/dppd/Lector_univ.dr.Simona_Glaveanu_Consiliere_si_orientare_DFP.pdf

10 The Personal Develpment syllabus, adopted through the Educational Ministery Order no. 3418/19.03.2013.



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Domain

1. Self-knowledge and a healthy life-style

Subdomain

1.1. Self-knowledge and a positive attitude towards oneself and the others

Contents Who am I? Physical characterics Body schema: identifying and naming human body parts

Who am I? Personal characterics: simple, strengths and weaknesses noticeable within the school and leasure activities

Me and the others Similar and different characterics between oneslf and the others regarding simple criteria: physical aspects, sex, age, types of clothing (sports, ellegant, traditional etc.) Diversity. Each human being is unique; individual features/ differences

1.2. Personal hygiene

Objects and daily activities for personal hygiene

Personal hygiene regulations within the school and at home Home and classroom hygiene

Hygiene regulations within different contexts Importance of hygiene regulations for health, study and interpersonal relationships

II. An adecquate self-expression of personal emotions when interacting with

children and familiar adults

2. Emotional and social development

2.1. Emotional exaltment and manifestation, wellness

Basic emotions named through words (joy, sadness, fear, fury) in familiar activities/ contexts

Basic emotions (joy, sadness, fear, fury) and simple nonlinguistic elements (facial expressions,

Basic emotions (joy, sadness, fear, fury) expressed through one`s personal behaviour

1. Adapting to the school and the environment 2. Educational Success 3. Self-acception 4. İnterpersonal relationship 5. Family and society 6. Safe and Healthy Life 7.Educational and Professional Development.

The program includes activities for each competency area for elementary and secondary education.

An active participant in the activities of students and researchers who issues an individual case, a has been taken as the basis. Student-based approach has been taken into account that makes the students as an active participant and problem investigators.

School guidance counselor Is required to give the necessary support to the classroom teachers, prepare the School Guidance Program, provide the support of the other stakeholders and supply the necessary materials and evaluation tools.

COMPETENCIES

ORIENTATION FOR THE SCHOOL AND ENVIRONMENT

EDUCATIONAL ACHIEVEMENT

SELF ACCEPTANCE

INTERPERSONAL RELATIONS

FAMILY AND SOCIETY

SAFE AND HEALTHY LIFE

EDUCATIONAL AND PROFESSIONAL DEVELOPMENT

DISTRIBUTION OF THE COMPETENCES IN SCHOOL GUIDANCE PROGRAM IN 7

COMPETENCY AREAS (1st and 2nd Grade)

Recognizes classmates, teachers, administrators and other employees

1

Expresses their feelings about school

1

Realizes the way of school 1

Realizes own rules of different environments

1

Recognizes the importance of having the course materials

1

Explains the dreams of upper 1



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gestures, physical stance) as well as paralinguistic elements (voice intonation)

2.2. Efficient school communication

Communication rules within the school activity Communication with one`s classmates and teachers

Basic Communication skills Simple linguistic, nonlinguistic and paralinguistic messages

Active listening elements: visual contact, physical stance, voice (intonation, accent, pitch)

2.3.Simple interactions with familiar human beings and objects

Favourite human beings and objects Characte-ristics

Friendship. A good friend`s characte-ristics What does a good friend mean?

Necessary skills and accepted behaviour within interpersonal relationships Respect within interpersonal relationships

III. Making use of all skills and attitudes specific to school context learning

3. Specific aspects regarding learning organisation and life preparation in small

students

3.1.Routines and engagements

Basic rules of new routines regarding the preparatory classes activities

Tasks for the school and home activity: types of tasks, deadline, task ending.

How do we use the time? Daily activity programme Effort/ relaxation alternance (work-time /freetime). Alternanţa efort/relaxare (timp de lucru/timp liber) Time importance during learning

3.2. Skills and learning attitudes

classes

Refers to the positive characteristics that he sees in himself

1

Refers to the importance lenient behaviors to people with disabilities

1

Recognizes the importance of sharing

1

Recognizes the importance of timing in communication

1

Knows what to do when faced bullying

1

Understands that anger is a natural emotion that can be experienced from time to time

1

Protects him/herself from situations that pose hazards

1

Prepares educational and vocational planning file

1

Recognizes the professions of parents and the other employees around

1

Obeys to the class and school rules 2

Queries the change in feelings about school

2

Realizes the responsibilities 2

Recognizes that errors can be done and it is natural

2

Recognizes the positive characteristics he sees in others

2

Requests appropriately 2

Communicates paying attention to the importance of timing

2

Explains the importance of protecting their personal limits

2

Recognizes to help the importance of people with disabilities when needed

2

Recognizes the importance of solidarity in friendship

2

Expresses positive and beautiful aspects of friends

2

Refers to behaviors to react when encounters bullying

2

Refers to the importance of cooperation in the family

2

Consumes the nutrients required for healthy growth

2

Expresses what s/he likes and s/he doesn’t like

2



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Simple techniques supporting learning Rules for learning organisation

Learning importance Simple techniques for monitoring learning acquisitions

Learning conditions: favorable factors/resources-stress factors/ obstacles (tools, people, contetxs)

3.3. Exploring professions

Hobbies and favourite activities Personal portfolio containing learning results/ evidences

Well-known professions: naming, main activities, tools and techniques, workshops

What are professions good for? Social utility of professions: finished products, benefits for oneself and for the whole community

Specific skills represent different stages in

developing general skills and are actually correlated with learning activities such as: - games; - drawings; - labels; - exposing one`s picture at different ages; - pair/ small groups discussions/debates; - riddles, poems, songs; - film watching; - practical activities; - organising certain events; - going visiting; - taking part in contests; - organising exhibitions/ expositions etc.;

3rd and 4th Classes

Within the curricular area for the 3rd and 4th classes, School Counselling and Guidance Course is scheduled 0-1h/week, where the teachers can choose this optional course/class in order to help students become responsible, ˝to bring their own contribution to the school, family and their friends` life, to change learning activity into a continuous process, to create their own future, actually˝11.

The thematic contents are structured on 5 thematic modules, which emphasize each


COMPETENCY AREAS (3rd and 4th Grade)

Recognizes the result of fulfilling their responsibilities

3

Protects tools and equipment of the school

3

Explains the relationship between 3

11

Ibidem.



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curricular objective:

3rd Class 4th Class

Curricular Objectives

I. Developing self-knowledge skills and having a positive attitude towards oneself

and the others

Thematic Modules

1. Self-knowledge and personal development

1.1 Self-knowledge

Contents Personal space, privacy need related to the self-image Cultural and ethnical diversity. Why are people different?

Interests and personal skills: individual characteristics

1.2 Self-transformation,

growth, development

Preparation for a

changeand the 5th class

II. Developing interrelating skills within different contexts

2. Communication and social abilities

2.1 Communication 2.1 Social skills Communication: speaking, listening, non-linguistic behaviour. How to become a good listener (look, mime, gestures, physical stance, positive attitude to the speakers).

Taking group roles

2.2 Family Roles within the family. Relationship with one`s parents.

Relationships between the family members. Values and traditional practices given by the family- critical aspects which should be debated with the parents (related to children education, relationships with their colleagues and teachers).

III. Developing skills to the information use in the learning process

3. Information and learning management

success and study

Explains the importance of using time effectively

3

Free time is evaluated in accordance with the interest

3

Realize his/ her interests 3

Realizes strong and weak parts of himself/ herself

3

Recognizes his/ her behaviors and its effects on others

3

Realizes what to do when ostracized by friends

3

Knows what to do in the mock situation

3

Protects own personal boundaries 3

Recognizes the importance of listening in communication

3

Behaves sensitive to protect the environment and nature

3

Explains the different characteristics of each profession

3

Give examples from various professions

3

Fulfills responsibilities 4

Participates in the selection process in the school

4

Refers to the factors that affect success in exams

4

Uses time efficiently 4

Realizes own learning styles 4

Collects information from various sources

4

Explains the advantages of group work

4

Explains the activities which s/he is successful.

4

Expresses feelings and thoughts 4

Finds solutions when faced bullying 4

Finds solutions when discriminated 4

Recognizes that there is a feeling of anger which can be controlled.

4

Expresses anger in a reasonable way

4

Expresses the importance of friendship

4

Give examples of jobs in the local vicinity

4



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3.1. Information Management

3.1 Efficient learning

Selecting information criteria

Learning (to a small extent) – optimal conditions for an efficient learning Developing skills for an efficient study: organising learning contents, dosing effort/relaxing time periods Learning discipline: involvement, perseverance, responsability, taking work engagements. Internal and external conditions: learning background (space, background), personal health estate Efficient learning means/ techniques: TIC

3.2. Efficient learning

Planning learning: weekly objectives, daily schedule, working plan, establishing deadlines

IV. Developing skills for exploring and career planning

4. Career planning

4.1 Exploring favourite activities

4.1 Exploring priorities

Individual and team activities- advantages and disadvantages Specific terms for carrying out an activity

Priorities and objectives regarding activities (personal diary, daily and weekly activities lists)

V. Practising management skills for having a healthy lifestyle

5. Lifestyle quality

5.1 Personal lifestyle quality Relevant situations for children who need decision-taking (e.g.: violent behaviours and accidents caused by these ones within schools or in social backgrounds).

Arguments for decisions taken (e.g. accidents in the transport means, on trips or when sightseeing etc.) Alternatives for problem-solving, involvements



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5th – 8th Classes

During the 5th-8th cÎasses, School Counselling and Guidance Course is taught by the form-teachers. School Counselling and Guidance Course is scheduled 1h/week in the common school frame-work, according to The Personal Develpment syllabus, adopted through the Educational Ministery Order no. 3638/11.04.2001.

All the activities carried aut within this school subject aim at contributing to the students` personal development in order to successfully reach students` professional integration into the social background. All the learning contents foreseen/ scheduled in the curricular area. School Counselling and Guidance Course for the 5th-8th classes are easily adaptable to students, community and society`s needs.

5th Class

6th Class

7th Class

8th Class

Curricular Objectives

I. Developing self-knowledge skills and having a positive attitude towards oneself

and the others

1. Thematic Modules

1.1 Self-knowledge

Contents Self-esteem: what is self-esteem and in what kind of situations it is manifested Positive attitude towards oneself

Self-esteem. Labelling. How can self-esteem be impro-ved.

Self-trust, personal success

Self-evaluation: interests, strengths, weakness, personal characte-ristics

1.2 Change/ Transformation, growth, development

Preadolescence characteristics: physical changes, personality

Change, growth, development: childhood, puberty, adolesce


COMPETENCY AREAS (5th and 8th Grade)

Benefits from the educational and social opportunities surrounding

5

Explains the characteristics of an effective group members and leaders

5

Uses appropriate working methods to their learning styles

5

Explains how a top-class dreams and expectations would be

5

Explains the factors that are associated with educational success

5

Explains how behavior is affected by emotions

5

Explains how to cope with peer pressure

5

Knows what to do when faced with personal, social and educational problems

5

Gives examples about how to reject properly

5

Understands his/her friends 5

Evaluates the communication with others

5

Recognizes positive behaviors needed to live in peace

5

Explains the importance and necessity of voluntary work for the community

5

Recognizes the impact of mass media on society

5

Explains the importance of study for people and society

5

Explains the importance of setting goals

6

Explains the criteria in determining goals

6

Sets short, medium and long term goals

6

Has hobbies 6

Indicates the importance of free time activities in achieving the future goals

6

Self-assess success and failure in terms of cause factors

6

Realizes the thoughts that affect 6



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85

develop-ment, relationships with colleagues, expecta-tions.

nce, youth, maturity, aging-noticeable general characte-ristics.

II. Developing interrelating skills within different contexts

2. Communication and social skills/ abilities

2.1 Emotions management

2.1 Social skills

Relationships between events, thoughts and generated emotions. How can we emotionally overcome difficult situations?

Self-control importance.Self-control techniques.

How can we recognise a leader?

Individual and social responsability within school , family and commu-nity

2.2 Social skills

2.2 Communication

Importance of each member contribution to the group activity they belong to. Advantages of group collabo-ration. Solidarity.

Agressive vs. non-agressive behaviour

What does efficient communication mean? Communication skills: listening, positive feedback, asking questions Taking care and giving support within the family Cultural and ethnical diversity. Interculturality

Prejudices and stereotypes: impact on communication

success in exams

Evaluates the results of the errors and searches for solutions

6

If necessary, refuses 6

Explains the elements to be considered in the problem solving process

6

Explains the consequences of anger reveal

6

Uses relaxation and breathing exercises when angry

6

Understands the teacher’s feelings and thoughts

6

Recognizes the importance of using mass communication tools appropriately

6

Explains the relationship between vocational courses at school

6

Recognizes the impact on the success of test anxiety

7

Explains the importance of self-knowledge via testing and non-testing techniques applied in the school

7

Collects information about entrance examinations to secondary schools

7

Recognizes the physical change 7

Appreciates himself in situations to be successful

7

Realizes his/her talents 7

Realizes the conflict situations 7

Evaluates conflict resolution methods that s/he uses

7

Understands the family members’ thoughts and feelings

7

Describes how communication barriers can be overcome

7

Explains the importance and necessity of rules governing social life

7

Explains the school life’s impact of being a good citizen

7

Recognizes the impact of harmful habits on human lives

7

Recognizes the role of attention in the choice of profession

7

Recognizes the importance of career choice

7

Recognizes the effects of the decision on the future plans

8

Implements the stages of the decision-making process

8



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86

III. Developing skills to the information use in the learning process


3.1 Information management

Modalities of information identifica-tion. Roles of information regarding the acquisition, learning and familiarization process

Informa-tion regarding selection criteria-advantages and limits.

Time management elements

Informing sources regarding specializations, profiles from highschools/ vocational schools (publications, websites, data bases, educational offers within fairs); advantages and limits of using TIC in order to inform about the 9th class options Analysing criteria of the information regarding educational offers: relevance, upgrading, com-plexity, accuracy etc.

3.2 Efficient learning Favourable/ unfavourable factors for an efficient learning

Learning activity; Characte-ristics of an efficient learning

Creativity stimula-ting techniques

Explain the factors affecting the academic achievement from the physical standpoint

8

Knows the factors affecting success in exams

8

Determines whether the level of test anxiety is to reduce the performance and get help if necessary

8

Realizes that the emotional and physically changes is a natural part of adolescence

8

Recognizes the importance of criticism in self-improvement

8

Prepares CV for the job applications 8

Benefits from the results of the techniques implemented in schools

8

Determines the tasks that can be done after the Primary

8

Realizes ability’s role in the choice of profession

8

Refers to the education and personal characteristics required by the profession's interests

8

Collects information about the professions of the future

8

Evaluates general secondary education programs in achieving professional goals

8

Evaluates vocational technical programs in achieving professional goals

8



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87

IV. Developing skills for exploring and career planning

4. Career planning

4.1. Career exploration 4.1.Career

planning Characteristics of an activity- engagements, responsabilities, working place, special equipment, schedule Occupa-tions evolution

Job, occupation and career characteristics

Educa-tional prepara-tion necessary for an occupa-tion/job Analysing criteria when choosing a career. A personal, well-informed and responsible decision regarding career choosing .

Perso-nal portfolio for the 5th-8th classes: drawings, questionaires results and self-assessment lists regarding interests and skills, obtained diplomas and certificates, results on different volunteership activities, suggestions, reccommandations 9th class Application Forms – filling up modalities comple-tare


5. Lifestyle quality

5.1 Social relationships quality

5.1 Personal lifestyle quality

5.1 Social and

working backgrou

nd relations

hips quality

5.1. Personal lifestyle quality



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88

Group affiliation. Group`s role in identifying and accomplishing personal interests.

Decision-making situations. High-risk problem-solving. (e.g. abuse or exploitation relationships) and/or crisis (accidents/natural calamities etc.) Respecting regulation

Social, cultural and economical factors regarding professional interests and career evolution Personal steretypes and career planning

Determinative factors of personal development Stress efficient adaptation; supporting sources in stress situations; stress management in evaluation situations Crisis situations; emotional and behaviour reactions in critical situations (natural calamities, violence, accidenta etc.) and reaction modalities ; human trafficking.

5.2. Personal lifestyle quality

Choosong best options (safety seatbeltAle respecting traffick regulations, respecting fire-precention regulations, fge-rea alterna-tivei optime (rst-aid



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89

regulations etc.)

Working tasks can be done individually, in pairs or in team, carrying out different activities such as: • role play, simulation, • brainstorming, • art-creative methods, • exercises, • interests and skills questionaire, • conversation, discussion, debate.

Learning contents unfold, as well, general aspects regarding community and volunteership implication, where students themselves can take roles as an active and responsible citizen.

9th – 12th Classes

As far highschool system regards, the curricular area School Counselling and Guidance Course includes:

- general skills; - values and attitudes; - specific skills; - contents; - methodological suggestions.

School Counselling and Guidance Course aims at spporting the youngs through a socio-professional insertion, through making them aware about the connections bewteen what they learn and all skills and knowledge acquaired in order to put all the information into real life practice12.

9th Class

10th Class

11th Class

12th Class

General Skills

1. Exploring personal resources with high influence on career planning

Thematic Modules

1.Self-knowing and personal development

Contents

1.1 Self-knowing Personal resources management techniques; taking

Self-trust Factors influencing self-trust

Qualities and personal values Person

Personal self-assessment –carrying aut modalities


COMPETENCY AREAS (9th and 12th Grade)

Learns about regulations at school 9

Exhibits a positive attitude about school

9

Benefits from educational and social opportunities in and around school

9

Determines the factors leading to success and failure.

9

Develops strengths and weaknesses in the educational field.

9

Explains the efficient studying techniques

9

Evaluates study habits in terms of efficiency

9

While creating their goals for the future in schools, benefits from implemented technical tests’ results

9

Recognizes the values 9

Cope with physical and emotional changes during adolescence period

9

Analyzes interpersonal communication, in terms of elements and types

9

Evaluates the factors to be considered in terms of effective communication.

9

Evaluates communications, which 9

12

Ibidem.



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90

al success

responsabilities and assuming consequences Strategies regarding adult-life preparation and engagement

1.2 Change and growth

1.2 Personal resources Management

Adolescence: physical, mintal and emotional development characteristics

Types of personal resources Optimal use of personal resources

Educational programmes for personal resources management

II. Integrating interrelashionship skills for a personala and professional development

2. Communication and social skills

2.1 Communication Respec-ting alternative points-of-view Rights and responsibilities between family members; sex equality

Collaborating beha-viours in affiliation groups Addap-ting modalities for changing situations Leaders qualities; developing leader qualities

Efficient communication modalities

Efficient communication within the family: how to do it

2.2 Emotional self-control

2.2 Emotions managem

nt

Emotional self-control techniques

Practising emotional self-control

he founded, in terms of communication barriers.

Explains anger caused by physical, emotional and intellectual effects

9

Evaluates the methods used to deal with anger in terms of the impacts

9

Use constructive ways to deal with anger

9

Explains effective conflict resolution steps.

9

Evaluates the conflict resolution stage used in daily life are in terms of the effectiveness

9

Cope with peer pressure. 9

Acquire the necessary habits for a healthy life.

9

Sorts factors that affect the field selection.

9

Explain how career selection will affect the his/her future

9

Recognizes the importance of self-knowledge in the field selection

9

Establishes a relationship between the profession and interests, abilities, values and personality with selected field

9

Assesses himself and his conditions in a realistic manner in field selection

9

Explains the relationship between jobs and the field selection

9

Gathers information about the field which he can choose at school

9

Rearranges educational and vocational planning file

9

Benefit from educational and vocational planning files while selecting field

9

Chooses a field appropriate to his interests, skills, values and personality

9

Effectively participates in the group work

10

Explains the importance and necessity of cooperation in group work

10

Explains the aims for the future 10

Evaluates decisions in terms of effective decision-making steps

10

Uses effective decision-making elements in his decisions

10

Explains the impact of values on his life

10



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91

in different situations

III. A correct and practical use of the information for success gaining


3.1 Information management Informational and communicational resources regarding learning, work and career

Information search on the Internet regarding learning, work and career E-learning as an alternative educa-tional system;online learning: advantages and limits

Resources regarding collecting information on educational or professional options Selecting criteria regarding informa-tion sources

Rel-evant resources regarding learning, work and career

3.2 Learning Management Types of learning Types and performance levels in learning School requests

School success; school performance: characteristics, favourable/unfavourable factors Different learning styles for achieving learning success

School success- personal and professional success relationship: analysing criteria for a personal/professional success Role of school success in reaching further personal and professsional success: students` percep-

Critical thought and self-control on personal learning Long-life learning (characteristics, national and Eurpean rule)

Recognizes that how an individual's self-perception affects his behaviors

10

Realizes others' opinions about himself how it affects individual perception

10

Understands the importance of developing healthy relationships with the opposite sex friendships

10

Appreciate others' achievements and positive behavior

10

Behaves flexible and tolerant in interpersonal relationships

10

Defines where he can get help while faces with physical, verbal and emotional violence

10

Defines where he can get help while faces with physical, verbal and emotional abuse

10

Uses effective conflict resolution step

10

Resists inappropriate requests to personal values, beliefs and attitudes by using communication skills

10

Becomes aware of social and educational problems he or peers may face

10

Applies to unit where he can ask help when faced with educational and personal-social problems.

10

Recognizes the impact of the mass media on personal and social values

10

Protects himself from harmful habits 10

Explains how to act in emergency situations

10

Distinguish situations that require adult assistance and peer support

10

Explain the role of values in career choice

10

Recognizes the relationship between values, talent, professional satisfaction and personality traits

10

Collects information about the training required by the interested career

10

Collects information about the personal characteristics required by the interested career

10

Evaluate the effects of prejudices career at choice

10

Researches institutions and vocational courses that prepare post-secondary education and work

10



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92

tion, teachers` percep-tion, decision/making factors, public opinion

IV. Project ellaboration on personal and professional development

4. Career planning

4.1 Career

planning and

development

4.1 Career planning 4.1 Alterna-

tive educa-

tion

Career: definition Factors influenting career choosing

Career planning after graduating compulsory sch ool levels: objectives, resources, obstacles, actions Alternative options (consequences, advantages, limits): continuing educational path under superior highschool levels/ professional insertion; Resources necessary reching the proposed objectives

Economical, social, technological change;their influences on career dynamicity Options and resources of reaching short and long-term career planning

Post-compusory learning: post-highschools, short/long-term universitarian system, adult education, entry conditions, gra-duating study diplomas and European correspondecies diplomas

4.2 Personal marketin

g elements Personal portfolio

Collects information on professional information resources

10

Benefits from professional sources of information

10

Learns about vocational and academic program options for Higher Education

10

Determines the objectives for the future, taking into account social and economic resources of the community

11

Evaluates the accessibility of the goal set for the future

11

Collects information about entrance examinations to higher education institutions

11

Makes study plans for preparing entrance examinations to higher education institutions.

11

Evaluates his study plan for entrance examinations to higher education institutions in terms of applicability

11

Determines his own exam tactics for entrance exam to higher education institutions

11

Evaluates daily life problem-solving methods in terms of effectiveness

11

Uses effective problem-solving steps

11

Indicates the importance of love in human life

11

Establishes a connection between personal freedom with the rules governing social life

11

Analyzes the suitability of wrong messages and models presented in mass media in accordance with individual and social values

11

Acts in accordance with the rules governing social life

11

Evaluates his own behavior in terms of sensitivity towards nature conservation and the environment

11

Participates in volunteer work for the community

11

Indicates his/her rights 11

Specifies the common health problems facing the world

11

Refers to the ways of the world community and the protection of the interests of common health problems

11



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93

and personal plan for finishing superior highschool level; integrating and correlating priotities and aims (educational, professional, family) in order to obtain personal and professional success CV, cover letter, job interview- formal requests, European standards Europass docu-ments: European CV, linguistic passport, diploma suppl-ment, qualification diploma


5. Quality lifestyle

5.1 Social

relationships

quality

5.1 Personal life quality

Factors improving

Quality lifestyle; quality

Community

Career and professiona

Explains the causes and symptoms of stress

11

Evaluates the response in terms of efficacy used under stress

11

Uses appropriate methods to cope with stress

11

Collects information about the growing importance and declining occupations

11

Collects information about the conditions of higher education programs

11

Collects information about courses and organization that prepares them for professions

11

Uses the mass media in reaching professional goals

11

Evaluates the conditions of the various higher education institutions in achieving professional goals

11

Finds information about the admissions process of national and international trainings

11

Obtains information about scholarships and dormitories benefit from higher education

11

Explains the effects of the economic and social needs of the professions

11

Collects information about where they can do an internship

11

Learns about occupations in which the validity of the international labor market

11

Explains the factors affecting the academic achievement before higher education institutions entrance exam

12

Assess their feelings about the exam in terms of their effects on test performance

12

Uses ways of coping with exam anxiety

12

Indicates the importance of hobbies in human life

12

Refers to contribute to the personality and career of the cultural heritage

12

Accepts people as they are 12

Respects the people's private lives. 12

Explains the elements to be considered in the importance of mate choice and mate choice

12

Recognizes the changing roles of 12



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94

social relatioships quality Factors damaging social relatioships quality (e.g. domestic violence) Optimal social relatioships

lifestyle as a resource in personal/professional activity

implication as a promoting modality for career development and lifestyle quality improvement

l impact on life quality Life quality in crisis situations: how can a critical situation influence a person`s life quality; intervention modalities in critical situations

5.2. Options quality regar-ding

career

5.2.Social and working background quality relationships

Career choosing from the perspective of the intended lifestyle

Exploitation through work, sexual exploitation- negative consequences on young people`s

Volunteership: definition Community actions in critical situations: natural calamities (floods, earthquakes) traffic, railway, aerial, nuclear accidents; kidnaps; terrorists acts

Exams preparation and failure management

5.3. Chance equality regar-ding

career develop

ment

Gene-ral dimension in career

women and men in family life

Becomes aware of social problems and solutions

12

Exhibits the characteristics of good citizenship

12

Evaluates jobs in the local area 12

Determines the jobs that will suit him after secondary school

12

Recognizes the importance of productivity for society

12

Explains the need for a successful working life skills and experience

12

Determines short and long-term professional goals

12

Evaluates his own characteristics in terms of employment, maintaining and developing

12

Recognizes the importance of business ethics and professional life

12

Collects information about the labor market, working area and conditions

12

Explains the relationship between lifelong learning and career

12

Writes CV for various purposes 12

Explains the job interview techniques

12

Collects information on employer and employee rights and responsibilities

12

Explains the importance of finding a job in the professional experience and business success

12

Defines the places to do internship 12

Benefits from "educational and vocational planning file" when choosing a higher education program

12

Evaluates institutions and courses which prepares students for work

12

Evaluates the programs and conditions of Higher Education

12

Recognizes the importance of realistic assessment in choosing higher education programs

12

Evaluates the appropriateness of the higher education programs related to personal preferences according academic and vocational preferences

12



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95

developing and planning; genre stereotypes career barriers

Interactive working strategies are

reccommended for carrying out methodological activities: - brainstorming; - debate; - problem-posing; - role-play; - simulation; - case-study; - critical thought techniques; - metaphorical exercises; - values clarification techniques etc.



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5.3. An analysis of the school subjects

5.3.1. Horizontal competencies13

1. The ability of using creative thinking in the process of knowledge (to prove

creative thinking):

1.a. using, evaluating and permanently improving own strategies in solving problems;

1.b. elaborating action models and making adequate decision models in a dynamic

world;

1.c. forming and using skills of critical judgment;

1.d. using various argumentation techniques in different social contexts;

1.e. developing a receptive, non-critical, non-appreciating attitude, generating multiple

associations, different versions and solutions;

1.f. developing fluidity (the skill of easily activating knowledge from the memory in a

divergent way and in various forms);

2. The ability of adequately using different types of communication in real

situations):

2.a. forming and using skills of social, verbal and non-verbal communication;

2.b. knowing and efficiently using the codes, the languges and the conventions which

belong to the terminology of various domains of knowledge;

2.c. forming the ability of understanding ( to understand and to understand oneself) and

to make others understand various messages in various situations;

2.d. developing the ability of identifying and distinguishing the relevant information from

the irrelevant in various domains of knowledge;

3. The ability of integrating communitary values (to understand the meaning of

belonging to various types of groups and communities):

3.a. participating to the social life of the class, the school and the local community they

belong to ; understanding and evaluating the interdependence between identity and alterity,

between the local and national leve, between the national and global level;

3.b. developping a positive attitude towards solving the problems which affect the local

and nationalcommunity;

4. The ability of adapting to various social situations (to prove the ability of

adaptation to various situations):

4.a. using a large variety of languages and instruments to send ideas, experiences and

feelings;

4.b. knowing various social roles and their implications towards the daily life;

4.c. proving the ability of team-work, respecting the other ‘s opinions;

4.d. expressing the willingness to follow a target through various means;

4.e. using flexible thinking and behaviour but also admitting their own limits;

4.f. developing a positive thinking towards new things, towards changes, in the context

of a socio-economic life in a full process of transformation;

5. The ability of building and promoting a quality life (to contribute to the

building of a quality life):

13

Product developed within POSDRU/87/1.3/S/62350 „ Model of advisory focused on Advisory and Education Student’s Career”-

Beneficiary: Teacher Training Center of Mehedinţi Conuty.



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97

5.a. developping a positive attitude towards themselves and the others: tolerance,

responsability, rigor etc.;

5.b. forming and expressing an opinion for a healthy and balanced life;

5.c. accepting and promoting a natural environment favorable to life;

5.d. knowing and respecting the fundamental human rights;

5.e. expressing aesthetic judgement about various aspects of natural and aesthetic

reality;

5.f. forming an open sensitivity towards artistic and aesthetic values;

5.g. developing and promoting an ecological attitude both towards their own person and

the environment;

6. The ability of integrating the IT in the social life in an adequate way (to

understand and to use IT adequately):

6.a. using IT equipment in their quality of communication tools;

6.b. knowing and using technology met in daily life;

6.c. understanding the ethical consequences of science technology development upon

humans and the environment;

6.d. forming the habit of efficiently using IT in an adequate and ecological way area both

for a personal and professional purpose;

7. The ability of investigating and valorization of their own experience (to

develop the abilities of investigation and value their own experiencle):

7.a. developing a methodology of intelectual work and the ability of exploration the

surrounding reality;

7.b. acquiring a culture of physical and intellectual effort, as an expression of the desire

of personal and social achievement;

8. The ability of building/planning a career (to build a set of individual and social

values and to guide their behaviour and career according to these criteria):

8.a. proving the competence of sustaining their own options;

8.b. understanding the way in which the social and cultural environment (family, social

norms, linguistic codes, historical traditions etc.) influence both their and other people ‘s own ideas

and behaviour;

8.c. knowing and analyzing the opportunities offered by vocational profiles, according to

individual skills;

8.d. making personal action plans and finding motivation for life-long learning;

8.e. identifying and giving value to their own action resources, educational and

profesional resources, educational and profesional opportunities by reaching the career objectives

established in their own professional path.



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5.3.2. An analysis of the syllabus in the Romanian educational system

DOMAIN: MUSICAL EDUCATION

Proposer: Dondoe Liana Poema

Teacher at the „Traian” General School, Craiova

Horizontal Competence

Methods and Techniques

Contents/Proposed Topics and Activities

1.f. Developing the fluidity (of the ability of easily activating information from the memory in a divergent way and in various forms);

- Exercises of memory and attention; - Exercises of intonation; - Exercises of oral, written recognition;

Contests with gropus of students having as topics: - Favourite singers of folk, dance or cult music; - Famous biographies;

4.c. Demonstrating the capacity of working in a team, by respecting each and everyone' s opinions.

- Exercises – vocal culture play; - Exercises of beating the time and directing;

- Participating at choral activities; - Participating at school festivals, contests and cultural-artistic manifestations,

2.a. Forming and using the abilities of social, verbal and non-verbal communication.

- Musical games - Rhythmic exercises associated or not with body movements;

-Vocal, individual and group interpretation of songs belonging to various musical genres (folk, dance, cult, religious);

2.c. Forming the ability of understanding (of understandaing the others and oneself) and make the others understand different messages in various situations;

- Melodic exercises of intonation and recognising melodies; - Exercises of phrasing and varying,

- Singing at the same time with the artist; - Classifying the musical works that have been sung and heard, according to their thematic content;

4.d. Expressing the intention of following a goal by various means;

- Exercises of vocal technique: respiration, emission, phrasing;

- Presenting the songs within festivals,

7.b. Acquiring a culture of physical and intelectual effort, as an expression of the desire of personal and social development;

- Jrhythmic games; - Dancing while listening;

- Improvisations of rhythmic movements according to the character of the song; - Marking the rhythm of the songs with percussion instruments: triangle, drums, tambourines.

4.a. Using a variety of languages and tools in order to transmit ideas, experiences and feelings;

- Exercises of instrumental technique; - Exercises of differentiating the vocal timbre from the instrumental one;

- Vocal interpretation with instrumental accompaniment - Enriching the singing with interventions at different musical instruments;

5.e. Formulating esthetic ideas regarding different aspects of

- Musical audition

- Identifying within the auditions the specific timbre of certain



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natural and social reality;

- Exercises of recognising the timbre of some musical instruments;

musical instruments from the symphony orchestra and folk music;

3.a. Participating to the social life of the class, the school and the local community;

- Auditive demonstration; - Inquiry-interview among the students about the heard singers;

-”Philharmonics in the school” lesson-concert in the Music Classroom of the „Traian” General School sustained by instrumentists from the „Oltenia” Philharmonics; - Presenting the biography of some famous singers;

5.f. Forming a sensibility opened towards the esthetic and artistic values;

- Musical audition; - Vocal and instrumental demonstartio; - Systematic observation on an individual or group paper;

-”Are you afraid of classical music?” - participating to educative concerts sustained by the Phylharmonic Orchestra and the Academic Choir where they can see a parade of musical instruments and of singers;

8.c. Knowing and annalysing different opportunities offered by different vocational departments depending on the individual aptitudes;

- Role-play; - Simulation („acting” a life situation very similar to the real one);

- Auditioning some shows of opera and ballet at the Opera House of Craiova; - Meeting singers and instrument artists;

1.c. Forming and using some critical judgement abilities;

- Methods of oral communication: conversation, debating, problemization; - Demonstartion through audio-visual means;

- Annalysing some concerts according to the student's own criteria: expressing the preferences; - Evaluating the personal ideas in the strict (according to the plan) or free commenting of the heard musical pieces;



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Subject: Personal Development

Planned by teacher Alexie Elena

Secondary School „Traian” Craiova

Horizontal skills Methods and techniques Contents/Topics and activities

2.c. forming the comprehension capacity (understanding, self-understanding) and help others understand different types of messages;

Communication methods: - oral expository (explanation, description, storytelling, lecture, instructing); - coversational (dialogue, debate, questioning), - written, oral-visual (TV/radio teaching, video techniques);

- Thematic debates: ”What job is right for me?, ”What motivates me to learn?”, ”Uder what conditions can I be effective?”; - Organizing discussions with notables or professionals at school; - Analyzing different works (autobiographies, diaries, books, news items, TV and radio shows, documentaries, economic journals, advertising journals etc.) which relate to the subject of ”Counselling and orientation”;

8.b. Understanding how the

social and cultural background

modifies behaviour and

influences ideas;

Research methods: -first-hand (observation, experiment, case study, inquiry); -indirect (graphical demonstration, modelling);

- Spending a few hours at the workplace of a parent or in another company to familiarize oneself with the real working conditions;

4.c. Proving teamwork capabilities and exchanging ideas;

Action methods: -real (exercises, practical work, projects, creative activities); - simulated (roleplay, learning simulators);

- Computer games about ”Occupations”; - Lego – building “The city of the future”; - Thematic projects: ”I choose a career”, ”Me and my career”, ”Work and working conditions”; - Practical activities ”A handful of trade, a handful of gold.” (construction, decoration, collage, sewing, food preparation etc.); - Roleplay with the theme: ”It’s known every job has its role!”; - Crossword puzzle about ”Occupations”; - Mazes: ”The way to school/hospital/post office”; - Educational games: ”The pyramid of occupations”, ”The wheel of jobs”, ”What do you know about…”, ”There are so many jobs children love”,



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4.a. Using different types of languages and tools to convey ideas, skills and feelings;

”Peasant’s on the field”; - Crossword on professions ; - Tangram technique: ”Towers”, ”Crafts and craftsmen” (collage); - Riddles and poetry recitation contest; - Conversation: ”Tools aren’t toys”; - Modelling activity – “Tools” - Making compositions using the acquired practical techniques - ”Work is a gem, if you enjoy it!”; - Memorization: ”How do jobs smell?” by Gianni Rodari; - Compilation of statistics on the most popular trades in recent years, based on tables / charts; - Multidisciplinary optional subject: ” Choosing a job - Key to Success”, ”Get ready, make your way to success!”;

6.a. Employing IT equipments

as communication tools;

4.f. Building a positive attitude towards change in today’s dynamic economy and society

Rationalization Methods (algorithmic methods, programmed schooling, computerassiste instruction);

- Educational programmes: ”Today’s hobby, tomorrow’s career!”, ”Choose a career!”; - Self-knowledge activity: ”How I see myself/How my peers see me ?”, ”Identificarea intereselor profesionale”, ”Decision making”; - Filling and interpretation of a questionnaire to identify the style of decision; - Participation in activities of information and guidance: ”Open Day”, ”Job Fair”; - Promoting internship programmes through partnerships with public institutions, firms and NGOs ; organizing recruitment of students for internship programmes at their request; - organizing specialized camps for painting, sculpture, music, dancing, origami etc.); - simulation of various life and work situations;



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SUBJECT: FRENCH LANGUAGE

Author: teacher Oprea Elena Alina

„Traian Vuia” Highschool Craiova

Horizontal Competence Methods and techniques Contents/ Topics and activities

1.d. Using various argumentation techniques in different social contexts.

- Question and answer

exercises. - Fill in exercises, clozed texts, wording; - Building a paragraph exercises; - Writing exercises for elementary level based on a plan and on support questions; - Exercises in which students tell each other about different activities; - Dialogue, guided or free conversation, interview, role play. - Debates, descriptions, comparison, narration; - Presentation under the form of a monologue; - Writing mail – formal/informal (messages, letters, e-mail, greeting cards, postcards, invitations, requesting information); - Writing exercises: paragraphs, summaries;

• Describing objects, people, situations; • Telling a story orally; • Paragraphs; • Newspaper articles focused on different thematic areas; • Formulas and other functional texts; • Exchanging spoken or written information concerning: factual informationincluding personal details; instructions, explanations, advice, social arrangements; relating events or activities connected with daily life situations; • Descriptions of people, places, processes, activities, situations. • Oral /written presentation, relating stories/narration; • Frequently used formulas; • Letters, questionnaires, minutes, C.V-s.;

2.c. Developing comprehension skills (understanding others and oneself) - making others understand different messages in various situations;

- Identifying exercises; - Differentiating exercises; - Reading or listening for general comprehension exercises; -Exercises that help students identify the main ideas (oral or written);

• Authentic texts of intermediate level: audio / video conversations, or read loudly by the teacher, oral reports, general information texts, press articles; • Narrative and descriptive texts/paragraphs; • Oral presentations (of average difficulty and length) on familiar topics; • Variable length texts, which also contain unknown vocabulary items: formal and informal messages, utterred by people



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around; audio-video recordings on topics of interest, radio and TV programs, talk-shows; telephone conversations, including telephone messages.

2.d. Developing the ability to identify and distinguish between the relevant and the irrelevant information in various fields of knowledge;

- Comprehension exercises (understanding the ideas of a written or oral text, structured dialogue, conversation, description, discussion, report, chart, presentation, narratives); -Matching paragraphs exercises – authentic or literary texts;

• Texts of various types (medium length) containing general information from various sources; • Audio-video recordings of news bulletins; • Literary texts; • Texts which are suitable for the group profile; • Audio /video adaptations of literary texts (excerpts from films and documentaries);

4.a. Using a variety of languages and tools to communicate ideas, experiences and feelings;

-Pairwork and groupwork exercises: dialogue, face to face or telephone conversation interview, letter, replying to letters; - Role play, discussion; - Groupwork Ș ordering ideas/ sentences; - Designing an interview - exercises; - Writing exercises/ letters according to certain steps to follow; - Writing down notes exercises; - Group projects; - Face to face interaction/ in pairs or small groups; long distance interaction (on the phone,through letters or by exchanging messages); - Interaction in front of an audience (presentations); long distance: mail, on the phone; - Contexts: informal social situations, familiar situations, arguments; informal meetings and professional contacts; - Exchanges of views: arguments supporting ideas / personal opinions;

• Structured dialogues; • Everyday conversation; • Exchanges of views; • Personal messages/ letters; • Products/ services presentations, on a given topic, spoken at normal speed; • Communicative functions required to improve those skills: to introduce oneself / his/her colleagues, the environment, initiate/ carry on and conclude a conversation, give /ask actual information about people, objects, places, events, personal experiences, describe people, objects, places, activities, personal experiences, to report activities /events, make a wish /to congratulate ask /give refuse permission, to express prohibition, to express agreement / disagreement, asking /giving explanations, request /offer something (an object /support /a favour etc.) politely; to give information or describe people, places, objects, ask for or express points of view, personal opinions, expressing moods and feelings, to give advice, make suggestions, give instructions, encourage somebody, report an activity/a project, summarize an oral message, a da/a cere



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preferences, assumptions, predictions; face to face interviews or by telephone; - Conventions and language: how to begin, end or carry on a conversation; nonverbal language; how to politely interrupt a conversation; using the appropriate vocabulary according to the social or personal context or vocabulary appropriate to a certain field/domain;

informaţii practice; approach someone; identify /describe places, objects, people, place an event in time, to report an event /action /a series of actions, to make a speech on a certain topic, to express admiration, interest, gratitude, to support a point of view, give instructions, directions, require repeating and rephrasing a message, express a point of view by identifying relationships of the type cause-effect, hypothesis-conclusion, summarize a story, conversation, to emphasise a part of a message /to insist, to express quantity.

8.b. Understanding how the social and cultural environment (family, social norms, codes of language, historical traditions) influence one’s ideas and behaviour as well as those of the others.

-- Identifying exercises; - Differentiating exercises; - Reading or listening for general comprehension exercises; - Exercises that help students identify the main ideas (orally or written);

Topics of the studied texts related to the occupational field: - Being familiar with of significant aspects of professional life (activities and occupations); - Individual and professional training projects; - Significant aspects, concerns, projects related to jobs and the professional future; - Jobs and occupations – relevant issues;



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SUBJECT: ENGLISH LANGUAGE

Author: Irina Dorovschi

„Traian Vuia” Highschool Craiova

Horizontal Competence Methods and techniques Contents/Topics and activities

2.c. Building up comprehension skills (understanding or self-understanding) and the ability to make others understand different messages in various situations;

- Writing personal letters; - Oral presentations; - Description of objects, people; - Story telling oral /written; -Dialogue; - Everyday conversation; - Role play;

- Interpersonal relationships;

- Daily life activities;

2.b. Being aware of and using

efficiently and correctly codes,

conventions of language,

terminology belonging to different

fields of knowledge;

- reading and comprehension exercises based on general information texts; - Reading or listening for general comprehension exercises; -Exercises that help students identify the main ideas (oral or written); - Group projects; - Role-play;

Countries and cities - Travelling; Aspects of contemporary life (social, literary, technical, environmental);

5.a. Having and expressing

the choice of a healthy and

balanced life;

Group projects Oral presentations Conversation

Personal life (food, health, education, leisure activities);

1.c Training and use of critical

judgment skills;

-Writing oral and written presentations; -Interviews; -Writing dialogues, conversations; -Comprehension exercises based on audio-video recordings of tv or radio news reports; -Role-play;

Mass-media;

8.a. Proving the

ability/competence to support

your own choices;

-Debate; -Dialogue; - Role play

Aspects connected to jobs/occupations and professional future;

8.a. Understanding how the - Reading and comprehension exercises

Teenagers’ world (culture,arts, sports);



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social and cultural environment

(family, social norms, codes of

language, historical traditions)

influence one’s ideas and

behaviour as well as those of the

others.

based on general information texts; - Reading or listening for general comprehension exercises; - Exercises that help students identify the main ideas (orally or written); - Group projects;

The cultural life and the world of arts (film, music, exhibitions);

SCHOOL SUBJECT: HISTORY

Author: Teacher Vădeanu Liviu

“Traian Vuia” Highschool, Craiova


Methods and techniques Contents/ Themes and activities

1.f. The development of fluidity (the skill of activating knowledge in a divergent way and under different forms);

- Role play and simulation of a historical event; - Free discussions; -Problem-solving techniques based on the stimulation of creativity: thinking hats, starbursting, 6/3/5 method, Philips 6/6 method, Frisco, synectics; - Methods of stimulating critical thinking: S.I.N.E.L.G, mind maps;

-Describing a historical context using role play; -Filling-in a conceptual map by using interdisciplinary elements; -Creating a glossary of historical terms and concepts; -Exchanging ideas with students from other schools, who developed similar projects based on history.

2.a. Developing and using both verbal and non-verbal communicative skills;

-Using active and participative methods of oral communication (discovery techniques, problem solving, role play, debates, brainstorming etc.); -Modeling; -Oral communication in both formal and informal contexts; -Group work;

-Crosswords involving historical terms; -Extracting essential information from a historical source; -Creating chronological timelines, models and mouldings based on historical themes;



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-Expressing one’s opinion freely;

- Presenting the results of the students’ work;

- Involving students in radio or TV shows;

3.b. Developing a positive

attitude and solidarity towards

solving problems that affect

both the local and national

community;

-Case studies on respecting and abusing human rights;

-Using different sources of information in order to develop a group project based on how we see the others; - Debates and discussions with local authorities and other participants who deal with all the necessary means of supporting similar activities;

4. The ability to adapt to different social situations;

- Diagnosis methods; -Techniques involving making decisions: “Multi-voting”; -Organising school campaigns of promoting students’ rights and responsabilities;

-Creating exhibitions( at school or in other public institutions) in collaboration with teachers from the Art and Technology Department; - Disseminating the results of the students’ work on a special week designed for extra-curricular activities;

5.g. Encouraging a positive

attitude towars the students

themselves and the

environment;

-Methods based on the exploration of reality: projects and investigations;

- Designing a project based on different themes such as family history, school history, town/village history, raising awareness of ecological issues by studying the changes that have affected the surrounding architecture and scenery, preserving the cultural heritage in order to improve the quality of life;

6.d. Developing the ability of

using technology properly,

effectively and ecologically in

order to achieve success both

personally and professionally;

- Using technology-based teaching skills and materials such as: audio-video materials, recordings, video cameras, downloading files, creating audio-video archives (with the help of teachers from the Informatics and Technology Department), storing, modifying audio-video materials, editing, transcrips, creating recording files with the purpose of storing and archiving information etc;

- Writing an essay based on extracting specific information from the interviews taken with the help of teachers from the Language Department;



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7.a. Developing intellectual skills and the ability to explore the surrounding reality;

-Using active methods of communication (discovery techniques, problematization, role plays, debates, brainstorming etc.);

-Special meetings with survivors of the traumatic events of the XX century; - Publishing a book or a special edition of the school magazine including the interviews taken by the students (with the help of teachers from the Languages Department, Art and Technology Department and Student Counselling Department); - Field trips;

8.e. Identifying and taking full

advantage of the resources

and of the existent educational

and professional opportunities

in order to achieve the

established professional

objectives of each student.

-Using observation and discussion in order to understand how an archive is organized: documents, archive files, cyrillic alphabet;

-Writing an essay based on the importance of the archived documents studied as a follow-up activity after visiting SJAN Dolj (The National Archive Department in Dolj County); - Advising students to choose a proper career and encouraging them to continue their higher studies after visiting the University of Craiova on a special occasion held by the Professors teaching there; - Including a cross disciplinary optional subject in the syllabus “Career and Education through History”;



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SUBJECT: ROMANIAN LANGUAGE AND LITERATURE

Author: teacher: Dima Julieta Andreea

,,Ştefan Odobleja’’ College, Craiova

Horizontal Competence Methods and techniques Contents/Topics and activities

1.b Developing appropriate

models of action and decision

making in a dynamic world.

Simulation: - designing a tv news edition through dramatization, role play. Brainstorming-ul: - choosing a theme that will provide a broad and attractive framework in order to acquire targeted competences.

Theme 1. Project: designing a tv news edition Actions: -creating a group who takes the lead; - conducting interviews to select human resources. - establishing the Editorial group; -appointing the leader, the editor in chief; - identifying current, general interest issues, - sharing work tasks … -choosing the topic of the news bulletin; - creating a suitable advertisementfor the by using titles and attractive slogans both suitable and appealing;

2.a. Devising and using social communication skills, both verbal and non-verbal;

Oral communication methods: -interview; -debate; -stating an issue. Methods which imply exploring reality: -project; -watching films; -research.

Theme 2. The debate: Organize a meeting to discuss the most important titles of news edition. Actions: -choosing 2 or 3 major topics; - selecting guests on the show representing different fields: specialists, analysts well known people; -making invitations and presentating topics for the debate; -having the actual debate -drawing conclusions.

2.b. Knowing and using efficiently and correctly the codes and conventions of

Techniques in making decisions: -identifying the main ideas; -an inventory of the ideas for or

Theme 3. Dissemination and evaluation of the results.



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language terminology belonging to different fields of knowledge;

against; -presenting relevant arguments. - drawing conclusions. Solving exercises: -correcting spelling mistakes or punctuation for every news;

Actions: -identifying any difficulties - S.W.O.T. analysis; - a plan which involves improvement and correction methods; - self evaluation;

7.b. acquiring a certain

discipline of the physical and

intellectual exercise which

expresses the desire of

personal and social

achievement.

Expressive reading: - the use of nonverbal and para elements. Working visit.

Theme 4. Doing the job of a journalist. Actions: - visiting a local TV news station such as TVR 3 Craiova orTele ,,U’’ -the video recording of the project in theme 1.

DOMAIN: TECHNOLOGICAL EDUCATION

Proposer: Cercelaru Margareta, teacher

The „Nicolae Romanescu” General School, Craiova


Methods and Techniques Contents/Proposed Topics and Activities

2.c. Forming the ability of understanding (to undersatand and to understand oneself) and making the others understand different messages in various situations;

2.d. Developing the ability of

identifying and separating the

relevant information from the

irrelevant one in different

domains;

The Project – complex method used in order to evaluate the „Technology of Information” module. In this case, the theme of the poll refers to the content of the „Professional Domains” module, its results representing important and interesting starting points in the school and professional guidance of the 8th graders.

Carrying a poll Objectives -revaluating the specialised terms in communication; - using the informational sources and the processing means in order to take over, to transform and to present the information; - developing the ability of cooperating in order to achieve an application; Working period of time: six weeks Working steps 1. Deciding upon the members of the groups. The activity develops within mixed groups of five students. 2. Deciding upon the theme of the poll for each group. The theme is selected from a list made by the teacher and completed with students'



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3.a. Participating to the social

life of the class, of the school

and of the local community they

belong to;

6.a. Using computerised

equipment as tools for

communicating;

proposals. Proposals of themes for the poll: a) Professional guidance for the 8th graders; b) The 8th graders' preferences regarding the school subjects; c) Means of spending spare time; d) Realtionships between teenagers and parents; e) Friendships The polls will be achieved on a group of 8th graders. 3. Deciding upon the activities within every group. Each group receives a working sheet of paper. The groups will follow the theme plan written on the working paper. The Working Paper Group no..... Members of the group...... Topic: Carrying a poll Working period of time: six weeks The plan of the topic: - writing down the questionnaire; - multiplying the questionnaires, distributing them among the 8th graders, collecting the filled questionnaires; - collecting and organising the data; - manual processing of the data; - organising the report comprising the centralising and the interpreting of the results. 4. Deciding upon the role of each student within the group - individual activities: asking at least two opened or closed questions that are to be comprised within the questionnaire; collecting, organising and manual processing of the data; organising and graphically representing the results in accordance with the innitial questions.



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7.b. Acquiring a certain culture of the physical and intellectual effort, as an expression of the wiil of personal and social achievement;

- collective activities: writing the questionnaire, multiplying, distributing and collecting the questionnaires; centralising the results; writing the report. 5. There is chosen a representative of each group that is to present the ideas of the group. After debating, the students of each group will choose a representative of the group. 6. The activity is finished by presenting a report. Eacg group chooses the method of presentation (posters, pictures, writing-paper etc.). Example of questionnaire regarding the spending of the spare time. The title of the poll: How do we spend our free time?

1. How much spare time do you have after doing your homework? (more than 7 hours; 5-7 hours; 3-4 hours; 1-2 hours; I don't have any spare time).

2. How do you spend your free time? (reading; listening to music; watching TV; helping my parents with housework; playing on the computer; practicing sports; meeting my friends; walking; other activities).

3. What do you like reading? (scientific books; historical books; romance books; detective books; S.F. books; others).

4. What programmes do you like watching on TV? (news, amusement, politics, films, others).

5. What type of music do you like listening to? (gipsy music, dance, house, rap, symphonic, folk, another).

6. Do you constantly practice a sport? (yes; no; if yes, which one?).

7. Have you ever gone to the theatre, except the cases when you went in an organised way with your classmates? (yes,



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no) 8. What about going to the

cinema? (yes, no). 9. Which are the main

activities of your group of friends? (going in a club; going to parties; walking; going to Internet-cafes, others).

10. Do you have a constant hobby that occupies your free time? Which one? (yes; no). Abilities that are being evaluated during the project: the correctness of the working methods, respecting all the steps within the plan, the correctness of the calculations, the adequate representation of the results in graphical forms, the accuracy of the drawings, the quality of the presentation, the interpretation of the results, the generalisation of the information). The teacher has a role of continuous evaluator. It is to be checked the participation of each member of the goup as well as the use of the personal features of the students: cooperation, initiative, creativity, flexibility and being open-minded to new ideas, perseverence). Conclusions The choosing of topics proposed by students, the accurate filling of the questionnaires allow the results of the poll to offer a real image of the class as a group, of the teenagers' problems and of the way these are being approached. By assuming different roles within the group, approaching the problems that come up during the activity, expressing and sustaining one's point of view and by listening to the others' opinions, this activity also develops social competences.



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5.3.3. An analysis of the syllabus in the Turkish educational system

SCHOOL SUBJECT: 2nd Grade – Social Sciences

Institution: 24 Kasım Primary School

Skills for career Methods/Approach Topics/proposed activities

4.a. using flexible thinking

and behaviour but also

admitting their own limits;

5.c. accepting and promoting a natural environment favorable to life;

- Drawing - Role-play

- Self management (using time and space effectively) is used to develop personal skills. Each student draws a picture of his desk and its place in the classroom.

8.b. proving the

competence of sustaining

their own options;

8.c. knowing and analyzing

the opportunities offered by

vocational profiles, according

to individual skills;

- Drama - Role-play - Inter-active activities

- - An effective use of resources (planning and production) is intended to improve the career awareness.

5.b. forming and

expressing an opinion for a

healthy and balanced life;

-Role- play -Demonstration -Debate -Conversation -Learning by guessing -Brainstorming

- Providing Security and Protection (Health Protection).

4.b. knowing various social roles and their implications towards the daily life;

- Drama - Role-play -Conversation -Learning by guessing -Debate

- The development of the critical thinking skills. - The protection and development of cultural values.



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SCHOOL SUBJECT: 3rd Grade – Social Sciences



5.c. developing a positive

attitude towards themselves

and the others: tolerance,


- Drawing

- Role-play

- Question and Answer

exercises

- Debate

- Conversation

- I'm Growing Up, Changes.

7.c. acquiring a culture of

physical and intellectual effort,

as an expression of the desire

of personal and social

achievement;

- Drama - Role-play - Inter-active activities - Conversation

- - Do my emotions affect my body?

8.b. understanding the way in

which the social and cultural

environment (family, social

norms, linguistic codes,

historical traditions etc.)

influence both their and other

people ‘s own ideas and

behavior;

- Group work - Individual study - Demonstration - Debate - Conversation

- What has changed in my family’s life?








behavior;

8.c.knowing and analyzing the

opportunities offered by



- Drama - Role-play - Simulation - Information gap

-Why do I need to choose this job?

5.c. accepting and promoting

a natural environment

favorable to life;

- Narration

- The inducement

- Deductive

- Group discussion

- Simulation

- What will the weather be like tomorrow?



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SCHOOL SUBJECT: 5th Grade – Maths



1.a. using, evaluating and

permanently improving own

strategies in solving problems;

-narration -review -discussion -sampling -application -conversation

- Organizing data by doing schemas;




-narration -review -discussion -conversation -information gap -sampling -application -problem solving

- - Symmetry;





8.d. making personal action

plans and finding motivation

for life-long learning;

-debate -review -question-answer -discussion -sampling -application -problem solving

- Atatürk’s attribution to Maths and geometry, famous mathematicians in our country;

1.c. forming and using skills of

critical judgment;

-conversation -narration -review -discussion -sampling -application -problem solving

- Probability;



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SCHOOL SUBJECT: 5th Grade – Music



3.b. developing a positive

attitude towards solving the

problems which affect the

local and national community;

Lecture Singing-playback Playing musical instruments Application

The national anthem;





historical traditions, etc.)



behaviour;




8.e. identifying and giving

value to their own action

resources, educational and

professional resources,

educational and professional

opportunities by reaching the

career objectives established

in their own professional path;

Question-answer Lecture Singing-playback

- Famous musicians and their career;

1.f. developing fluidity (the skill

of easily activating knowledge

from the memory in a

divergent way and in various

forms);


I'm learning new sounds, new music sheets;

1.e. developing a receptive,

non-critical, non-appreciating

attitude, generating multiple

associations, different

versions and solutions;


Different rhythms in different tunes;



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SCHOOL SUBJECT: 9th Grade – Biology

Institution: Yahya Akel Science High School


5.d. developping a positive




- Discussion - Research-Search - Drawing - Role-play - Group work - Conversation - Debate

- Common features of the living things;

7.d. acquiring a culture of




achievement;

-Discussion -Research-Search -Research -Narration -Debate -Sampling

- - Body features of the human;

8.c. understanding the way

in which the social and

cultural environment (family,

social norms, linguistic codes,




behaviour;

- Individual study - Demonstration - Debate - Conversation - Information- gap -Learning by guessing

- A biologist’s life;








behaviour;





- Narration - Brainstorming - Role- play - Demonstration - Debate - Conversation - Learning by guessing - Storytelling - Information gap

-My environment;

5.c. accepting and promoting

a natural environment

favorable to life;

- Narration - Brainstorming - Role- play - Demonstration - Debate - Conversation - Learning by guessing - Information gap

- Current environmental problems and human beings;



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SCHOOL SUBJECT: 9th Grade – Counseling

Author: Mersin National Educational Directorate










behavior;








-Group Counseling -Parents support

Parents attendance;

5.a. developing a positive




- Individual Counseling -Group Counseling -Monitoring -The Ship -Consultancy

School guidance and counseling service through planning studies, determination of the needs. The PDR documents used in the standardized Teachers Consulting;

8.a. understanding the way in







behavior;

8.b. knowing and analyzing





- - Family Education; - - - Introduction To The National

Occupational Information System;

7.a. developing a

methodology of intellectual

- Individual Counseling

The absence of continuous assessment of students with



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work and the ability of

exploration the surrounding

reality;

7.b. acquiring a culture of




achievement;

-Group Counseling -Monitoring -The Ship -Consultancy

academic failure;

SCHOOL SUBJECT: 9th Grade – History






Narration Individual Studies Preparing and solving puzzles Brainstorming Debate Conversation Learning by guessing Storytelling

A puzzle of history;

2.a. forming and using skills of

social, verbal and non-verbal

communication;

Narration Individual Studies Preparing and solving puzzles Brainstorming Debate Conversation Learning by guessing Storytelling

- Strips of time;

3.a. participating to the social

life of the class, the school

and the local community they

belong to; understanding and

evaluating the

interdependence between

identity and alterity, between

the local and national leve,

between the national and

global level;

Narration Essay writing Research Review Discussion Biography Work Individual Studies Debate

Memory of the societies;

3.a. participating to the social

life of the class, the school

and the local community they

Narration Essay writing Research

Evaluation Of Historical Events;



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belong to; understanding and

evaluating the

interdependence between

identity and alterity, between

the local and national leve,

between the national and

global level;

Review Discussion Biography Work Individual Studies Debate

SCHOOL SUBJECT: 12th Grade – Counseling

Author: Mersin National Educational Directorate



2.a. forming and using skills of

social, verbal and non-verbal

communication;

-Individual Counseling -Group Counseling -Monitoring -The Ship -Consultancy

- Conducted In School Guidance Activities Related To Presentation And Evaluation;

8.a. proving the competence

of sustaining their own

options;








behaviour;








-Group Counseling -Parents support

- Parents attendance;

5.a. developping a positive



-Individual Counseling -Group Counseling

- School guidance and counseling service through planning studies, determination



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responsability, rigor etc.

-Monitoring -The Ship -Consultancy

of students' needs. The PDR documents used in the standardized Teachers Consulting;

8.a. understanding the way in







behaviour;

8.b. knowing and analyzing




-Individual Counseling -Group Counseling -Monitoring -The Ship -Consultancy

- - Family Education; - - Introduction To The National

Occupational Information System;

7.a. developing a

methodology of intelectual

work and the ability of

exploration the surrounding

reality;

7.b. acquiring a culture of




achievement;


- The absence of continuous assessment of students with academic failure and failure to investigate the reasons for the absence of teachers, students and their parents, who were invited at school, the main information exchanging the necessary redirects to be done;



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5.4. Samples of lesson plans regarding the career guidance for students

LESSON PLAN Class: 8th Teacher: Mariana Mărculescu Curriculum Field: Math and science Subject: Math Chapter: Problems that are solved by using equations Learning content / topic of the activity: Problems in which percent are involved Lesson Type: Practicing capabilities Objectives:

Cognitive: - To name previously learned mathematical concepts: the ratio of two quantities of the same kind, a ratio; - To determine the percentage out of real numbers to understand the meaning and properties of ratio percentage and know how to apply them in solving problems; - To solve exercises for determining a number when p% of it is known; - Solving by using reports and proportions some problem situations and the interpretation of results; - To demonstrate the ability to work in a team, respecting everyone's opinions; - Developing a methodology for intellectual work and the ability of exploration of the surrounding reality;

Emotional - attitudinal: - Developing an open and creative thinking, develop initiative, independence in thought and action to have the availability to address various tasks; - Development of the spirit of observation; - Development of aesthetic and critical spirit, the ability to appreciate the rigor, order and elegance in solving problems or building a theory;

Psychomotor: - Training to use mathematical concepts and methods in addressing everyday situations or to solve practical problems; - Training motivation for studying mathematics as a field related to social and professional life; Teaching Strategy: Resources procedures (methods and techniques of work):

- conversation, explanation, demonstration, practice, group work. Material resources:

- Mathematics – manual - Auxiliary - Working sheet

Organization forms: - on groups

Type of assessment: working sheets Duration: 50 minutes Venue: classroom References:

Radu Dana, Radu, E., Manual clasa a VIII-a, Ed. Teora, Bucureşti, 2013; Gheorghe I., Dorel L., Matematică clasa a VIII-a, Ed. Paralela 45, Piteşti 2013; Fianu, M., Perianu, M., Clubul Matematicienilor, Ed. Art, Bucureşti, 2013; Programa şcolară Nr.5097/09.09.2009;



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LESSON PROCEDURES

STAGES DESCRIPTION OF THE ACTIVITIES

1. Organizational moment / Preparation

of the class for the activity

(3 minutes)

The teacher checks the frequency. Preparing the materials needed for the lesson. Creating the proper environment for the lesson.

2. Checking homework (2 minute)

The given homework is checked.

3. Reactivating the knowledge (5 minutes)

Update of the theoretical knowledge on the percentage ratio, calculating a percentage of a number, percentage increases or decrease percentage.

4. Introductory talk (2 minutes)

The teacher presents to the students the importance of calculating a percentage of a number in everyday life and the types of issues that will be addressed in the lesson - appendix 1.

5. The announcement of the content and the

objectives (1 minute)

The teacher presents the students the lesson objectives: the calculation of the price of an item after a rise or a cheaper by one percent the interest calculation of a deposit in a bank and the calculation of the percentage of the cheaper or more expensive items.

6. Learning leading (24 minute)

The students solve the tasks from Appendix 2. O mo

7. Providing feed-back

(8 minutes)

The students are given the Appendix 3. They work individually. If there are tasks that cannot be performed individually are solved at the white board.

8. Homework / Explanations in order

to continue the activity at home

(5 minutes)

Students will be given as homework some exercises from the textbook.



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INFORMATIVE CONTENT

ANNEX 1

PERCENTAGES

- Percentages are used in trade, mathematical statistics, bank operations etc. - What does “a blouse is made of 40% cotton and 60% elastic”, „our planet is made of 70%

water”, „wine contains 4% alcohol” mean?

100

1, is written 1% (it’s read “1 percent ” or “1 procent”)

100

3 = 3%

Qppp

%,100

Percentage ratio the ratio which has 100 as denominator.

100

p - percentage ration

Transforming a ratio into a percentage ration

Ex:

100

12

25

3

%18100

18

200

36

Representing the percentages in graphics



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Representing percentages in circular diagrams

Finding p% of a number Ex. 1: find 15% of 200 kg;

)(30200100

15kg

Ex. 2: In a factory, there are 1800 workers. 60% of them are in their 20s. How many workers (under their 20s) work in the factory?

10801800100

60

Finding a number when knowing its p% Ex. 1: There are 10 girls in a class, which represents 40% of all the students. How many students are there?

2510100

40 xx (students)

Ex. 2: Of 2500 workers of a factory, 500 are men. How much (percent) is the number of men of the number of workers?

%20%5002500100

xx

Creşteri cu x% Ex. 1: More confectioners have agreed on preparing 600 cookies.They have prepared 30% more than their agreement. How many cookies have they prepared?

780600100

30600

Ex. 2: The price of a product has increased with 20% of the price it initially had. The product is now 600 lei. Calculate the initial price of the product.



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500600100

20 xxx

Percentages of percentages Ex: It is known that 21% of an amount of milk is cream, and 23% of an amount of cream is butter. Find out of how many kg of milk you can obtain 96.6 kg of butter (exercise taken from the algebra manual, 1989). 21% l = s 23% s = u

6,96%21%23 l

l = 2000 (liters of milk) Examples of percentages uses 1. Sales comission – it is the amount paid by the employee to the people working in the sales department (to motivate them to sell more). Generally, the comission is 10% of the sale. 2. Discount – it is a price discount applied by different shops. 3. Commercial addition – it is the difference between the selling price and the purchasing price. 4. Bank interests – banks attract money from their clients by their bank accounts, the clients’ deposits being major source of funds. ANNEX 2 1. Find out: a) 15% of10 = b) 10% of 25% of 1200 = 2. Write the ratio of these numbers: a) 5 and 16 b) 2,4 and 6,3 3. Find out how much percent is 60 of 240. 4. Find out the number knowing that 30% of it equals 531. 5. 10% of a company’s capital, that is 7000 lei, are used for transportation. What’s the company’s capital? 6. A coat is 250 lei. How much money will the buyer pay if at the price a 24% of VAT is added.

7. After a 10% discount, a product costs 99 lei. What is the initial price of the product? 8. Teo has made a deposit of 350 euro with an interest of 8% per year. What amount of money will Teo withdraw after one year? 9. A vehicle covers a distance in 3 days. In the first day, it covers 25% of the distance, the second day 60 % of the rest and for the third day 162 km are left. a) What was the total distance it covered? b) What distance did it cover in the second day? c) What percentage is the distance covered the second day out of the total distance?



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ANNEX 3

WORKSHEET 1. Transform the percentages: 40% and 12,5%. 2. Transform in percentages:

5

8 ;

7

125 ;

2. Find out: a) 15% of 120 = b) 25% of x = 400; 3. A vehicle had to cover 4000 km. The first day, it covered 20% of the distance, the second day 75% of what it covered the first day, and the third day the rest. Find out how many km it covered the third day. 4. A bank gives an annual interest of 10%. Find out what amount of money will a student have after 3 years if he makes a deposit of 1200 lei (the interest accumulates). 5. The price of a product is 250 lei. Find out the price of the object after an increase of 20% and a discount of 15%. 6. The price of a product after a rise of 20% has become 2400 lei. Find out the initial price. 7. A student has spent 20% of the money he had the first day, and the second day 10% of all the money. Knowing that he has 140 lei left, find out the initial amount of money.



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LESSON PLAN

Grade: 6th B, D Teachers: Daniela Toma, Nadia Şutelcă Curricular area: Language and communication Subject: Romanian Language and Literature Chapter: The epic genre. The sketch Lesson title: "Dl.Goe..." de I. L. Caragiale - dramatizing Lesson type: capacities practice Lesson aim: growing the ability to play and build a dialogue Horizontal competencies developed by integrating career counseling and guidance the students within the school subjects. Competence to adapt to different social situations (to demonstrate the ability to adapt to different situations): - the use of a variety of languages and tools to send ideas, experiences and feelings; - the knowledge of different social roles and their implications on daily life; - to demonstrate the ability to work in a team, respecting everyone's opinions; - expressing the will to pursue a goal through different means; - the use of flexibility in thinking and behaviour, and recognizing their limits; - developing a positive attitude to change, to change, in the context of socio-economic life in full process of transformation; Specific skills: 2.1. to achieve proper chain of ideas in an oral message; 2.4. to use the stress and intonation to highlight the purpose of communication; 2.7. to sustain a verbal exchange into a group conversation using the correct literary language and expressive possibilities of the spoken language; 3.2. to notice the role of the dialogue in the characterization of the characters; Operational objectives: Cognitive: - to highlight the role of the expressive dialogue; - to request and provide information in a clear, precise and polite way; Emotional objectives: - to show interest in tasks; - to interiorize the this knowledge and integrate them into the correct expression skills; Psychomotor objectives: - to act complexly by applying the model (in whole or in part) under other circumstances; Teaching strategy: Resources procedures (methods and techniques of work): - Conversation; - Role play; - Working with text; Type of assessment: - systematic observation; - self-evaluation; Timing: 50 minutes Location: classroom Bibliografie:

Ion Luca Caragiale, Momente şi schiţe. D-l Goe, Editura Hyperion, Bucureşti, 2003;



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LESSON PROCEDURES




(13 minutes)

The students prepare for the activity: costumes, props, stage layout.

2. Learning leading (27 minutes)

The students act D-l Goe... de I. L. Caragiale – MR GOE by Ion Luca Caragiale – a famous playwriter.

3. Providing feed-back (10 minutes)

Students are asked to reflect on the facts presented, on the child's behavior, on the attitude of the ladies, the mistakes made. Then they are invited to provide similar examples of everyday life.



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LESSON PLAN

Grade: 5th Teacher: Daniela Velicescu Institution: Gymnasium School ”Traian” Subject: English Lesson title: ”What Do I Want To Be?” Specific skills:

Linguistic To use adequately different types of communication in real situations:

- proving their capacity of working in teams, groups or pairs, respecting each other’s opinion;

- expressing their will in achieving their goals through different ways/paths; - developing a positive attitude towards new and changing social-economical life;

Pragmatic To plan and build a career (to build a set of individual and social values and guide their

behaviour and career according to them); - proving their competence of sustaining their own options; - reaching their own set of objectives regarding career;

Objectives:

To recognize and understand the message of a text.

To talk about themselves, about the people and about the activities around them.

To select conversational patterns and ask questions according to the conversational situation. Techniques:

reading dialogues;

written exercises;

conversation;

explanation;

Visual aids:

poster;

worksheets;

realia; Forms of activity:

whole class;

groupwork;

pairwork;

Evaluation: solving exercises Duration: 50 minutes



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LESSON PROCEDURES




(5 minutes)

Preparing the materials, attendance, checking homework.


Reactivating the knowledge is made by conversing with the students.


objectives (3 minutes)

The teacher presents the students the objectives of the activity.


Students are trained in recognition activities of a message around a text, conversations about themselves, about people and the activities around them etc.

O mo


(5 minutes)

The teacher makes question to the students regarding the content of the lesson.



(5 minutes)

Exercises.



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LESSON PLAN Class: 7th Teacher: Liana Crăciunoiu - Duță Curricular area: Physical Education and Sport Subject: Physical Education Chapter: Basic movement skills and abilities Learning content / topic of the activity: Technical and artistic training Lesson Type: skills development Specific skills:

- to perform basic movements associated with musical gesticulation; - to acquire the necessary basic mechanism for a choreographic interpretation of a text in

musical rhythm; - to show team spirit, cooperation, fair play;

Objectives: - to tact rhythmic exercises given by teacher; - to execute properly the sport dance steps according music background; - to present a cha-cha choreography, waltz and structure according music background

(individual, pairs and group); - to adopt good posture specific dance style; - to show team spirit, cooperation, fair play;

Teaching Strategy: Resources procedures (methods and techniques of work):

- observation; - exposure (explanation); - conversation; - demonstration; - practice; - game;

Material resources:

- CD player; - Whistle;

Organization forms: - frontal; - pair;

Type of assessment: continues Duration: 50 minutes Venue: gym References:

Viorel Dan Năstase - Initiation sport dance; Marioara Popescu – Mirage of Dance; Adina Stroescu - Gymnastics; Tudusciuc I. - Artistic Gymnastics;



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134

LESSON PROCEDURES


1. Preparation of the class for the activity

(2 minutes)

- Assembly, alignment and greeting; - Check students, equipment and health; - Presentation of the lesson topics;

2. Preparing the body for effort

(6 minutes)

Variants of walking, running and jumping exercises (walking on toes, on heels, running, playing the ankles, legs swinging back added step, crossover step jump step jumping, running accelerated).

3 Selective influence of the musculoskeletal

system (7 minutes)

Complex of exercise for an harmonious physical development for the head-neck, arms, torso, legs (bending, arching, bending, twisting, lunges, jumping), with music background.

4. Development of reaction speed of

execution (8 minutes)

Performance cha-cha choreography in music as 4/4: Time Step, Close Basic Movement, New York, Spot Turn to Left and to Right, Hand to Hand.

5. Learning steps (12 minutes)

Learning steps of Sirtaki - Greek dance (famous from the movie: Zorbas – The Greek).

6. Development of resistance of legs

muscles (10 minutes)

Viennese waltz choreography according music (tempo ¾): working in pairs.

7. Restoring the body after exercise (3 minutes)

Slow jog, exercises for relaxation of muscle of arms and legs, exercise for inspiration /expiration.

8. Assessments and recommendations

(2 minutes)

Feedback on how the students have performed specific steps. Emphasizing compliance rhythm, melodically, and proper body position.



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LESSON PLAN

Grade: 10th Teacher: Oprea Alina Curricular area: Language and communication Subject: French Unit /Chapter: Unit 8, Le terroir retrouvé The content of learning/The theme of the activity: Le voyage- mode d’emploi Lesson type: Teaching and learning Specific skills: - The reception of oral or written messages in different communication situations; - Identifying the global meaning of a message; - Identifying the key information in authentic texts; - Identifying details in oral/ written messages (authentic); Operational objectives: - Developing vocabulary about tourism and travelling; - Understanding a report about foreign tourists who came on a visit in France; - The ability of adequately using different types of communication in real situations; - Developing the ability of identifying and distinguishing the relevant information from the irrelevant in various domains of knowledge; Teaching strategy: Methods and techniques: methods and techniques for speaking comprehension, intonation recognition, repeated listening of the audio document, repeated viewing of the video document, reading, explanation, dialogue, problem solving, euristic conversation.

Teaching aids: - Worksheets; - Computer; - OHP; - CD Le nouvel Édito;

Students’ groupings: - whole class; - individual work; - group work;

Evaluation: formative assessment Timing: 50 minutes Place: the festivity hall of the school Bibliography:

E. Heu, M. Abou-Samra, M. Perrard, C. Pinson, Le nouvel édito, B1, Éditions Didier;



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136

LESSON PROCEDURES


1. Preparing the class for the lesson (activity)

(2 minutes)

Greeting, checking who is present or absent, getting the materials ready, checking the homework.

2. Focusing the attention / introductory

talk / icebreaking exercise (preparatory)

(3 minutes)

The Teacher gives the Students a definition: “Action de se rendre dans un lieu relativement lointain ou étranger; séjour ou périple". They are asked to find the word that matches it. Students conclude that it is the word voyage.

3. Presentation of the content and of the


The teacher announces the students the title of the lesson, “Le voyage - mode d’emploi", and presents them the specific and operational skills covered in the lesson: Specific skills: - The reception of oral or written messages in different communication situations; - Identifying the global meaning of a message; - Identifying the key information in authentic texts; - Identifying details in oral/ written messages (authentic); Operational objectives: - Developing vocabulary about tourism and travelling; - Understanding a report about foreign tourists who came on a visit in France; - The ability of adequately using different types of communication in real situations); - Developing the ability of identifying and distinguishing the relevant information from the irrelevant in various domains of knowledge;


At this stage of the lesson the students are given the first worksheet and are explained the unknown words. The words are divided into categories: voyager, les dépenses, les personnes, les lieux touristiques, les activités, l’hébergement, l’organisation du séjour, le camping, caractériser un hôtel, les vacances en plein air, le climat. Then they are asked to solve exercises 1, 2, 3, 4 and 5.

1. Complete the text using the following words: voyage organisé, réservation, basse saison, agence de voyage, offre de dernière minute, croisière.

2. Here are the luggage contents of 4 passengers. Imagine what their destination is and the activities they do there.

3. What would you do in these situations? Match each situation with an action.

4. The teacher uses a listening document. Listen to the reactions of the hotel clients and match them with situations they have been spoken.

5. Match each definition with the right type of climate.


The Students will revise the new vocabulary in a speaking comprehension activity on a video document. The document is called: Les touristes étrangers sont de retour (The foreign tourists are coming back).



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137

The Teacher gives the Students the second worksheet. First they have three minutes to read some questions and then they are asked to watch a video document twice with a four- minute break. After they have finished watching it they have five minutes to write down their answers. (Vous allez regarder un document vidéo. Vous aurez tout d’abord 3 minutes pour lire les questions ci-dessous, ensuite vous regarderez deux fois l’enregistrement avec une pause de 4 minutes entre les deux visionnages. Après le deuxième visionnage, vous aurez encore 5 minutes pour compléter vos réponses.) Answer the questions: tick or fill in the right answer.

1. Which of the subjects is mentioned in the report? Tick the right answer.

2. Watch the report. Decide if the information is true or false. 3. Fill in the text with the missing information: 2009 / 0,5 / 4,1 / 3 4. Match each character with the right opinion.

After the Students have finished answering, the Teacher plays again the video document, the subtitled version, in order to justify the answers. The Students are asked to translate the subtitle and this way it is checked if they have learnt the new vocabulary. (Répondez aux questions en cochant la réponse ou en complétant la réponse demandée: 1. Quel sujet est abordé dans le reportage? Cochez la bonne case. 2. Regardez le reportage. Dites si les informations sont vraies,

fausses. 3. Complétez le texte avec les données qui manquent: 2009 / 0,5 /

4,1 / 3 4. Associez à chaque personnage l’opinion qui lui correspond.)

6. Homework / Explanations in order to continue the activity at

home (5 minutes)

Students are asked to solve exercise 6 from the vocabulary worksheet: expression oral. You are working in a travel agency and you are organizing a trip for three people: the first one loves museums, the second one wants to do sports and the third one wants to lie in the sun. Choose a destination that suits all of them. Name the activities each of them could do. (Vous travaillez dans une agence de voyage et vous organisez un voyage réunissant une personne qui aime les musées, une autre qui veut faire du sport et la dernière qui a envié de se reposer au soleil.

Choisissez une destination qui convienne à tous. Vous indiquerez les activités que chacun pourra faire.) The Teacher marks the Students.



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138

WORKSHEETS

Compréhension orale Titre du document vidéo : Les touristes étrangers sont de retour Vous allez regarder un document vidéo. Vous aurez tout d’abord 3 minutes pour lire les questions ci-dessous, ensuite vous regarderez deux fois l’enregistrement avec une pause de 4 minutes entre les deux visionnages. Après le deuxième visionnage, vous aurez encore 5 minutes pour compléter vos réponses. Répondez aux questions en cochant la réponse ou en complétant la réponse demandée. 1. Quel sujet est abordé dans le reportage? Cochez la bonne case. Les vacances des touristes étrangers Les possibilités d’hébergement Le tourisme dans la région Centre L’embarras du choix entre gîte et hôtel Les fêtes d’hiver 2. Regardez le reportage. Dites si les informations sont vraies, fausses.

Vrai Faux

1. La clientèle qui fait vivre le secteur dont il est question est celle européenne.

2. Ce secteur se porte bien.

3. Jean Paul est d’origine française.

4. Liliane préfère l’hôtel.

5. Marie accueille pour la première fois des Canadiens.

3. Complétez le texte avec les données qui manquent :

2009 / 0,5 / 4,1 / 3 … le nombre de nuitées dans les campings a augmenté de __________% lorsque les hôtels enregistrent une hausse de seulement________% mais après une chute de de plus de ________% en __________. 4. Associez à chaque personnage l’opinion qui lui correspond.

Sabrina Melloult c’est la formule idéale de se retrouver en famille.

Le journaliste Les gîtes attirent donc de plus en plus de monde.

Jean- Paul on veut que les gens se sentent bien.

Liliane Le principal enseignement c’est le retour de la clientèle étrangère.

Marie c’est convivial et on voit un peu comment les gens vivent.



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139

GRID OF CORRECTION (GRILLE DE CORRECTION)

Titre du document : Les touristes étrangers sont de retour Vous allez regarder un document vidéo. Vous aurez tout d’abord 3 minutes pour lire les questions ci-dessous, ensuite vous regarderez deux fois l’enregistrement avec une pause de 4 minutes entre les deux visionnages. Après le deuxième visionnage, vous aurez encore 5 minutes pour compléter vos réponses. Répondez aux questions en cochant la réponse ou en complétant la réponse demandée. 1. Quel sujet est abordé dans le reportage? Cochez la bonne case. Les vacances des touristes étrangers Les possibilités d’hébergement x Le tourisme dans la région Centre L’embarras du choix entre gîte et hôtel Les fêtes d’hiver 2. Regardez le reportage. Dites si les informations sont vraies, fausses.

Vrai Faux

1. La clientèle qui fait vivre le secteur dont il est question est celle européenne.

X

2. Ce secteur se porte bien. X

3. Jean Paul est d’origine française. X

4. Liliane préfère l’hôtel. X

5. Marie accueille pour la première fois des Canadiens. X

3. Complétez le texte avec les données qui manquent: 2009 / 0,5 / 4,1 / 3 … le nombre de nuitées dans les campings a augmenté de 4,1% lorsque les hôtels enregistrent une hausse de seulement 0,5% mais après une chute de de plus de 3% en 2009. 4. Associez à chaque personnage l’opinion qui lui correspond.

Sabrina Melloult Le principal enseignement c’est le retour de la clientèle étrangère.

Le journaliste Les gîtes attirent donc de plus en plus de monde.

Jean- Paul c’est la formule idéale de se retrouver en famille.

Liliane c’est convivial et on voit un peu comment les gens vivent.

Marie on veut que les gens se sentent bien.



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140

LESSON PLAN

Grade: 12th Teacher: Cristiana Popescu Curricular area: Technologies Subject: CDS WEB learning The content of learning/The theme of the activity: Project presentation Ways of exploring career opportunities - Career in Web Design; Lesson type: checking and assessment Specific skills: To identify the appropriate programming techniques for solving a problem and their creative application. Operational objectives: Cognitive:

- To design a web interface (website) taking in consideration a certain architecture, page organization and browsing;

- To draft a project as a site on a theme of their choice in which to submit a passion or a career they would like to follow;

Affective – attitudinal: - To be aware of the social, economic and moral impact of informatics;

Psychomotor: - To use computers properly;

Teaching strategy: Methods and techniques: - Conversation; - Debate, - Example, - Brainstorming; Teaching aids: - Computers; - text editors; - browsers; Students’ groupings: - Whole class; - Individual;

Evaluation (assessment): - summative;

Timing: 50 minutes; Place: The informatics lab Bibliography:

- Ionel Simion, Proiectarea paginilor Web, Editura Teora; - Lenuţa Alboaie, Sabin Buraga, Servicii Web - concepte de bază şi implementări, Editura

Polirom; - Elizabeth Castro, HTML pentru World Wide Web, Ghid de învăţare rapidă, Editura Corint,

2003; - Rich Darnel, Totul despre HTML, Editura Teora, 2005;



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141

LESSON PROCEDURES




(2 minutes)

Greeting, checking who is present or absent, getting the materials ready.



(3 minutes)

Each student tells his first name and a feature that describes the project achieved.



The teacher announces the theme, the aim and the objectives of the activity.

4. Checking the Students’ learning (the projects)/ Guiding the assessment activity

(28 minutes)

- Each student presents the project achieved, explaining the theme the way it was achieved, and the information sources. - Debate: the students will be encouraged to express their own ideas, to listen to everyone’s opinion, to ask the others questions about their projects and also to identify the people that have the necessary qualities for a web developer.

5. Additional explanations (5 minutes)

At this stage of the lesson the focus will be on the concepts related to the user interface as an important part of the application. The interface should meet all the requirements of the project. The emphasize will be on the importance of design in creating an interface. The students will be presented the skills and abilities needed for the web designer job.

6. Feed-back (9 minutes)

There will be individual and collective feedback on the activity. The students will tell one important thing that they have learnt from this activity.

7. Homework assignment (1 minute)

To improve the quality of the project.



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LESSON PLAN

Grade: 11th Teacher: Mirela Isuf Curricular area: Counseling and guidance Subject: Psycho-pedagogical counseling The content of learning: Career counseling - The relationship between career and professional interests; Specific skills:

To demonstrate the ability to support their own options (choices); To create personal action and motivational plans for continuous learning; To identify professional interests and occupations which are suitable for them;

Operational objectives: Cognitive:

- to rank their own professional interests; - to notice the relationship between professions and personal interests;

Affective- attitudinal: - to show interest for career counseling activities;

Psychomotor:

- to use properly and ecologically the materials available; Teaching strategy:

Methods and techniques: - conversation; - example; - explanation; - administration of questionnaires; - the use of informative materials;

Teaching aids: - paper sheets; - writing instruments; - flipchart; - questionnaires; - answer sheets; - information sheets;

Students’ groupings: - whole class; - individual; Evaluation: continuous- formative Timing: 50 minutes Location: School Cabinet for Psycho-pedagogical Assistance Bibliography: Sălăvăstru, Dorina, ”Psihologia educației”, Ed. Polirom, Iași, 2004. Lemeni, Gabiela, Mircea Miclea (coordonatori), ”Consiliere și orientare – ghid de educație pentru carieră”, Ed. ASCR, Cluj-Napoca, 2004.



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LESSON PROCEDURES




(2 minutes)

The students are asked to get ready for the activity.

2. Focusing the attention /

introductory talk / icebreaking exercise

(preparatory) (15 minutes)

The students receive paper sheets and writing instruments and then they are asked to create a “passport for future” describing in a few words their actual lifestyle and the lifestyle they want to have 10 years later (expressing preferences and/or rejections to certain school and extracurricular activities, possible professions, leisure time, family situation, etc.).



The teacher tells the students the theme and the aim of the activity, mentioning that people's preferences for certain activity fields are called professional interests; that they can be identified with the help of the questionnaires; and during the activity they will discover which their own professional interests are.


At this stage of the lesson students will be given a questionnaire about interests and they are offered the time required to complete them. Then they are asked to discover with the help of the answer sheets their own ranks of personal interests. After that the teacher describes the 6 categories of professional interests (according to Holland's theory), and also gives examples of professions which fit the categories. Students are provided with information sheets about professional interests and are asked to motivate the importance of the relationship between career and professional interests.


(7 minutes)

There is a feedback on the way the activity took place and the pupils are asked to name a pleasant/ unpleasant aspect of the activity.



(3 minutes)

Students are asked to reflect on the things they learnt about their professional interests and to talk to their parents about them.



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LESSON PLAN

Grade: 11th Teacher: Carmen Oprea Subject: Religion Unit /Chapter: Liturgics concepts Lesson title: The significance of the settlement of the Holly Icons in the church Lesson type: Acquisition of new knowledge Specific skills: 1.3. Introducing the significance and the role of iconography in worship; 2.b. The efficient and correct use of the codes, conventions and language belonging to different fields of knowledge; 2.2. The comparison of different opinions and arguments in debates on religious themes; 8.b. Understanding how the social and cultural environment (family, social norms, codes of language, historical traditions, etc.) influence their ideas and behaviours and those of others; 8.c. Getting to know and analyzing the opportunities offered by different vocational branches, taking in consideration individual skills; Operational objectives: Cognitive: At the end of the lesson the students will be able to:

- describe the painting in the Orthodox Church; - to give arguments for the spiritual, artistic and pedagogical value of the religious painting; - identify the specific elements of the Byzantine painting; - establish the bond between the icon and the Gospel;

Affective- attitudinal: - to be actively engaged in solving the tasks given by the teacher;

Psychomotor: - to use properly the teaching aids;

Teaching strategy: inductive, directed, cognitive; Methods and techniques: - conversation; - explanation; - reading and interpretation of the biblical text; - problem solving; Teaching aids: - textbook; - worksheets (individual and for groups); - flipchart; Students’ groupings: - whole class; - pair work; - group work; Evaluation: continues Timing: 50 minutes Location: the Orthodox Church References: Boghiu, Arhim, Sofian, Chipul Mântuitorului în iconografie, Editura Bizantina, București, 2001; Branişte, Ene, Liturgica specială, Editura Institutului Biblic şi de Misiune al Bisericii Ortodoxe Române, Bucureşti, 1980; Branişte, Ene, Liturgica, Editura Institutului Biblic şi de Misiune al Bisericii Ortodoxe Române, Bucureşti, 1984;



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Branişte, Ene, Branişte, Ecaterina, Dicţionar enciclopedic de cunoştinţe religioase, Editura Diecezană, Caransebeş, 2001; MUHA, Corneliu, Religie – Auxiliar didactic pentru elevi, clasa a XI-a, Editura Sf. Mina, Iaşi, 2009; *** Biblia sau Sfânta Scriptură, Institutul Biblic şi de Misiune al BOR, Bucureşti, 2001;

LESSON PROCEDURES




(2 minutes)

The teacher greets the students. Together they say the prayer Our Father. He checks who is present or absent and Organizes the students.


The teacher through questions asks the students to explain the word icon, to explain why the veneration of icons is not idolatry, to what Ecumenical Council was given the freedom of worshiping the icons. In pairs they are asked to complete the worksheet 1. After the timing for the activity is over the students are asked to compare the result of their activity with the completed worksheet proposed by the teacher.



(2 minutes)

The teacher invites the students to talk about the Christian church, left by Jesus Christ, gained through His blood on the Cross.


objectives (2 minute)

The teacher announces the new lesson title and mentions the skills reached during the class.


He asks the students to answer questions about the icon as the painting in the church. The teacher presents the students information about the iconography, about architecture and Byzantine painting. He talks to the students about the parts of the church, about the icons and the paintings existing in each part of the church, about the sacred objects, what they symbolize. The teacher explains the students that the religious painting is a revision of the history of the salvation.


The students are asked questions about the importance of the church painting in the life of a Christian Orthodox, about the order in which the main areas (inside and outside) of the church were painted. Then the students are explained if there are any misunderstandings. The teacher draws general conclusion on the topic discussed and emphasizes the important elements. One Holy and Apostolic Church is the Church of Jesus Christ, which He promised that not



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even by the gates of hell will be defeated. The painting is also called „The Bible in Photos” or „The Bible for illiterate people”. The teacher makes general comments on the students’ work, mentioning the most active students and giving marks to the ones that gave the most and the best answers.

7. Homework / Explanations in order to continue the activity

at home (2 minutes)

The students are asked to make a portfolio that includes many photos with the painting from each side of the church. Both: the students and the teacher say the prayer Cuvine-se cu adevărat. The teacher greets the students.



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LESSON PLAN

Grade: preparatory D Teacher: Dumitrescu Anda Curricular area: Arts and technologies Subject: Visual arts and practical skilss Teaching unit: “From Earth to sun” Topic of the lesson: Decorating eggs Lesson type: Forming and consolidationg painting skills; Specific competences: AVAP 2.2 Expressing ideas and personal feelings, in simple applications, typical for visual arts; DP 5.1 Developing positive attitudes towards themselves and towards others: tolerance, responsability, rigour; MEM 1.5 Making repeated additions/ subtractions by counting and objective representations in 0 -31; CLR 3.2 Identifying the meaning of one or several pictures depicting happening, phenomena, family events; Operational objectives:

O1 – to use correctly the items for decorating the eggs; O2 – to respect popular traditions; O3 – to show positive attitudes towards themselves and the others; O5 – to analyse their own work and their colleagues’ works, taking into account the evaluation criteria established during the class;

Didactic strategies: methods and proceedings: - the exercise; - the demonstration; - the explaining; - the conversation; - the discussion of a problem; teaching means: rabbit puzzle, eggs, brushes, watercolours, musical background; forms of organisation:

- frontal; - teams; - individual;

Evaluation: sistematic observation, verbal appreciation, analysing the activity products. Duration: 30 minutes Place of development: the classroom Bibliography:

- Cerghit, I., Metode de învățămȃnt, Ed. Polirom, Iași, 2006; - MECTS - Programa şcolară pentru disciplina Arte vizuale şi Abilităţi practice aprobată prin

ordin al ministrului Nr. 3418/19.03.2013; - www.didactic.ro;

http://www.didactic.ro/

EDUCATION AND CAREER GUIDANCE – LET’S HELP THE STUDENTS CHOOSE A RIGHT CAREER! Reference No: 13-PR-04-DJ-RO, TR


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LESSON PROCEDURES

STAGES DESCRIPTION OF ACTIVITIES

1. Organizational moment (2 minutes)

The necessary conditions for a good development of the lesson are established.

2. Seizing attention (2 minutes)

Questions about Easter are made. Puzzle pieces with written exercises of CLR and MEM are presented. After the correct solving, the image of the Easter Bunny is discovered.

3. Announcing content and objectives

(2 minutes)

The theme of the lesson is announced and the aims are presented in a way that is accesible to the students.


The sample is presented, the prepared materials are discussed. The eggs are decorated, taking into account the given instructions.

5. Analysing, appreciating and evaluating works

(2 minutes)

Students are required to make an objective evaluation of the works. Arguments are asked for the students’ appreciations.

6. Closing the activity (2 minutes)

A general appreciation of the activity is made.



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LESSON PLAN Class: 1st Teacher: Alexie Elena Curricular area: Counseling and guidance Subject: Personal development Lesson: Crafts and craftsmen Learning content / topic of the activity: The job-gold bracelet Lesson Type: practicing capacities Specific skills / reference objectives: - The competence to adapt to different social situations; - Investigative powers and valorization / valorization of their own experiences; Objectives: Cognitive: - To name professions based on an image; - To form the jobs pyramid, according to given criteria; - To associate the image that suggests a job with the image of the tools needed for its

development; - To Identify a job / tool on given riddles; - To name the tools used in a given job; - To mime a job; - To puzzle the imagines of jobs; - To describe the from the jobs roulette; Emotional - attitudinal: - To cooperate in solving tasks; - To show spirit of competition; Psychomotor: - To handle the intuitive material; - To make a puzzle from the pieces received;

Teaching Strategy: Resources procedures (methods and techniques of work): conversation, explanation, demonstration, practice, group work, the gallery tour, the bunch;

Material resources: - chips representing trades, riddles about trades, worksheets, pens, puzzle parts, laptop,

projector, wheel of jobs, time machine, post it notes, envelopes with letters; Organization forms:

- frontal; - on groups; - individual;

Type of assessment: systematic observation, oral assessment, peer evaluation incentives; Duration: 45 minutes Venue: classroom References:

1. Cosma, T., Ora de dirigenţie în gimnaziu, Ed. “Plumb”, Bacău, 1994; 2. Lemeni, G., Porumb, M., Consiliere şi orientare. Activităţi pentru clasele V-VIII, Editura ASCR, Cluj, 2011;

3. Puia, M., Comşa, F., M., Îndrumar de dirigenţie, Editura Niculescu, Bucureşti, 2007.



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LESSON PROCEDURES


1. Organizational moment /

Preparation of the class for the

activity (1 minute)

The educational space is arranged. The teaching materials are prepared. Children are divided by preferences and skills, into eight teams.

2. Reactivating the knowledge

(6 minutes)

It is played the Jobs Roulette. The students watch a PPT presentation with the poem “THE SMEL OF THE JOBS”.

3. Focusing the attention /

introductory talk / icebreaking

exercise (preparatory) (2 minutes)

The children are invited to travel by the Time Machine. The postman brings letters for the children with different messages related to different jobs and gives them to the teacher. She opens the envelopes and reads the messages to the children. In the envelopes there are also working tasks that children are asked to solve.

4. The announcement of the content and the objectives

(1 minute)

The teacher presents the working tasks and tells to the students that the winners will be rewarded.

5. Learning leading

(30 minutes)

With the help of the jobs riddles the children make the Jobs Pyramid noticing the criteria on which it was created. They also solve puzzles and listen to different songs about jobs.


(4 minutes)

The students use post-it notes and write down the name of the job that they want to have in the future. The post-its are stacked on the whiteboard and students are taking turns telling why they want that job.

7. Homework / Explanations in

order to continue the activity at

home (1 minute)

As homework students have to make their family professional tree. The teacher announces the winners after solving all the tasks of the lesson and gives the reward.



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INFORMATIVE CONTENT

PUZZLE



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152



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153

JOBS PYRAMID

JOBS ROULETTE



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Teaches students

The taxi is driven

by a ….

JOBS

Bonds metal objects

Hew wood or stone

and performs works

of art.

Performs various

roles

on stage and in

films.

Paints the houses

inside and outside

Cooks delicious

meals

Sick people go to

…

Films with

camcorder

A ship is led by

Fixes cars

Gets into space by

space shuttle

Teaches students



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JOIN THE TOOLS WITH THE PERSONS THAT ARE USING THEM

Color the imagines



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JOBS PIRAMID



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LESSON PLAN Grade: 1st B Teacher: Ciupitu Turceanu Eugenia Magdalena Curricular area: Counseling and guidance Subject: Personal development Unit: Let's learn anytime! Content: Jobs Lesson type: Revision, systematization Specific skills: The competence of integrating the community values (understanding the reason for belonging to various types of groups and communities): - be part of the social life of the class, school and local community they belong to; - understand and evaluate the connection between identity and otherness, between local and national, between national and global; The competence adapting to different social situations (proving their ability to adapt to different situations): - getting to know various social roles and their implications in the daily life; - demonstration of the ability of team playing, respecting others’ opinion; Operational objectives: Cognitive: - to recognize the jobs within some sentences; - to identify with the help of some riddles certain jobs; - to give reasons why each person has to be prepared for a job; - to present their personal motivation concerning their favorite job; Affective- attitudinal: - to have a good verbal communication with their mates; - to take part with great interest and pleasure in the activity; Psychomotor: - to stop doing some useless actions during the activity; - to move around the class in order to solve the tasks; - to have a correct body position while writing and during the entire class; Teaching strategy: Methods and techniques: - of communication: conversation, individual and group brainstorming, observation, explanation, problem solving; - active-participatory: bunches; - of action: exercise, independent work; - of evaluation: verbal appreciation, worksheets, self- assessment; Teaching aids: - cards showing different jobs, worksheets, riddles, drawings; Students’ groupings: - whole class, individual work, team work; Evaluation: oral tests, systematic observation, self- assessment, worksheets; Timing: 45 minutes Location: classroom Bibliography:

Breben, S., ,, Metode interactive de grup”, Editura Arves, 2002; Breben, S., ,,Activități bazate pe inteligențe multiple”, Editura Reprograf, Craiova, 2004;



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LESSON PROCEDURES


1. Organizational moment/ Preparation of the class for the activity

(3 minutes)

The teacher makes sure that the psycho-pedagogical climate is suitable for the activity and gets the materials ready.

2. Mentioning the subject that will be revised

(2 minutes)

Personal development.



The teacher tells the students the theme and goals of the lesson.

4. Revising of the contents (28 minutes)

Some things about different jobs will be revised. “- Each occupation is good if you like it.” - What do we understand by “job”? - Let's see what is the starting point of having a job. - Why do you come to school? - Why is it useful for us to come to school? - Only if we go to school we can have a job. In order to have a job we need to work with certain materials, tools, instruments. - Why does each person need to be prepared for a job? - What jobs do you know?” At this stage of the lesson the poem: “What a smell the jobs have” by Gianni Rodari will be recited. Students, dressed properly and carrying an illustrative object with them, will say in turns riddles about jobs. After they get the right answer, they will show their own drawing which will confirm the right answer.

5. Extra explanation (2 minute)

The students will be asked to place the paper buildings created during the “Visual arts and practical abilities” class on a piece of polystyrene.


The students will create a mock of “My City” by setting the buildings where people can develop their daily activities on a piece of polystyrene.



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LESSON PLAN Class: Preparatory C Teacher: Stanciu Ileana Curricular area: Arts and technologies Subject: Visual Arts and Practical Abilities Chapter: How it`s made? Learning content / topic of the activity: The Model Lesson Type: training for skills and abilities Specific skills/reference objectives: AVAP 2.2. Expressing ideas and personal experiences in simple applications specific to the visual arts; MEM 3.1. The description of some phenomena /processes /simple repetitive structure of the immediate environment, to investigate regularities; CLR 1.2. The identification of various information from a short message, spoken clearly and slowly; DP 4.1. The use of a variety of languages and tools to send ideas, experiences and feelings; Objectives:

O1 - to mix the pieces properly to make the shapes;

O2 - to stick the pieces correctly;

O4 - to work with the colleagues to make the work;

O5 - analise his own work and his colleagues` according to the marking criteria;

Teaching Strategy: Resources procedures (methods and techniques of work):

- exposure (explanation); - conversation; - demonstration; - practice;

Material resources: Tiny wooden pieces, music, glue, brushes, example work; Organization forms:

- frontal; - on groups; - individual;

Type of assessment: systematic observance, oral assessment, the analysis of the products of the activity; Duration: 30 minutes Venue: classroom References:

- Cerghit, Ioan, 2006, Metode de ȋnvățămȃnt, Iași, Ed. Polirom;

- MECTS - Programa şcolară pentru disciplina Arte vizuale şi Abilităţi practice aprobată prin ordin al ministrului Nr. 3418/19.03.2013;

- www.didactic.ro;




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LESSON PROCEDURES


1. Organizational moment / Preparation of the class for the

activity (1 minute)

The necessary conditions for the purposes of the lesson are provided.

2. Focusing the attention / introductory talk / icebreaking


Riddles of jobs are read. The surprise quest is introduced. Ice-braking exercises.

3. The announcement of the content and the objectives

(2 minutes)

The topic and the goals of the lesson are announced in a way accessible to students.


The working materials are introduced. The students are divided into working groups. The working way is explained. The model is made under the guidance of the teacher and the surprise guest.

5. The analysis, the assessment and the evaluation

of the work

(4 minutes)

The students are asked to evaluate the work . Arguments are required for the assessments made by students.

6. Ending the lesson

(1 minutes) The overall assessment of the activity is made.



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LESSON PLAN

Grade: 1st Teacher: Stănculescu Alina Curricular area: Counselling and guidance Subject: Teaching counselling Teaching content/Theme of the activity: Exploring the career Topic: „On Professions” Fundamental objectives: Gaining exploring and career planning skills Operational objectives:

Students must: O1: to recognize a profession after its specific items and pictures; O2: to link the specific activities of a profession with that profession; O3: to bring arguments why he/she would like to have a certain profession when he/she

grows up; O4: to be aware of the fact that each man has to be prepared for a profession;

Didactic strategy: Procedural resources (methods şi working techniques):

Communication: conversation, individual and group brainstorming; Activ-participative: cluster; Action: exercise; Evaluation: verbal appreciation, autoevaluation;

Material resources: Pictures on the computer, worksheets, flashcards;

Forme of organisation: -frontally, independently, in groups;

Duration: 30 minutes Place of development: Teaching Assistance School Cabinet Bibliography:

Băban A., Consiliere educaţională – Ghid metodologic pentru orele de dirigenţie şi consiliere, S.C. PSINET SRL, Cluj-Napoca, 2003; Ionescu M., Instrucţie şi educaţie, Vasile Goldiş, Arad, 2007; Jigău M., Consilierea carierei, Sigma, Bucharest, 2001; Tomşa Ghe., Consilierea şi orientarea în şcoală, Ed. Credis, Bucharest, 2001;

LESSON PROCEDURES


1.Organizational moment/ Presenting the

stimulus item (5 min.)

The teams of students (created by counting the students) are presented and the names of the teams are chosen. Game: Let’s see if you know who... (Annex 1) –The game is presented and the instructions are given.

2. Announcing content and objectives

(5min.)

Theme and aims are announced.

3. Development of the activity

(10 min.)

1. Discover the place appropiate for the picture – The cluster (corelating the activity with the corresponding profession) (Annex 2) Tasks are announed. Each activity within the cluster is read in turns. The students are asked to complete with stickers the cluster sheet



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made after the picture has been chosen. 2. Free writing exercise – „Classification of favourite professions”. -The teacher explains the task (Annex 3). - Each team has to bring 2 arguments.

4. Obtaining performance

(10 min.)

„My parents’ professions” The talking penci – the students, sitting in a circle, say what are their parents’ professions. The ones who don’t know them pass on the pencil to the next student. Game summary: It’s good for everyone to prepare for a profession that will help him/her to lead a decent life. Restoring the emotional state at the end of the activity (Annex 4)

Informational content

Annex 1

Game: „Let’s see if you know who...”? (The imges will be shown on a or big flashcards)

1. ... drives computer?

2. ... puts out?

3. ... uses? 4. ... flies? 5. ... uses?



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Annex 2

Classification of favourite professions

1st Place : ____________________________ Why? ___________________________________________________________________________________________________________________________________________________________________________ 2nd Place: ________________________ Why? ___________________________________________________________________________________________________________________________________________________________________________ 3rd Place: ________________________ Why? ___________________________________________________________________________________________________________________________________________________________________________



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Annex 3

How are you feeling?

excited dizzy

happy

confused

dddd

surprised optimist

sad suspicious bored



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LESSON PLAN

Grade: 3rd Teacher: Mirea Mariana Curricular area: Language and communication Subject: Romanian Lesson title: The professions - play Lesson type: Acquisition of new knowledge Operational objectives:

- The ability of adapting to various social situations; - The ability of investigating and valorization of their own experience;

Cognitive: - to understand the importance of jobs in human life; - to explain the operational steps of obtaining the final products; - to do the role-playing correctly;

Affective- attitudinal: - to show positive attitude towards work; Psychomotor: - to mimic simple actions of the characters in the role-play;

Teaching strategy: Methods and techniques:

- heuristic strategy; - deductive; - the use of explanation; - role-play;

Teaching aids: the setting, the appropriate clothes (doctor, lawyer, judge, policeman, farmer, blacksmith); Students’ groupings: whole class, groups; Evaluation:

- continuous; - by observing the behaviour of the students; - by motivating personal preferences for a job;

Timing: 45 minutes Location: the classroom Bibliography: Cerghit, I. , Radu, I.T., Popescu, E, Vlăsceanu, L., Didactica-Manual pentru clasa a X-a – şcoli normale, Editura Didactică şi Pedagogică, Bucureşti, 1996;



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LESSON PROCEDURES




(2 minutes)

The students get ready for the lesson, the setting.

2. Checking the homework (3 minutes)

The teacher checks the homework.


Taking in consideration the text ”Domnul Trandafir” written by Mihail Sadoveanu, the students are guided to reflect on the beauty of being a teacher.



(5 minutes)

At this stage of the lesson the students are asked to listen to some proverbs and riddles about jobs, read by the teacher.



The teacher announces the students the title of the lesson and presents them the specific and operational skills covered in the lesson.

6. Guiding the learning (17 minute)

The students present the play „The professions”.


The students fill in some worksheets where they motivate the job that they would like to have. „I would like to become a.....because.....”, ”I feel attracted by my parents’ job because ...”.


home (1 minute)

Make up a text of maximum one page where you present a job you would like to have.



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LESSON PLAN Class: Preparatory A Teacher: Stoian Aida Curricular area: Language and communication Subject: Communication in Romanian Language Visual Arts and Practical Abilities Maths and Environment Chapter: How it`s made? Learning content / topic of the activity: Jobs Lesson Type: Integrated Specific skills / reference objectives: - The power to adapt to different social situations; - Communication in Romanian Language: Expressing oral messages in various communication situations; - Math and Environment: Using numbers in simple elementary calculations; - Visual Arts and Practical Abilities: Making functional creations using simple materials and basic techniques; Operational objectives: - The knowledge of different social roles and their implications on daily life; - To demonstrate the ability to work in a team, respecting everyone's opinions; - To illustrate by drawing the products obtained by the baker, the printer and the carpenter; - To identify the number according to the number of goods illustrated; - To present the story of the grain of wheat, paper and wood; - On groups to make bread, a little book and wooden spoons dolls; Teaching Strategy: Resources procedures (methods and techniques of work):

- observation; - exposure (explanation); - conversation; - demonstration; - practice; - problem solving; - game;

Teaching aids: sheets, crayons, wooden spoons, embroidery sheet, tricolor ribbon, thread, wool yarn, flour, water, yeast, salt, vases, photos of previous activities, files; Students’ groupings:

- frontal; - on heterogeneous groups;

Evaluation: project Timing: 30 minutes Location: classroom References:

Ana, A., Cioflica, S., M., Proiecte tematice orientative, Editura Tehnoart, Petroşani, 2007; Dan, S. et all., Metoda proiectelor la vârstele timpurii, Editura Mirton, Timişoara, 2005;

Curriculum pentru învăţământul primar, M.E.C.T.S. , 2012;



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LESSON PROCEDURES




(1 minute)

Preparing working materials for the three groups previously established: bakers, carpenters and printers.


Open discussion about jobs they cherish and their importance to humans. One student from each group will tell the story of wheat grain, paper and wood.



(4 minutes)

Reading the poem:

SCRISOARE DE INTENŢIE

Dragi părinţi, vă anunţăm Atunci când este muncit.

Că am dori şi noi s-aflăm Orice lucru ar putea

Câte-n lună şi în soare Să ne-ajute cu ceva

Despre muncă şi a ei valoare. Tema să o lămurim,

O vorbă am auzit: Că deşi are miros, Bucuroşi noi îl primim

Orice muncă-i cu folos. În echipă să lucrăm,

Bunul este preţuit Valoarea să i-o dublăm.



I present to the students the working tasks and the objectives of the lesson.


Students will draw corresponding products of three crafts, they will write their name in capital letters, will count the products identifying the corresponding number. Each will give a product made by them: The bakers - bread, printers - books, and carpenters - wooden spoons dolls.


Communication activities: Children are placed in two concentric circles, singing "If you are happy and you know it". At the teacher`s signal should stop and communicate to the colleague who met what he liked most in the activity. It is repeated three times.


home

Preparatory graders have no homework.



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LESSON PLAN Grade: 10th Teacher: Irina Dorovschi Curricular area: Language and Communication Subject: English Unit /Chapter: Make yourself at home The content of learning /The theme of the activity: Writing semi- formal emails Lesson type: Teaching and learning Specific skills: - Writing functional texts; - Adapting the message to the communicative situation based on the semi-formal style; - Developing the necessary skills for producing written messages; - Identifying details in written messages; Operational objectives:

- Reviewing and learning new rules for writing emails in English; - Writing semi-formal emails; - Forming and using skills of social, verbal and non-verbal communication;

- Knowing and efficiently using the codes, the language and the conventions which belong to the

terminology of various domains of knowledge;

Teaching strategy: Methods and techniques: - methods and techniques for producing written messages; - reading; - explanation; - dialogue; Teaching aids: - worksheets; - board; - textbook; Students’ groupings: - whole class; - individual work; - pair work;

Evaluation: formative assessment Timing: 50 minutes Place: the classroom Bibliography:

http://www.teachingenglish.org.uk/article/email-writing

LESSON PROCEDURES


1.Preparing the class for the lesson (2 minutes)

The teacher greets the students, checks who is present or absent, gets the materials ready for the lesson.

2. Checking homework (3 minutes)

One of the students reads aloud the solution to the activity they have been assigned as homework. The other students are asked to correct their homework while he/she is reading.



The teacher warms the students up by asking them what factors are important for them when they choose a holiday destination (e.g. weather, accommodation, activities, costs, culture, food, history etc.). Next, they are asked where they usually get information about a holiday



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(5 minutes) destination (e.g. guidebooks, Internet, recommendations from friends).

4. Presentation of the content and of the

objectives of the lesson (5 minutes)

The teacher announces that in this lesson they will be emailing a tourist information centre in a city of their choice to get information about that place and also presents the Specific skills and the Operational objectives aimed in the lesson: Specific skills: - Writing functional texts; - Adapting the message to the communicative situation based on the semi-formal style; - Developing the necessary skills for producing written messages; - Identifying details in written messages; Operational objectives:

- Reviewing and learning new rules for writing emails in English; - Writing semi-formal emails; - Forming and using skills of social, verbal and non-verbal

communication;

- Knowing and efficiently using the codes, the language and the

conventions which belong to the terminology of various domains of

knowledge;

6. Guided learning (30 minutes)

The teacher announces the students that before writing the emails, they are going through some rules of email writing. The students are asked what style they would use, if writing a letter to e.g. a prospective employer; a close friend; a formal recipient- a tourist information centre. Next, they are given out the cut out strips and are asked to group them into a formal letter, a semi-formal email and an informal email and then to put the strips into the right order. The teacher further explains that they are going to focus on the semi-formal email because emailing has become the main means of communication and so it is important to know the conversations of this style of writing. At this stage of the lesson students are given a copy of a semi-formal email (worksheet 2b) as a copy of a good email and a copy of a bad email (worksheet 4). Comparing the two, together they will discover the rules of writing a good email. The teacher asks the students in pairs to write an email to the information centre of the city of their choice asking for any information they require. They are informed that they can use the model email (worksheet 2b). When the students have finished, they are asked to read it aloud.

7. Organizing feedback

(3 minutes)

The teacher corrects the most frequent and serious errors arising during the practice stages.

8. Homework assignment (2 minutes)

The students are asked to answer another pair’s questions via e-mail, playing the role of the tourist information centre.



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INFORMATIVE CONTENT

Worksheet 1 Formal letter, to be cut up into strips. ----------------------------------------------------------------------------------------------------

Dear Mr Jones, ---------------------------------------------------------------------------------------------------- I am writing to enquire about your language courses in the summer. I am a university student studying to become a translator. ---------------------------------------------------------------------------------------------------- I would like to know whether your school offers courses specifically for university level students as I would like to study techniques for essay writing in English. Could you also tell me how many hours of lessons there are per week? ---------------------------------------------------------------------------------------------------- With regards to accommodation, do you only provide homestay-style lodgings or are there any other possible alternatives? I feel I wouldprefer to stay in shared accommodation with self-catering facilities. ---------------------------------------------------------------------------------------------------- Finally, I was wondering if any extra-curricular activities such as lectures or excursions are offered at your school. If so, are these included in the price, or at an additional cost? ---------------------------------------------------------------------------------------------------- I would be grateful for any information you can give me and I look forward to hearing from you soon. ---------------------------------------------------------------------------------------------------- Yours sincerely, Jaana Nikkinen ----------------------------------------------------------------------------------------------------



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Worksheet 2a

Semi-formal email. To be cut up into strips. ---------------------------------------------------------------------------------------------------- Subject: Information about summer courses ----------------------------------------------------------------------------------------------------

Dear Mr Jones, ---------------------------------------------------------------------------------------------------- I’m a university student from Finland and I’m writing to get some information about your language courses this summer. I’ve got a few questions: ---------------------------------------------------------------------------------------------------- 1. Do you do a course for university students, which helps them with their essay writing skills? ---------------------------------------------------------------------------------------------------- 2. How many hours a week are the courses? ---------------------------------------------------------------------------------------------------- 3. What sort of accommodation do you offer? ---------------------------------------------------------------------------------------------------- 4. What after-school activities are there? ---------------------------------------------------------------------------------------------------- 5. Do you do any trips to other towns in the UK? ---------------------------------------------------------------------------------------------------- I’m hoping to come over in June, so if you can get back to me as soon as possible, it would be great. Thanks for your help. ---------------------------------------------------------------------------------------------------- Best regards, Jaana Nikkinen ----------------------------------------------------------------------------------------------------



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Worksheet 2b Model “good email”.

Dear Mr Jones,

I’m a university student from Finland and I’m writing to get some information about your language courses this summer. I’ve got a few questions: 1. Do you do a course for university students, which helps them with their essay writing skills? 2. How many hours a week are the courses? 3. What sort of accommodation do you offer? 4. What after-school activities are there? 5. Do you do any trips to other towns in the UK?

I’m hoping to come over in June, so if you can get back to me as soon as possible, it would be great.

Thanks for your help. Best regards, Jaana Nikkinen

Worksheet 3 Informal email. To be cut up into strips. ---------------------------------------------------------------------------------------------------- Subject: Dani is back in Bournemouth ----------------------------------------------------------------------------------------------------

Hi Jack,

---------------------------------------------------------------------------------------------------- Remember me, Dani from last summer? How could u forget, we had such a good laugh every weekend, didn’t we? How’s it going? ---------------------------------------------------------------------------------------------------- Anyway, just writing to let u know that I’m coming back! I’m gonna be working in a hotel in Bournemouth from June till September. Brilliant, eh? ---------------------------------------------------------------------------------------------------- Actually, there was something else* Do u reckon it would be possible to have my old homestay family? We got on so well, and the mum was a fantastic cook! Dunno if it’s possible, but just thought I’d ask. ---------------------------------------------------------------------------------------------------- Would be great to catch up sometime, so gimme a bell*I’ve still got the same SIM, so my number’s the same: 0786 8757652. ---------------------------------------------------------------------------------------------------- Cheers, mate! ---------------------------------------------------------------------------------------------------- Dani ----------------------------------------------------------------------------------------------------



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Worksheet 4 „Bad email”.

Subject: Hello! Hi Jack!!! My name’s Jaana and I’M FROM FINLAND!!! I bet you haven’t had students from here B4 ;)

;-) That’s probably coz we’re so amazing at languages, that we don’t need any xtra help? except me – I need all the help I can get!! FYI: the problem really started when I was in primary school, and my parents, who had been arguing non-stop since I was a little baby, got divorced and decided that I should be adopted as they couldn’t decide who should have custody of me. If I had been in their situation, I think I probably wouldn’t have known either!! Anyway, this was all a bit traumatic, so all my school subjects suffered, especially English. HAHAHAAA ONLY JOKING!!!! :-) (Actually, don’t tell anyone, but I’m actually quite a good student? but if anyone found out, my reputation would be ruined, so shhhhhh!) BTW do u do courses for uni students? How many lessons/week? Is there any extra stuff after school, SO I CAN MEET SOME COOL PEOPLE? How about trips? Give me all the info you can, man.

Jaana (although all my mates call me Jakki!!)



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LESSON PLAN Grade: 11 th Teacher: Dilek Yiğit Nacar Curricular area: Vocational subjects Subject: Child development and training Unit /Chapter: 6th Unit 2nd Chapter Lesson title: Educational toys Lesson type: Practicing capabilities Specific skills: - Recognising, designing and making educational toys; - Understanding the importance of toys on children; Operational objectives: - Recognising appropriate educational toys; - Being able to prepare the stages of preparing educational toys; - Realising the points to be considered in making educational toys; - Demonstrating the ability to identify the basic features to prepare educational toys; - Creating educational toys for children; Teaching strategy: Methods and techniques:

- lecture; - question and answer; - demonstration; - observation; - experiment;

Teaching aids: - textbooks; - computers; - projectors; - photographs; - posters; - handcraft materials; - brochures; - magazines; - stimulating board; - overhead projector; - photos, CD, VCD; - television;

Students’ groupings: - 3 students per group; Evaluation: Post lesson questionnaire & making an educational toy; Timing: 120 minutes; Location: Classroom and workshop;



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LESSON PROCEDURES




(15 minutes)

The teacher gives information about educational toys.


(15 minutes)

The teacher shows some pictures about the educational toys production steps.



(10 minutes)

The teacher shows some toys and gives information about them.



The teacher announce the production steps, time table, content and objectives of the subject.


Students will going to design and make an educational toy. The toy will educate young children through play, maintaining interest and enjoyment. It will be aimed at young children of the age range 1 to 3 years. It will also help develop their hand / eye coordination skills.

The educational toy will fit on a table top comfortably and be easy to understand. It will be colourful and require a level of concentration in order to use successfully.

The educational toy will be safe to use especially by young children. Parents will feel confident that the toy/game will help their child learn. The new toy will keep young children occupied and ensure that parents feel confident that it is helping their child learn.


The teacher talks about the stages again and shows the toys to the other students. At the end s/he evaluates the students orally and gives feed-back.


home (10 minutes)

The teacher gives homework about writing summary of the experiment.



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LESSON PLAN Grade: 10 th Teacher: Hayri Derya USLU Curricular area: English Subject: Gerunds & Infinitives Unit /Chapter: 8 Lesson title: Gerunds that go with verbs Lesson type: Practice in four skills Specific skills: - Using gerunds in the right place; - Using the correct propositions with gerunds; Operational objectives: - Students will have a chance to see gerunds in grammatical constructions; - To identify and understand the function of gerunds and gerund phrases; to use gerunds phrases correctly; - To use gerunds while speaking and writing; - To understand structures in listening and reading passages with gerunds; Teaching strategy: Methods and techniques:

- Role-Play; - Translation; - Repetition Drill; - Transformation Drill; - Pair- Work Fill- Ins; - Parallel Writing; - Dialogues; - Word Order Exercises; - Interview, Grid Drill; - Dictation; - Expansion Drill; - Substitution Drill; - Silent Reading; - Reading Out loud;

Teaching aids: - Course-book; - Workbook; - Supplementary Materials; - Blackboard; - Classroom Objects;

Students’ groupings: - 4 students per group; Evaluation: Assessment Sheets Timing: 80 minutes Location: Classroom



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LESSON PROCEDURES




(10 minutes)

The teacher will greet the Students. He will ask about the previous week, namely last week subjects.


(15 minutes)

The teacher will identify the subject and ask some questions as the following using the “some important verbs we use to talk about activities”: “I like….” Teaching the usage of “gerunds” as an object will be given in examples. He will let them listen to a dialogue and fill in the blanks.



(15 minutes)

The teacher will let them make their own sentences about the activities they like doing every day in their free time.



The teacher will announce what to do in two lessons and the objectives and goals of the lesson.


He will have his students correct the mistakes in the text “Chess” he read it once paragraph by paragraph and let them read it loudly. If they make pronunciation mistakes he will correct them at the end.

In fourth lesson, the teacher will have his students listen to cd and then fill in the blanks and answer the questions about the dialogues they are going to listen.

At the end the students will have a chance to pronounce “a” sounds.


Students do true-false exercises and study new words. Correct the mistakes in a short text in their book.

The teacher summarizes the subject and asks questions to the students.


home (5 minutes)

The teacher gives work sheets about the subject.



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LESSON PLAN Grade: 9 th Teacher: Tülin Köse Curricular area: History Subject: Islam Hıstory Unit /Chapter: Unit 4/ Chapter 2 Lesson title: Islam Civilizations Specific skills: - Learning characteristics of Islam Civilizations; - Comparing Islam Civilizations with other civilizations; Operational objectives: -The students learn to be tolerate about different cultures and religions. -The students get information about the idea of civilization and its contribution to human life. -The students learn how to evaluate events according to period it happens. -The students get the information about other cultures and religions in order to understand differences and similarities. Teaching strategy: Methods and techniques:

- Presentation; - Question and Answer; - Discussion; - Summarizing;

Teaching aids:

- Course book; - Test books; - Maps;

Students’ groupings: - 5 students per group; Evaluation: Assessment Sheets Timing: 80 minutes Location: Classroom

LESSON PROCEDURES




(15minutes)

The teacher writes the content on the board and inform students about the importance of each title.


(10 minutes)

Explaining the terminology related to subject.

3. Focusing the The teacher summarizes the titles.



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attention / introductory talk / icebreaking




The teacher explains the objectives of the lesson and the significant parts.


The students discuss the titles with the group.


The students ask questions to the teacher after discussion about the unclear points.


home (10 minutes)

The teacher gives homework about the titles and asks the students to check the maps at home.



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LESSON PLAN

Grade: 11th Teacher: Ava DABAKOĞLU Curricular area: Food and Nutrition Technology Subject: Basic Chemical Analyses in Food Unit /Chapter: 7/3 Lesson title: Food in Volumetric Analysis Lesson type: Total Acidity Determination in Food Specific skills: - Making the determination of total acidity; - Control in food in acidity and alkalinity; Operational objectives: - Students will learn the meaning of total acidity; - Students will learn how to determine the acidity and alkalinity; - Students will learn the total acidity calculations in food; Teaching strategy: Methods and techniques:


Teaching aids: - balance; - flask; - funnel; - burette; - volumetric flask; - pipette;

Students’ groupings: - 5 students per group; Evaluation: Assessment Sheets Timing: 80 minutes Location: Laboratory

LESSON PROCEDURES




(10 minutes)

The teacher asks the meaning and importance of acidity in food.


(10 minutes)

The teacher asks about Total Acidity Determination Policy which was taught in previous lesson.



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Food in the presence of phenolphthalein indicator of normality is calculated by titrating the total acidity of a particular base and taking advantage of the spent amount of base solution.



(10 minutes)

The teacher summarizes the titles.



The teacher explains the objectives of the lesson and the significant parts.


The teacher gives the details of Chemical Substances Used, Process Steps and Calculation of results. Then s/he shows the experiment steps.


Students do the experiment and the teacher guides them. At the end s/he evaluates the students orally and gives feed-back.


home (5 minutes)

The teacher gives homework about writing summary of the experiment.



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LESSON PLAN

Grade: 11th Teacher: Hasan ATABEY Curricular area: Science Subject: Acids and bases Unit /Chapter: 3 / 2 Lesson title: Chemistry Lesson type: experimental learning Aim of the lesson: In this lesson, the students will learn the characteristics of acids and bases including the associated pH values. The students will conduct a hands-on activity that shows color indicators for different pH values. Operational objectives: - Use supporting evidence to predict if common household substances are acids or bases. • Determine the pH of the substances. • Describe the results of the investigation and characteristics of each substance. Teaching strategy: Methods and techniques:


Teaching aids: Acids PowerPoint, Lab materials, aprons and gloves, high school chemistry textbook, LCD projector, Interactive board and/or student response system. Students’ groupings: 4 - 5 students per group; Evaluation: Assessment Sheets Timing: 40 minutes Location: Laboratory

LESSON PROCEDURES




(2 minutes)

The teacher should set up the lab activity before the students arrive. Students should have a strong background regarding the periodic table including the location of metals, nonmetals and the ions formed by each. Standard lab safety guidelines should be reviewed.


Present the powerpoint presentation allowing time for students to take notes, ask questions etc.



(3 minutes)

Lab introduction - The purpose of the lab is to create a standard pH indicator scale. Each pH level will be indicated by a specific color. The scale will then be used to measure the pH of several household products.


The teacher explains the objectives of the lesson.



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Give an overview of the lab procedure to ensure students are confident with techniques used. Review safety procedures. Lab activity - Students will perform the lab procedure in groups of 4-5 students of varying skill levels. Skilled students may perform the procedure and lower level students may collect data.


Be certain the lab materials are cleaned and put away upon completion of the lab per lab attachment.


home (3 minutes)

Students who need additional information/help may be directed to this pH tutorial site (pH tutorial).

INFORMATIVE CONTENT

Vocabulary Acid Definition: A substance that can donate hydrogen ions. Context: Lemon juice and other acids usually have a sour test, sting when touched, and react strongly when combined with metals. Base Definition: A substance that can accept hydrogen ions. Context: Soap and other bases have a bitter taste, feel slippery to the touch, and do not react when combined with most metals. Indicator Definition: A material that has the property of changing color in the presence of an acid or a base Context: Litmus paper is an indicator; it turns from blue to red in the presence of an acid and from red to blue in the presence of a base. Neutralization reaction Definition: The chemical reaction between an acid and a base that results in both substances losing their distinctive properties. Context: One substance that usually results from a neutralization reaction is a salt, an example of an ionic compound. pH Definition: A scale that measures the concentration of hydrogen ions in a solution. Context: In general, acids have a pH below 7; bases a pH above 7; and neutral solutions a pH of 7.



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CH. VI. EXTRACURRICULAR PROJECTS FOR THE EDUCATION AND CAREER

GUIDANCE FOR STUDENTS 1. Project’s title

JOB CLUB – Career is built in school14

Proponent: Mariana Mirea

“Traian” School, Craiova

2. Project’s summary (includes project elements and their results)

The project was generated by the low involvement of the educational actors in advising and educating students.Starting from this, the projects was suppossed to be an alternative way of training and expanding the abilities of promotion and personal marketing. Within the project, there will be involvement in the forming and advisory activities from the human resource of the school, but also from the community one, having as a purpose the achievement of some educational partnerships on school-community axis. The programme will give the students the possibility of getting acquainted to promotion elements and personal marketing, development and planning instruments for their career, things that can take shape in the active searching of a job-CV, letter of intention, searching portals and so on. Subsequent to the training activities, the students will be engaged in the elaboration of the educational offer, that will be presented during the county fair of educational offer. On this occasion, they will experiment organizational abilities, team-work, problem solving, efficient commnunication, risks and time management and so on. The assessment body part of the project has the role of making the learning process efficient and making the students to get acquainted easier to the quality standards involved in writing and project management.

3. Project’s explanation

The project’s need: low attending degree of all educational actors in educating student’s career. Low capacity of the school to provide advisory and education services of the career, able to integrate students on labour market. The lack of connection between the educational offer and labour market generates major difficulties in finding a job, the more so as the student leaves the educational system without knowing the personal marketing capacities, which should be developed through activities integrated in the school’s educational offer. School’s relationship with the community is a formal one, there being any actual inputs of the numerous protocols concluded with different institutions and judicial ones in business and NGOs. Entailing upon the community resources in advisory and education services of students’ career is a priority objective, that can be achieved through involvement in projects and educational programmes. The successful school graduates can be used as a resource, participating in meetings with the students, exposing their experience and their professional track.

4. The purpose

Raising school’s participation degree and also familiy’s and local community’s in advising and education students’ career, active involvement of the students in planning and development 14

Product developed within POSDRU/87/1.3/S/62350 „ Model of advisory focused on Advisory and Education Student’s Career”- Beneficiary: Teacher Training Center of Mehedinţi Conuty.



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activies of their own career and personal marketing.

5. Specific aims SMART (Specific, Measurable, Achievable, Realistic, Timebound)

Aim no.1 – to develop the capacity of 50 % of school’s students to identify their needs, capacities and professional aspirations within a complex advisory programme of the career that involves educational resources from school and community. Aim no. 2 – to develop for 25 % of school’s students habits of using the techniques and information methods about labour market’s offer for a job within the “job-club” programme. Aim no. 3 – To involve 15 students in development and organization the school’s educational offer.

6. Aim groups/Beneficiary (the ones involved directly and indirectly, the ones costs are made for)

Aim groups students

Beneficiary Engaging 50 % of the students in training activities, Engaging 25 % of the students in „Job-Club” programme, 10 parents sau representatives from bussiness and NGO, 10 teachers.

7. Activities’ graphic (everything we do to achieve the aims)

No. of activity

Activity name Period Implementation method Assigned resources

A1 Activity management

September-October

1.1. setting the project: choosing the team, setting the place, setting necessary resources, getting working instruments and so on; 1.2. forming the training team; 1.3. listing the participants: students, parents, teachers, community representatives, companies, NGOs, institutions; 1.4. establishing partnerships with APL, companies, NGOs, institutions;

Project team-project coordinator, project assistant, class masters, mentors, community representatives. Consumables.

A2 Advisory career programme

January-May 2.1. Self-knowledge-identification and assessment of personal abilities-standard instruments of testing skills and professional interests; 2.2. skill and vocational assessment, through individual counselling; 2.3. planning personal and career development-SWOT, development career plan;

Mentors, class masters. CSAP-place and equipment. Testing instruments. Consumables.



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A3 Job-club programme

January-May 3.1. personal and professional development programme: communication, team work, transaction techniques, information techniques; 3.2. personal marketing programme: writing CV, letter of intention, informing related to larbour market, getting ready for an interview, simulation of an interview; 3.3. job seeking-job fair, mass-media, using the searching portals of a job; 3.4. non-formal education activities on volunteer, development and personal marketing; 3.5. formal and informal meetings with ex-successful graduates, that expose their professional track;

Mentors, class masters. Representatives of the local community-APL,AJOFM, business area, parents, ex-successful graduates and so on. CSAP-place and equipment. Consumables.

A4 Educational offer fair

March-May 4.1. forming the team, setting the duties within the team; 4.2. realising a participating analysis of strong points of the instructive-educative process-students, teachers, parents, community representatives and so on; 4.3. development of educational school’s offer-promotion materials, the way the stand is organized. 4.4. participating to the educational offer fair ; interactive presentation of the offer within the fair;

Project coordinator. Team-students, teachers, commnunity representatives. Promotional and consumable materials. Educational offer. IT.

A5 Dissemination/Promotion

Permanent

5.1. Promoting the project and the results within the school and within the commnunity-information campaigns, promotional materials and so on. 5.2. presenting the experience gathered during the practice internship-presentations of students, parents and companies’ representatives;

Project team, local commnunity representatives, students engaged into the programme. Promotional materials-folders, flyers, posters, media products and so on.

A6 Monitoring Permanently Respecting the activity calendar, teenagers’ involvement, satisfaction degree of the

Project coordinator.



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8. Results, impact, indicators. The results of the project (outputs)- advantages/ results of eliminating or diminishing the problem.

Specific aims of the project

Quantitative and qualitative results

Indicator’s name Indicator’s value

To develop capacity of 50 % of school’s students to identify their needs, skills and professional aspirations within a complex advisory programme that involves educational resources in school and community.

Personal development plans

Percentage of students that edit the professional development plan

40%

Skill-vocational assessment reports

Percentage of students headed academic/professional

50%

Educational partnerships with commnunitary resources

No. of educational resources within commnunity that take place at orientation activities in career

10 %

To develop to 25 % of school’s students skills of using techniques and information methods about labout market and application for a job within the “job-club” programme.

Forming sessions

No. of organized forming sessions

10 %

Personal marketing instruments

Percentage of students that edit personal presentation instruments

25%

Simultated interviews

Percentage of students that take place at a simulated interview

25%

Community educational resources engaged in Job-Club programme

No. of educational resources within community engaged in activities

5 %

To engage 15 students in development and organisation of school’s educational offer.

Meetings debating upon educational offer

No. of meetings

10 %

Educational school’s offer

No. of educational offers

1 %

Educational offer fair

No. of presentations sessions for the educational offer

1 %

participants, the relationship with the partners;

A7 Assessment

Intermediate, after each activity.

Assessment of achieving the aims and indicators proposed within the project.

Team.



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Project’s impact (outcomes)

It raises school’s capacity as an institution of providing advisory and education career services, of actively engaging students in planning and developing their own career. By developing the communication skills, team work, taking decisions, transaction techniques, information techniques within the job-club programme, students make an overview upon their future career, overview that allows them to follow a selective professional track, in accordance with this one. School, as an institution, improves its image and manages to appeal as many communitary resources as possible, both human and material, resources that are used to streamline the advisory and education services of students’ career. By actively involvement in development actions of educational offer, students develop their promotion and personal marketing competences, that will be subsequent used for following an educational track which allows them to be active on labour market.

9. Assessment (measuring and comparing performances with the required standards, giving out judgements regarding the registered progress in achieving the aims, what and especially how these aspects will be underlined).

What it is assessed: Methods and evaluation instruments:

Who assesses:

Achievieng the aims Assessment meeting, facilitated discussions

Project coordinator

Efficient usage of resources Working meetings

Project assistant

Respecting deployment deadline of activities

Assessment meeting, facilitated discussions

Project coordinator Activities coordinator

Rolling each activity Direct discussions, observations, assessment questionnaires

Project assistant Activities coordinators Attendees to the course Beneficiaries of the workable activities

Active involvement of the partners in all project’s stages

Working meetings Project assistant

Relationship with the partners Assessment meeting, facilitated discussions

Project coordinator

Engaging students and teachers into activities

Working meetings Project assistant Activities coordinators

Promoting the project and promotion materials’ quality

Working meetings, questionnaires, project’s journal

Project assistant

Project’s impact on school and community level

Assessment meeting, facilitated discussions, project’s journal

Project coordinator



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1. The title of the project

Entrepreneurial Club – the key to success in tourism15

2. Summary of the project (includes project elements and results)

The purpose of this project is to develop entrepreneurial competences of teenagers in tourism with the aim of their active involvement in the life of the local community. The project will start with the selection of 10-15 students, aged between 14-17, with the aim of including them in an entrepreneurial club during a school year. The selected students, as well as the willing teachers, will benefit from a training course which will tackle about the entrepreneurial education during 40 hours.At the same time, the target group will get into contact with representatives of the local community, experts in tourism and bussine in order to do educational activities specific to tourism. 3-6 bed and breakfast local hotels will take part in the entrepreneurial club, by means of their representatives. At these hotels, groups of 3-5 students will do a practical activity as “employees of the hotel”, “manager for a day” at the mentioned hotels and, at the same time, they will develop a bussiness plan, either of a virtual hotel, or of the hotel chosen for the training activity. After a thorough knowledge of life in a pension, the target group will make “promotional materials”in order to promote his own pension, and with support from local community, will make the guide of pensions from the local tourist area. The oppinions along the development of project as well as from activites run in the entrepreneurial club will be highlighted in the schools’ magazine/newspaper. The results from the entrepreneurial Club will be rewarded at the International Entrepreneurship Fair when the laurels will be received by those who will have succeeded in making the most of their experience accumulated during the practice done in the pensions (the best bussiness plan, the most attractive promo materials, the pension's web site). The originality of the materials will be evaluated by a competent jury who will include representatives of the local authorities who already own tourism bussinesses in the area. At the entrepreneurial club, with the help of the local authorities, will be edited The Guide of Tourist Pensions in the area, being presented at the entrepreneurial (Fair) Market as a way to promote the geographical and tourist area from the locality. The Project “Entrepreneurial Club -the key to succes in tourism” will be made public by articles in the press, posters and flyers. Also the project wil be monitored by 2 members of the team project who will prepare an agenda of events and will observe how well the actions of the project are made according to the inital plan.

3. Project Justification

Students’ Entrepreneurial competences, aged 14-19, are little developed about making individual decisions for their career. The students are very little involved actively in the life of the local community and they don’t take advantage of the tourist services in the area- in order to learn about tourism and to get a job in tourism after studies. The project “THE ENTREPRENEURIAL CLUB- THE KEY TO SUCCESS IN TORUSIM” wants to gain interest to promote its ideas, to be able to choose in the future, the wanted job for those interested in tourism.

Also, to prepare them for the future, we are trying non-formal methods , to develop their entrepreneurial education spirit, to make them responsible so that they are decided for the career they will practice later.

The entrepreneurship is a contemporary form of involving the teenagers in the community life

15





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and making them part in making decisions. The development of teenagers’ entrepreneurial abilities has positive effects both on their financial independence and improved quality of life of teenagers, and on the economical development of the local community.

4. The purpose

The development of the students’ entrepreneurial competences in touristic services towards their active involvement in the life of the local community and supporting their individual decisions for their career, according to local social economical reality.

5. Specified Objectives (defined steps in achieving the goal); SMART (Specific; Measurable; Achievable; Realistic; Timebound).

O1 – to include 10-15 students, aged 14–17, in the developing entrepreneurial competences club, during a school year; O2 – to involve 3-6 tourism bussinesses in teaching activities specified to the tourism domain in a partnership school- tourism bussiness; O3 – to involve 5-10 representatives of the local community, experienced in tourism and business, in teaching activities of the entrepreneurial education programme.

6. Target group/Beneficiaries (those involved directly and indirectly, those for whom is the expenditure).

Target group/s 10 – 15 students, teachers;

Beneficiaries 10 – 15 students, teachers; 10 – 15students; 5- 10 representatives of the local community; managing staff of the 3-6 tourism bussinesses; parents;

7. The activities chart (All we have to do in order to achieve the aims, the desired results).

No. of activity

Title Period Method Resources

A1 Project Organisation

Sept. - informing campaign in pilot schools about the entrepreneurial club for developing the local tourism; - the announcement of the first meeting for those interested, representatives of the school, local community, managers of the tourism businesses; - the creation of the implementation team of the project for each school ( the principal, the deputy principal, the counselor of the school, 1-2 teachers, 10-15 students aged 14-17); - establishing the selection criteria of students; - selecting the students according to a enrollment form and an interview;

- promoting flyers; - meeting room; - counseling room; – the entrepreneurial club venue; - the implementation team in the pilot school; - form;



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A2 Informing the bussiness local group Doing the partnership school- hostel

October -the 10-15 students will do a research in the community about the local bussiness (number of hostels, the number of privately-owned houses which offer toustic services); - each pilot school will do a partnership with each of the 3-6 hostels); - the 3-6 hostels will have an active role in teaching activities;

- selected group; - hostels; - supplies;

A3 Training course –Entrepreneurial Education – 40 hours a) forming the target group b) organising direct meetings with local experts in tourism bussiness

October and November

- training course for developing entrepreneurial abilities will take place on a period of 2 months, represeinting 40 hours; - 5-10 representatives of the local community , pension managers will be invited at direct meetings with the target group to share form their personal knowledge in bussiness and tourism;

- trainer in entrepreneurial education; - representatives of the local community; -pension managers; -teachers; -students; -course materials; -venue; -supplies.

A4 Practice at the pension Doing promotional materials for a pension (flyers, the menu, the menu of the day, the virtual tour Practice: a) One day-tourism employee b) Pension manager for a day c) Doing promotional materials for your own pension, as well as publishing its virtual tour

December December-January February March-May March-May

-the students will visit the pensions/the hostels in the area, in partnership with the school; -each group of 3-5 students will choose a pension where will do the training; -each students will be hired by a pension for a day, with well defined responsabilities for his/her activity (manager, receptionist, waiter, help-waiter, etc.); –students will analyse concrete clases from the pension manager’s activity and, at the meeting, will take part hotel and tourist pension managers; - during 15 days, each students will “manage” one of the partner pensions, and, as an ending of the day, will present the budget of the pensions for that day; - the students will visit the surroundings in order to discover tourist and historical parts of the area (visiting towns, interviewing

-human respources (students, teachers, I.T. teacher, pension manager, tourist pension staff); -supplies; - space for the practice; – tourist pensions; - the I.T. lab;



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d) Doing the bussiness plan of the virtual pension or adapted to the pensions in which the practice took place

the locals, biographies, legends and traditional stories); - each group will establish the location, the charges, a photo gallery, tourist attractions in the area and will realize promotional materials for each pension in the town; - each group of 3-5 students will the business plan of the pension where he did his practice or of a virtual pension.

A5 School- tourist guide centre - publishing articles about activities run at the Entrepreneurial Club - the local pensions’ guide

October – May March – May

- students will publish the school magazine about the most representative activities run at th Entrepreneurial Club, results obtained and personal impressions; - the implementation team of the project in school, together with local authorities and owners of the pensions will collaborate to write a tourist guide, in which they will present the geographical and tourist area, and the description of each pension in the town.

- human resources (students, teachers, I.T. teacher, representatives of the local authorities) resurse umane; - supplies; - venue to write the guide of the local pensions;

A6 The Fair of the Entrepreneurial Club

June - the implementation team of the project in school, together with the mayor of the commune and the owners of the tourist partner pensions will organise a presentation fair with the results of the Entrepreneurial Club: flyers, posters, lists of menu, the web-site of each local pension, the guide and cookery products; -Each partner pension will present its own publicity website, if any; -the City Hall will offer a prize to the most representative site of the tourist pensions in the area, website realised by a student and the named pension will promote its services by means of that website.

- human resources; - promotion materials; - tourist pensions’guide; -venue for the Entrepreneurial Fair.

A7 Assessment

Intermediate, after each activity.

The assessment of the achievement of the objectives and indicators proposed in the project.

Project team.



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8. Results, impact, indicators The results of the project (outputs) – benefits/what is obtained by reducing the problem

Specific objectives of the projects

Quantity and quality results

Indicator name Indicator value

To develop the ability of 50% of the school students to identify needs, abilities and professional wishes in a complex counseling career programmewhich involves educational resources from school and the community.

Personal development plans

Percentage of the students who write the personal development plan

40 %

Record of vocational/slikks assessment

Percentage of the students school/profesionally oriented

50 %

Educational partnerships with community resources

No. of educational resources from the community taking part in the career oriented activities

10 %

To develop 25% of the students in the school to develop techniques and methods of information about the work market offer and to apply for a job in the programme “the job club”.

Training sessions

No. of organized sessions 10 %

Personal marketing tools

Percentage of the students who write personal development tools

25 %

Simulated hiring interviews

Percentage of the students who take part at a simulated hiring interview

25 %

Community Educational supplies involved in the programme JOB CLUB

No. of educational resources involved in the community activities

5 %

To involve 15 students in developing and organizing the educational offer of the school

Work meetings for the educational offer

No. of work meetings

10 %

The school educational offer

No. of educational offers

1 %

Educational offer fair

No. of presentation sessions of the educational offer

1 %


It increases the ability of the school as an institution which will furnish services in counseling and education of the career, in order to involve the students into planning and developing his/her own career. By developing the ability to communicate, team work, decision making, negociating tehniques, informational techniques furnished in the job-club project, the students will develop a vision of the future career, which will allow a selective educational pathway in agreement with this. The school, as an institution, will improve its image at the community level and succeeds in attracting many resources from the community, both staff as well as material, which will be used



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for making more efficent the counseling and educational services for the students careers. By active involvement in in the development actions of the educational offer, the students will develop their self marketing and promotional skills, skills which will be later used for creating their own educational pathway which later wil allow them to be activeon the work market.

9. Assessment (measuring and comparing the performances with the established standards, issuing opinions towards the progress identified in achieving the objectives, and, more important, how we will underline these aspects).

What is assessed: Methods of assessment: Who assesses:

Aims achievement Assessment meetings, discussions

Project Coordinator

Using resources afficiently Work Meetings

Project Assistant

Respecting the deadlines Evaluation Meetings, discussions

Project Coordinator Activities Coordinator

The development of each activity

Direct discussions, observations, evaluation quizzes

Project Assistant Activities Coordinators Course Attendees Beneficiaries of the practical training

The active involvement of the pertners in all the activities

Work Meetings Project Assistant

The relations with the partners Assessment meeting, facilitated discussions

Project Coordinator

The involvement of students and teachers in activities

Work meetings Project Assistant Activities Coordinators

Promoting the project and the quality of the promotion materials

Work meetings, quizzes, project journal

Project Assistant

The impact of the project in schools and local community

Assessment meeting, facilitated discussions, quizzes, project journal

Project Coordinator



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1. The Title of the Project

The Volunteering Club16

2. The project Summary (it includes the project’s elements and outcomes)

Starting from the realities of the educational environment regarding volunteering, the project aims at developing social and civic competences of the beneficiaries at the same time taking advantage of the professional development values of this phenomenon. The informing activities regarding volunteering and its benefits, will be connected to training sesssions in the volunteering management, in the end the beneficiaries will develop specific competences and also the abilities of promoting and personal marketing. The promoting campaigns for volunteering proposed by this subject will draw attention on the volunteering actions, on the beneficiaries and the implications of this phenomenon. The specific actions of volunteering , as an outcome of the project, will bring a positive image to the school in the community and will strengthen the relationships with the other social partners. The Volunteering Club will be the framework where the beneficiaries will be able to experience through specific projects and programmes, volunteering actions in different fields of activity. Through these actions, the benficiaries have the oportunity to get accustomed to nonformal teaching methods, to different professional backgrounds, to rules and procedures. Connected assessment and monitoring activities will allow besides the usefulness connected to the project the development of abilities to follow deadlines, self assessment and planning, interpersonal and institutional communication.


The need for the project was due to the weak knowledge and involvement of the educational partners in the volunteering phenomenon. Regarding the volunteering activities in school and community, they are very scarce. What is more, the knowledge of the people involved in the educational process- pupils, parents, teachers, the local community representatives are either limited or poor or deformed, fact revealed by a recent social study conducted in the educational environment by the Romanian Association of Counseling and Support, on a representative group of pupils teachers and parents, local community representatives in Mehedinti, during the VOLSEV 2011 programme of the ARCS Youth Centre. As an institutional environment, the school doesn’t create a background necessary for the development of the “volunteering culture”, not only with implications in the personal development of the beneficiaries, but also as an effective method of counseling and professional education. The nonfinancial side of volunteering still counts in the people’s minds, fact that prevents the real perception of beneficiaries and the potential that this might bring. Taking into consideration this framework, this kind of project, with continuous actions of informing, awareness and involvement of the educational actors in the volunteering actions, it is more than welcomed. At the same time, through volunteering actions we can strengthen the institutional realationship between the different entities at the level of community- educational, NGO, business and administrative.

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4. The Purpose

The development of the civil and social competences of the educational actors (teachers, parents and pupils) taking advantage of volunteering regarding the school and community.

5. Specific objectives (distance defined in achieving objectives); SMART (Specific; Measurable; Achievablel; Realistic; Timebound).

O1 - to train in the volunteering field 5 teachers, 5 parents and 10 pupils from CE. O2 - to found a communitarian club of volunteering with an offer for personal and professional development. O3 - to implement in the club a portfolio of educational projects of the civil and social competences of the educational actors.

6. Target groups/Beneficiaries (those directly and indirectly involved, those for whom the expenses are made).

Target groups - educational actors (teachers, parents and pupils).

Beneficiaries Direct: 5 teachers, 5 parents and 10 pupils from CE. Indirect: the pupils from the school, the teachers and community.

7. Schedule of activities (what we do to get the desired results, in order to achieve the objectives).

No. of activity

Activity name

The dates of the activities

Means of implementation Allocated resources

A1 The project management

September S1, S2 Permanent, quarterly

1.1 preparation, the selection of the team, establishing the location to work, establishing the necessary resources, making use of the working tools.

1.2 working meetings: stating the goal and objectives; assuming the activities, the tasks and responsibilities; sessions of analyzing the activities and planning future activities etc.

1.3 informing the school and the community about the project.

1.4 promoting the project in the school and the community; advertising materials, mass- media broadcasting, informing the CP, CA, CE ETC.

Educational Counselor Teachers- the project team Supplies Overhead projector Laptop Advertising materials

A2 Training programme in MV

October S1 OCT s2, s3, s4

2.1 selecting the participants: letter of intent. 2.2 preparing the course: developing the materials for the course (design, core course,

the project team Trainers Supplies Overhead projector Laptop



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worksheets etc) and identifying and providing the resources. 2.3 delivering the MV course: holding the training sessions, the participants’ and the trainers’ feedback, assessment of the programme.

A3 The Volunteering Club

October S1, S2 Oct. S3, S4 November December-June

3.1 founding the club: establishing the location, purchasing the necessary resources for a better functioning; 3.2 making the working tools: the rules, volunteering contract, an assessment worksheet of the volunteering activity, a database for volunteers, a monthly description of the volunteering activities etc. 3.3 making the offer for the following services: non-formal educational courses, counseling and career education and mentoring. 3.4 completing the project portfolio: identifying the needs which can be solved by volunteers in the school or the community, for example ecology, promoting the area, the school, the community, street animation etc.

Educational Counselor Teachers- the project team Supplies Overhead projector Laptop Advertising materials

A4 Monitoring Permanent Information on the following aspects will be collected:

- following the deadlines for the activities.

- involving the pupils in the activities.

The degree of satisfaction of the participants.

Project assistant Supplies

A5 Assessment Monthly Per semester

There will be middle assessment after finishing each activity and a final assessment at the end of the project. The assessment will have the purpose of showing the degree of achievement regarding the objectives, the specific results of the project, getting the students involved in as many aspects as possible, following the deadlines, the image of the project in the community, the relationship with the partners, the

Project coordinator the project team Trainers Supplies Overhead projector Laptop



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8. Results, impact, results of the project indicators (outputs) - benefits/what is obtained by elimination or reduction problem.

Objectives Results Indicators

O1

The number of students, parents, teachers with formed competences in the MV field.

Minimum 5 parents Minimum 5 teachers Minimum 10 pupils

O2

A volunteering club with an offer of services adapted to the needs of the beneficiaries The degree of satisfaction of the people involved.

Minimum 5 services Big/very big

O3

Project portfolio for educating the civil and social competences of the educational partners.

Minimum 2 project/ semester

The name of results The name of results Standard

Delivering the MV course Setting up the volunteering club The service offer Project portfolio

The number of the letters of intent to attend the course. Number of students participants Number of hours of training Functioning documents: code of conduct, rules, volunterering contract, an assessment worksheet of the volunteering activity, a database for volunteers, a monthly description of the volunteering activities etc. Number of meetings/month Number of services from the offer Number of topics from the offer Number of initiated project Number of projects carried out with the involvement of the community

Minimum 50 Minimum 20 Minimum 40 Approved by the AC Minimum 2/month Minimum 5 Minimum 20/month Minimum 10 Minimum 2/semester Minimum 1/semester

strong aspects and the ones that need improving. During the project there will be analysis and assessment meetings to increase efficiency of the next activities, but also in order to adapt the activities to the particularities of the group.



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Volunteering is an essential expression of the civil and democratic participation that make use of European values such as solidarity and anti-discrimination.

Volunteering will offer the educational partners involved in the project the necessary resources for a better personal and professional development: time management, project management, organizing skills and setting up and reaching the target.

What is more, as volunteers involved in the project activities, they will have the opportunity to interact with people from different backgrounds, in this way developing not only the social, empathic and tolerance abilities, but also the possibility of learning in a non formal environment.

9. Evaluation (measuring and comparing performance with the standards laid down, the issue of judgments on progress in achieving the objectives, and in particular how we emphasize these aspects).

What it is evaluated: Methods and techniques of evaluation:

Methods and techniques of

evaluation:

Carrying out the established activities

working meetings, the activities reports

The department coordinator

Achieving the objectives/results working meetings, the activities reports MONTHLY

The project coordinator

The impact of the projrct within the community

AC, PC meetings and the institution meetings Impact study - questionnaires analysis project development Meeting the pupils, parents and the members of the community

The manager of the institution, AC, PC



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1. The Title of the Project

The Parents’ School 17

2. The project Summary (it includes the project’s elements and outcomes)

The project comes from the poor involvement of the parents in the school activities and the decreased ability of understanding the specific needs of their own children regarding the planning and the development of a career. The project aims at raising the active implication of the parents in the school activities through some informing and educational activities, regarding the pupils’ career, taking into account their professional interests, the parents’interests and the reality on the market labour. At the same time, during the project there will be activities meant to develop the learning competences, the communication and interrelation , identifying the needs and the interests of their own children, regarding the development and planning of a future career, but also for the parents’ personal development. To achieve this, there will be organized lectures, informing sessions and the parents will be involved in designing some plans to develop the pupils’ career and some learning programmes for their own children, which takes advantage of the local community opportunities; the parents will collaborate with the teachers, will conceive nad will work together parent-child for mutual benefits.


The need of the project - the poor involvement of the parents in the school activities in general and in the planning and the development of a career, in particular. A better relationship school-family-community is the main objective of the Romanian educational system. When school is the main pawn of educating the young generation, but not enough , the education given by the family becomes necessary as the foundations of shaping a persoanlity are made in the family. The family can become a factor of risk or protection depending on the abilities which develops, the educational and emotional background that exists in the family. A school-family agreement means finding a common solution to meet the child and the family’s interest, but also for the school and the scociety. The way the information is presented, comented on or justified has a great influence on the opinions and the feelings of the children. The parents’ task is not to choose for their own children, but to prepare them to choose for themselves better. In order to do this, the parents will be able to communicate with their own children to identify the learning opportunities that the community has to offer and to correlate them with their own interests. The school has the human and the material resources and are interested in enhancing the degree of involvement of the parents in the school activities, the counseling and the education for a future career.

4. The Purpose

A better involvement of the parents into career education as part of a partnership with the school.


O1 - to develop knowledge and ablities of identifying the needs for a personal and professional development of their own children and according to the parents’ interests (minimum 50% from the parents). O2 - to develop the ability (minimum 50% from the parents) to conveive together with their children a plan to develop the pupils’ career.

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Product developed within POSDRU/87/1.3/S/62350 „ Model of advisory focused on Advisory and Education Student’s Career”- Beneficiary: Teacher Training Center of Mehedinţi Conuty.



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O3 - to involve 30 parents in a club for parents, as part of a partnership with other educational factors.

6. Target groups/Beneficiaries (those directly and indirectly involved, those for whom the expenses are made)

Target groups The parents from the school

Beneficiaries 50% from the parents teachers, parents and pupils. The local community

7. Schedule of activities (what we do to get the desired results, in order to achieve the objectives).

No. of activity

Activity name The dates of the activities


A1 The project preparation

September-October

- Building the team - Working plan - promoting the project in

the school and the community; advertising materials

- registering the parents in the project (without a previous selection, only if they show interest)

Human resources, Supplies, equipment, a meeting room

A2 Educating the parents

October-December

1. clarifying lectures of some key points: career, professional orientation, the role of the family, lifelong learning development

2. training sessions- according to the age psychology, communication-negotiation, the conflict management, a better knowledge of the key competences etc.

3. establishing an interfamilial helping network, information exchange, opinions and experiences through the school counselor

Human resources (Educational Counselor, parents), Supplies, equipment, a meeting room

A3 Developing the plan for the pupil’ career Group counseling/support Individual couselling

January-February

1. support groups according to the professional interests of the pupils and parents: informing sessions regarding the plan to develop the pupils’ career and the PDC- structure, role, achievement

Human resources Supplies, equipment, a meeting room * sub activities 2,3,4,5 take place simultaneously



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2. informing the parents about the pupils’ progress, their aqusition and the difficulties they might encounter- deciding on a working stategy/ intervention together with the parent

3. the teacher-parent partnership to identify the wishes, expectations, the passions and the choldren’s options

A4 Developing the curriculum for students (while taking into account the career development plan)

March-June 1. identifying the learning opportunities in the community as for the career development plan put forward; 2. partnerships with educational resources within the community- NGOs, businesses, institutions, the business environment, and so on. 3. the learning activities plan -focused on developing European key competences/ competences identified while putting together the career plan: -“Parents’ and child’s day”- joint parent-child activities within the school; - “Jobs’ day”- presenting the parents’ jobs to the students; - “One day a student, one day a parent”- role reversal; - developing a set of family games- focused on learning about various jobs - visiting some of the parents’ workplaces; - meeting APL, CL, IPJ representatives, and so on.

Human resources, consumables, equipment, classroom.

A5 Monitoring Permanently One will gather information about the following aspects: - Respecting the calendar for these activities; - Engaging the students in these activities; The degree of satisfaction of the participants.

Human resources, consumables, equipment, classroom

A6 Dissemination/Promotion

Permanently Promoting the project and the results within the school and within the community: information campaigns, disseminating

The team



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8. Results, impact, indicators. The results of the project (outputs)- advantages/ results of eliminating or diminishing the problem.

Aims Results Indicators

Aim1 - engaging 50% of the parents in workshops aimed at clarifying key concepts. - 50% of the parents participating in development sessions. - 1 interfamilial “support” network with various subgroups established by the interest of both the student and the parent.

Percentage of participation. Percentage of participants within the workshops aimed at clarifying key concepts. Number of support networks.

Aim2 - minimum 50% of the parents being informed on the student’s progress, accomplishments, and difficulties. - minimum 50% of the parents participating in the decision making concerning the student’s academic life.

Percentage of parents informed on the student’s progress. Percentage of parents participating in academic life decision making.

Aim3 - minimum 5 learning opportunities identified within the community.

Number of learning opportunities.

Result/Result’s name Indicator’s name Standard

Quantitative results Attendees to workshops Forming sessions Working groups Parents informed on student’s

Percentage of attendees to clarification workshops of key concepts No. of forming sessions No. of working gropus

50%

3 6

promotional materials, advertising in the media, and so on.

A7 Assessment Periodically One will put together intermediary evaluations- after finalising each activity- and a final evaluation when completing the entire project. The evaluations will account for the degree in which the objectives were met, for the concrete results of the project, for engaging the students in as many aspects of the project, for following the tasks taken on, for the perception of the project within the community, for working with the partners involved, for the strong points and for aspects that can be improved. One will arrange for analysis and evaluation meetings throughout the project as to increase efficiency for future activities, and also to adapt the activities to any specificieties of the group.

Project Coordinator, Activities’ Coordinators



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progress Parents attending to decisions regarding the academic life Development plans realised by parents and students Learning opportunities Learning activities in progress Partnerships with local community

Parents informed on student’s progress Parents attending to decisions regarding the academic life No. of development plans realised by parents and students No. of learning opportunities No. of partnerships with local community

50%

50%

5

5 5

Qualitative results Educational resources’ education Applying activities Appreciating the beneficiary students of the activities in progress Quality of the delivered courses

Satisfaction degree of the educational resources involved Level of applying the proposed activities Appreciating the beneficiary students of the activities in progress Quality of the delivered courses

good/very good

good/very good

good/very good

good/very good

Outcomes

Project’s impact upon the target group: the acomplishment of closeness between the target groups endorsed by the project and school, the raise of self-esteem of the engaged students into the project, a positive aspect concerning perspective upon professional insertion and upon decent standard of living, change of the parents’ perspective upon the role education has to their children.

In virtue of gathered experience, one will improve future strategies for the problems regarding advisory and education students’ career. The final results of the project, as a result of educational interventions or material ones, will encompass good examples of practice that can be extended.

9. Assessment (measuring and comparing performances with the required standards, giving out judgements regarding the registered progress in achieving the aims, what and especially how these aspects will be underlined).

What it is assessed: Methods and evaluation instruments:

Who assesses:

Achieving the aims Assessment meeting, facilitated discussions

Project coordinator

Efficient usage of the resources


Respecting deployment deadline of activities

Assessment meeting, facilitated discussions

Project coordinator Activities coordinator

Rolling each activity Direct discussions, observations, assessment questionnaires

Project assistant Activities coordinators Attendees to the course Beneficiaries of the workable activities

Engaging partners in all project’s stages in an active way


Engaging students and teachers into activities

Working meeting Project assistant Activities coordinators

Project’s impact on school and community level

Assessment meeting, facilitated discussions, project’s journal

Project coordinator



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1. The title of the project

Steps to the future18

2. Summary of the project (including project elements and results)

The goal of this project is to provide undergraduate students with useful information about university life and to facilitate their entry to the university.

The project will start with the selection of the 10 students in the 12th grade to participate in visits to various universities, that will enter into partnerships. At the same time, the target group will get in touch with representatives of universities and students' associations, to carry out project activities.

After a thorough information regarding university life, the target group will conduct guide "Steps to the future". Impressions throughout the project, as well as of the activities carried out will be written in the newspaper/magazine of the school.

The project "Steps to the future" will be popularized through press articles, posters and booklets. Also, the project will be monitored by two members of the project team who will draw up an agenda of events and to see to what extent the project actions shall be carried out in accordance with the original planning.

3. Justification of the project

The project "Steps to the future" aims to provide students with an overview of what makes university life (educational offerings of the universities, student associations, student life), the steps to be followed to become a student and responds to the need of students to orient themselves better at signing up for the university and in the early months of graduation.

Also, the project responds to a need of cooperation and partnership between high schools and universities, in order to facilitate the transition of students from high school to the student, with reference especially to the students who do not live in university centres.

4. The goal

Increased capacity of 12th grade students information regarding academic environment and mode of organization of university life.


O1. to involve a number of 10 students in gathering information about the academic environment: enrollment, way of obtaining a housing, the university'sfFaculty organization, student life, student organizations, libraries, courses and seminars, the university's administrative structures; O2. to inform at least 90% of the students in their final years of school with regard to the Organization and the academic world; O3. to correlate information activities of the 10 students with their professional skills and career plans (horizontal objective for the project);

6. Target groups/Beneficiaries (those directly and indirectly involved, those for whom the expenses are made)

Target groups Students in the 12th grade of the institution

Beneficiaries Direct: 10 students in the 12th grade will be involved in the collection of information; 80% of the

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students of 12th grade of the Institution will receive information about the academic environment; Indirect: parents of 12th grade students

7. Schedule of activities (what we do to get the desired results, in order to achieve the objectives)

No. of

activ.

Activity name The dates of the activities


A1

preparation of the project -selection and completion of protocols with universities to establish business plan -selection depending on the career plans and preparing pupils -identifying resources

March

-information campaign in pilot schools; -announcing the first meeting for all those interested in setting up the team; -the project implementation at the level of each pilot schools (project coordinator, school counselor, 1-2 teachers, 10 students-establishing the criteria for the selection of pupils (account should be taken of the students involved in career); -the selection of pupils on the basis of an application form and an interview; -conclude a partnership with 2-3 universities -to get involved with RESOURCES (minimum accommodation) in carrying out the activities project;

The management team, the School Counselor, Meeting rooms, Supplies, Institutional and information documents Universities

A2

Visit to the University-business -plan development of a personal learning plan for each student selected universities-visit -information gathering

2nd 6th April

Working meeting to implement a plan of visits with the assignment of tasks for each participant (the assignment will take account of the development of specific skills of the pupils). Development of a personal learning plan for each student involved (content and skills). Carrying out visits to universities and the collection of information-personal learning plan.

The management team, students selected Supplies Budget for travel accommodations

A3

Achievement Guide-information collected -the centralization of data -writing a guide

10th -13th April

-Project implementation team at school level together with representatives of universities will cooperate with a view to the drafting of the guide

Management team Students selected Supplies



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8. Results, impact, results of the project indicators (outputs) - benefits/what is obtained by elimination or reduction problem

Obiectives Results Indicators

O1. - Students involved in gathering information - the number of days of exchange of experience at the university

10

2-4

O2. - The number students informed - which have access to publication and/or participate in lecture hours

90%

O3. - Developed articles Minimum of 4 booklets/class

The name of results The name of indicators Standard

Participants in the activities Universities visited Articles written by students Counsiling lasses Hours/meetings of debate

- Number of students participants - number universities visited (if applicable) - number articles written - number of hours of advice - number of hours of debate - booklets distributed

10 2-3

Minimum of 15 Minimum of

5-10 (class numbers) minimum of 5

Qualitative Results -students’ opinion on action -students’ opinion on information obtained

good/very good good/very good

A4

Guide distribution

24th -26th April

The distribution of the guide in at least four copies for each of the 12th grade classes


A5

The debate and participation in hours of advice -presentation advice guide

7th -11th May

Students, together with his adviser or school managemnt team will take part in the deliberations organized under hours of lecture - in order to present the results visit.

Management team Students selected

A6 Evaluation of the project -meeting assessment with those 10 students -questionnaire -will be analyzed both the positive and negative

16th -18th May

Analysis plans on the completion of the activities and plans of learning personal application of a questionnaire satisfaction for students involved




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Impact of the project (outcomes)

Better organization and orientation of students who entered at the university and their families. Also, students will have relevant information regarding the academic life: entry to college admission, obtaining a place in the hostel, the entry to the library, facilities of the universities, student life by facilitating entry of the high school graduates at the university by reducing time given to these activities - in this way increases comfort linked to the administrative aspects of the beginning of life as a student.

9. Evaluation (measuring and comparing performance with the standards laid down, the issue of judgments on progress in achieving the objectives, and in particular how we emphasize these aspects).

What it is evaluated: Methods and techniques of evaluation:

Who evaluates:

The activity of the students involved

Monthly activity reports /concrete outcome (articles written)

Project coordinator

The impact of the projrct within the community

Impact study - questionnaires analysis project development

Project coordinator The Council of the School's Administrative

Achieving the objectives/results The working meeting of the project team

Project coordinator



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1. Name of project

OUR PARENTS ARE OUR MODELS19

2. Summary of project (including elements of project and the results)

Once a week after classes, an hour is spent for career guidance in the school. During that time, 5 parents from different professions are invited to the school to introduce their profession to students briefly. After the introduction section there is a question & answer time for students when they can meet personally with the parents whose career they are interested in. Mostly we don’t have parents of all the professions for this activity. At that point we invite professionals from other institutes to join our program and guide our students. After these sessions our students will be able to meet personally with the parents and this provides to make clear almost all the questions about that careers.

3. Context of project

* Deciding the day and hour of the activity * Preparing the list of parents and dividing into groups * Making appointments with the parents according to the schedule * Making a questionnaire to measure the students’ current knowledge and needs about the professions * Share the questionnaire results with the parents considering their professions * Asking parents to prepare in order to these results * Session * Last questionnaire to measure the students’ knowledge after the session * Evaluation of the results

4. Aim/General objective

* The aim of this activity is to provide better information from the real life * Reaching the knowledge easily * Learning the easy and different parts of the each career * Providing opportunities to get information directly from real life situations * Getting detailed information about the: - Education process for each career - Financial opportunities - Job conditions of each career - Mental and physical difficulties about each profession

5. Specific objectives - SMART (Specific; Measurable; Achievable; Realistic; Time bound)

1 - To help students to choose and proceed on an optimal career path, based on the students ability, desire and available opportunities. 2 - Guiding young people to adopt fair and realistic decisions about the opportunities they have in terms of educational and vocational route on which to build a successful career. 3 - Raising the level of recognizing importance of Career Guidance. 4 - To enable students to make informed choices about their future working lives and to translate these effectively into appropriate decisions and actions.

19

The project is implemented in the schools located in the province of Mersin – Turkey.



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5 - To help students understand and develop the necessary skills to equip them for whatever career path they choose. 6 - To give the students varied information in choosing career intelligently and arrive at a better decision when confronted with career problems.

6. Target groups (those involved directly and indirectly)

11th and 12th grades are involved in directly

7. Schedule of activities (everything we do to achieve desired results, the objectives)

Specific

objectives

Activity

(code and

name)

Approach Duration/

Period

Human

resources

Material

resources

Results

1-To help students to choose and proceed on an optimal career path, based on the students ability, desire and available opportunities.

A.1.1

Meeting

personal

with parents

and question

& answer

session

• Individual,

guided work

• Class or

small group

discussion

15’ Parents, of

different

professions

Classroom

objects

PowerPoint

presentations

Uniforms

Students

will be able

to give a

summary of

their own

career

interest

2-Raising the level of recognizing importance of Career Guidance

A.1.2 Providing opportunities to get information directly from real life situations

• Class discussion • Guided work

15’ Teacher,

Parents,

Students

Classroom

objects

PowerPoint

presentations

Uniforms

Describe

their

personal

career

choices

based on

current

employment

and labor

statistics

3-To enable students to make informed choices about their future working lives and to translate these effectively into appropriate decisions and actions

A.1.3 Mental and physical difficulties about each profession

• Group work •PowerPoint, group research

15’ Teacher,

Parents,

Students

Classroom

objects

PowerPoint

presentations

Uniforms

To be able

to use their

knowledge

to perform

their career

effectively



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8. Results, impact, indicators Result/Outputs – benefits / what is obtained by eliminating or reducing the problem

Specific objectives

Outcomes – quantitative and qualitative

Name of indicator Value of indicator

1-To help students to choose and proceed on an optimal career path, based on the students ability, desire and available opportunities

Students will be able to give a summary of their own career interest

Describing a career with all details

Comparing his/her needs and interests with the career’s offer


Describe their personal career choices based on current employment and labor statistics

Financial opportunities

Comparing his/her financial expectations with the career offer


To be able to use their knowledge to perform their career effectively

Observing current career performance (eg: trainings)

The contribution of being informed about career and practical knowledge

Impact/Outcomes:

After career introduction with professionals at classroom environment with the participation of parents and teachers, the students will be able to get brief and practical information about each career including difficulties, financial opportunities, employment dis/advantages and business environments.

9. Evaluation (measuring and comparing of performance with standards set; making judgments on progress in achieving of the objectives, what and especially how we highlight these issues)

What are evaluated: Evaluation methods and tools:

Who evaluates:

Implementation of planned activities

Presentation, question & answer Parents, teacher

Achieving the project objectives Questionnaire Teacher

Project impact on school and community

Questionnaire Guidance and counselling services



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1. Name of project

VOCATIONAL SCHOOL VISITS FOR 8th GRADE STUDENTS20


With this activity, 8th grade students who are willing to study at vocational schools are divided into groups according to their interest and abilities. These students visit the vocational schools and get information about the trainings and the opportunities provided by the schools. These visits are planned during the end of the year especially end of May and beginning of June. The students visit the school with the company of school guidance teacher and assistant director. They are welcome by the vocational teachers of different fields at the target schools. Also vocational school students mentor the 8th grades during the visits. At the end of this activity the students will have brief information about the vocational schools and their opportunities. There are a variety of activities recommended to help 8th graders transition to high school. However, this protocol is not just a series of different activities but rather a systemic approach to transitioning students from middle school to high that begins in the beginning of the 8th grade year and last through the end of the freshmen year of high school. This protocol describes a joint effort and joint responsibility between the middle school and high school counselors, administration and faculty members. Transition “out” is not about touring the high school for an evening or sitting through course and sports/activity presentations. Targeted transition out activities and mindset begin long before students begin thinking about the next step.


* Deciding the day and hour of the activity * Preparing the list of schools and sections to visit at schools * Making appointments with directors and field teachers of the schools * Visit Sessions * Evaluation (the students comments about the vocational schools and their expectations)


The general objective of this project is giving information about the vocational school types, their function and opportunities for the students and also helping students for choosing the most suitable schools regarding to their needs and interests. It’s also aimed these things below: * Transition to high school * Joint effort and joint responsibility between the secondary school and high school counselors * Course and sports/activity presentations * Helping students begin thinking about the next step


• Explain the differences between jobs, occupations, careers • List key decision points that impact a satisfying, rewarding career path • Exploring of vocational schools and careers • Encouraging self-discovery and goal setting


8th grade students who are willing to make a career in vocational schools

20




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214


Specific

objectives

Activity

(code and

name)

Approach Duration/

Period

Human

resources

Material

resources

Results

• Explain the differences between jobs, occupations, careers

A.1.1

Guided tour

systemic

approach

1 hour Field

teachers,

directors,

students

Illustrators,

booklets

Students

will be able

to explain

the

differences

between

jobs

• List key decision points that impact a satisfying, rewarding career path

A.1.2 Technical presentation

systemic approach

20’ Field

teachers,

directors,

students

PowerPoints,

notebook,

pencil

Students

will be able

to list the

key points

• Exploring of vocational schools and careers

A.1.3 Visiting to different types of vocational schools

systemic approach

2 hours

(each

school)

Field

teachers,

directors,

students

Illustrators,

booklets,

Info pages of

schools

Students

will be able

to explore

vocational

schools

•Encouraging self-discovery and goal setting

A.1.4 Guidance with the counsellor

systemic approach

20’ School

Counsellor,

Students

Computer,

Projector,

notebook,

pencil

Students

will be

encouraged

about self-

discovery

and goal

setting


Specific objectives



• Explain the differences between jobs, occupations, careers

Students will be able to explain the differences between jobs

Number of the fields introduced, the schools visited

The number of students who involved in visits

• List key decision points that impact a satisfying,

Students will be able to list the key points

Introduction and presentations provided by vocational schools

The important and significant key points underlined by the students



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215

rewarding career path

• Exploring of vocational schools and careers

Students will be able to explore vocational schools

Number of the fields introduced, the schools visited

The number of students who involved in visits

•Encouraging self-discovery and goal setting

Students will be encouraged about self-discovery and goal setting

Evaluation form How the students compared their needs and expectations with the information provided

Impact/Outcomes:

After vocational school introduction, the students will be able to get brief and practical information about each career including difficulties, financial opportunities, employment dis/advantages and business environments.



Who evaluates:


Illustrators, booklets Field teachers

Achieving the project objectives Questionnaire Teachers, counsellors


Evaluation form Counsellor



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1. Name of project

HOW TO GET FIRED21


This workshop helps students explore expected work behaviors in a role play setting. Students will be given a setting and an issue and asked to add dialog to the situation as an employer and employee. The classroom must be a safe place in order for students to feel comfortable with the role play. Determine how many of the students have done role plays before and make sure to give enough support that they can be successful. Be specific about what is expected and set boundaries for what is appropriate for students to do in their role as the employer or the employee.

While the scenario cards have suggested settings, based on what you know about your class choose a particular type of business that students will be familiar with and the type of job within that business to use as a model. There are empty cards included so that you can also design settings and issues.


Introduction Share with the students that they are going to role play situations where an employer is

talking to an employee about a behavior that may get them fired. Explain that you will provide students with the business setting and the issue. Their job will be to create the dialog between the employer and employee.

Outline your expectations as you would for any assignment. Share that the objective is for students to identify personal qualities or behaviors that are likely to get you fired. It is their choice if they want to make the actual presentation serious or comedic. Activity 1. Model one of the scenarios for the class so that they have an idea of length and relationships. 2. Allow students to choose a partner and draw a scenario card. 3. Give the teams time to read through the scenario and try out different characters and presentation modes. Allow enough time so that students can exchange roles and find where they are most comfortable. 4. Ask for presentations of the scenarios and include as many as time allows. 5. As a class, discuss what are the common factors (behaviors, attitudes) that will cause an employer to fire an employee. Closing Talk with the students about the effect of being fired on an individual’s career path.


Students will be able to identify behaviors that cause someone to be fired.


* Extending student information regarding the qualities, skills, and behaviors employees are expected to demonstrate in the workplace. * Exploring expected work behaviors.

21




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217


The students


Specific

objectives

Activity

(code and

name)

Approach Duration/

Period

Human

resources

Material

resources

Results

Exploring expected work behaviors

A.1.1 Discuss what are the common factors (behaviors, attitudes) that will cause an employer to fire an employee

Role Play 20’ Teacher,

Students

Classroom,

Materials

of the

desired job

Students

will

understand

the effect of

being fired

on an

individual’s

career path

Extending student information regarding the qualities, skills, and behaviors employees are expected to demonstrate in the workplace

A.1.2 Providing opportunities to get information from simulations of real life situations

Role Play 20’ Teacher,

Students

Classroom,

Materials

of the

desired job

Students

will

understand

the

qualities,

skills, and

behaviors

employees

are

expected to

demonstrate

in the

workplace


Specific objectives



Exploring expected work behaviors

Students will understand the effect of being fired on an individual’s career path

Working on the same career for a long time

The duration of working life

Extending student information regarding the qualities, skills, and behaviors

Students will understand the qualities, skills, and behaviors employees are expected to demonstrate in the workplace

The problems faced with other workers and events happened

Relations with other workers and administrator, Working in a harmony with them



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218

employees are expected to demonstrate in the workplace

Impact/Outcomes:

After this activity students will be able to identify behaviors that cause someone to be fired.



Who evaluates:


Role-play Counsellor

Achieving the project objectives Questionnaire Counsellor


Questionnaire Counsellor



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1. Name of project

JOB SHADOWING IN FACTORIES FOR VOCATIONAL SCHOOL STUDENTS22


Once a month, vocational school students between the ages of 15-18 visit a factory which operates in related fields with the students’ departments. Each visit takes a day with the participation of approximately 50 students with their accompanying teachers. These students are divided into groups of 10. Each group takes a guided tour of one hour. During this visit the students are informed about manufacturing process, assembly line, row materials, working hours, financial opportunities, employment opportunities and training programs. With this job shadowing visit the students get the opportunity to observe real life situations for their future careers.


* Planning the day of the visit. * Deciding the group of the students. * Preparing official documents (permissions, signs). * Arranging the visiting hours for each group of students during the activity day. * Session. * Evaluation of the results.


* The aim of this activity is to connect vocational training with the sector. * Learning the practical applications about the vocational career. * Providing links between the school based vocational education and business life. * Filling the gaps in vocational training considering real working life. * Giving the opportunity to the students to observe the business before deciding a career.


1-To contribute to the learning process of the students to get more information about industrial operations and explore the manufacturing processes and products of the field. 2-Guiding young people to adopt fair and realistic decisions about the opportunities they have in terms of educational and vocational route on which to build a successful career. 3- Allowing the students observe the company/factory’s manufacturing processes and learn more about the innovative production and manufacturing methods and actual machinery used at the factory. 4- Helping students to develop positive professional attitude and developing business links for their future career.


10th grades are involved in directly.

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220


Specific

objectives

Activity

(code and

name)

Approach Duration

/ Period

Human

resources

Material

resources

Results

1- To contribute to the learning process of the students to get more information about industrial operations and explore the manufacturing processes and products of the field.

A.1.1

A presen-

tation of

the factory/

company

following a

tour.

• Guided

work

25’ Professiona

ls from the

field/

company

PowerPoint

presenta-

tion

Visual

materials

Students

will be able

to have a

general

view of the

releted

fields.

2- Guiding young people to adopt fair and realistic decisions about the opportunities they have in terms of educational and vocational route on which to build a successful career.

A.1.2 Providing opportunities to get information directly from real life situations

• Class discussion • Guided work

15’ Teacher,

Parents,

Students

Classroom

objects

PowerPoint

presenta-

tions

Uniforms

Describe

their

personal

career

choices

based on

current

employmen

t and labor

statistics

3- Allowing the students observe the company/factory’s manufacturing processes and learn more about the innovative production and manufacturing methods and actual machinery used at the factory.


• Group work • PowerPoint, group research

15’ Teacher,

Parents,

Students

Classroom

objects

PowerPoint

presenta-

tions

Uniforms

To be able

to use their

knowledge

to perform

their career

effectively

4- Helping students to develop positive professional attitude and developing business links for their future career.


• Group work • PowerPoint, group research

15’ Teacher,

Parents,

Students

Classroom

objects

PowerPoint

presenta-

tions

Uniforms

To be able

to use their

knowledge

to perform

their career

effectively



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221


Specific objectives



1-To help students to choose and proceed on an optimal career path, based on the students ability, desire and available opportunities

Students will be able to give a summary of their own career interest

Describing a career with all details

Comparing his/her needs and interests with the career’s offer


Describe their personal career choices based on current employment and labor statistics

Financial opportunities

Comparing his/her financial expectations with the career offer


To be able to use their knowledge to perform their career effectively

Observing current career performance (eg: trainings)

The contribution of being informed about career and practical knowledge

Impact/Outcomes:

After career introduction with professionals at classroom environment with the participation of parents and teachers, the students will be able to get brief and practical information about each career including difficulties, financial opportunities, employment dis/advantages and business environments.



Who evaluates:


Presentation, question & answer Parents, teacher

Achieving the project objectives

Questionnaire Teacher


Questionnaire Guidance and counselling services



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1. Name of project

TEACHERS, NEW EDUCATIONAL COACHES23


The 12th year is the most important year for our students as they have to get the central exam in both March and June. When the students start on their last year (12th) grade, they feel very nervous because of the stress of the central exam to enter the university. Their parents are also nervous at the same time. At that point they are very desperate. In order to diminish their being nervous, it was planned to match all the 12th year students with all the teachers, assistant directors and the director. There were 96 12th year students and 32 educational staff. For each teacher including the assistant directors and director, 3 students was appointed. All the procedures and the rules were decided by the new educational coaches. Each educational coach has the responsibility of 3 students. Educational coaching at the teacher level requires that the administrator and school leaders be trained to refrain from their natural tendency to provide the teacher with solutions to the problems he is facing. Rather, the administrator's role is to help the teacher identify the problems and bring their own solutions to light. By asking the teacher probing, open-ended questions, the administrator helps the teacher reflect and analyse an issue of the teacher's choosing and then asks the all-powerful question: "What are you going to do about it?“ Employing this coaching strategy compels the teacher to accept responsibility for his behaviour, which is a big step for a teacher who often only turn to students, parents, and prior teachers for the reason behind a student's lack of progress.


* Matching the students with coaches. * Putting the rules of coaching. * Deciding the types of activities. * Deciding the frequency of the activities. * Preparing the list of parents and their contact information. * Making appointments with the parents according to the schedule. * Making appointments with the chosen students. * Implying questionnaire to measure the students’ current needs. * Share the questionnaire results with the parents considering their professions. * Carrying out some social activities (some banquets, picnics, and cinema, theatre and concert activities). * Last questionnaire to measure how much of the students’ needs are carried out. * Evaluation of the results.


The aim of this activity is: - to provide to lessen the examinational stress of the students - to reach the needs of the students easily - to help them solve their needs easily - to adapt the students real life situations - to give them detailed information about the central exam in the frame of career choosing.


1-To help students to lessen the examinational stress by arranging some social events.

23




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223

2- To understand the real needs of students in the frame of career guiding in order to adapt fair and realistic decisions. 3- To understand the real needs of parents and challenges with their students. 4- To help students understand and discover their skills. 5- To help students to adapt themselves into real life situations. 6-To give the students detailed about the central exam in the frame of career choosing.


12th grades students are involved in the project directly.


Specific objectives

Activity (code and

name)

Approach Duration/ Period

Human resources

Material resources

Results

1.to help students to lessen the examinational stress by arranging some social events

A.1.1 Meeting personally with students question & answer session

*Individual, guided work *Individual, discussion

45’ Teacher, Students

Power point presenta-tion

Students will be able to lessen the examinational stress.

2. to understand the real needs of parents and challenges with their students.

A.1.2 Meeting personally with parents

*Group discussion *Guided work

45’ Teacher, Parents, Students


Parents will be able to understand the challenges with their students.

3. to help students understand and discover their skills.

A.1.3 Meeting personally with students question & answer session

*Emphatic approach. *Individual, discussion

45’ Teacher, Students


Students will be able understand and discover their skills.


Specific objectives Outcomes – quantitative and qualitative

Name of indicator

Value of indicator

1.to help students to Students will be able to Stress tests The contribution of being



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224

lessen the examinational stress by arranging some social events.

lessen the examinational stress.

informed about career and practical knowledge.

2. to understand the real needs of parents and challenges with their students.

Parents will be able to understand the challenges with their students.

Questionnaire

Comparing his/her students’ expectations with the others.

3. to help students understand and discover their skills.

Students will be able understand and discover their skills.

Observing current situations

Comparing his/her needs and interests with the career’s offer.

Impact/Outcomes:

After the all activities, students will be able to face the problems the meet in their last year. The problems and the challenges between the students and parents will be solved. Students will be able to discover their own abilities and skills. The students will be able to get brief and practical information about each career including difficulties, financial opportunities, employment dis/advantages and business environments.



Who evaluates:


Presentation, question & answer Teachers

Achieving the project objectives

Questionnaire Teachers

Impact on students and parents Questionnaire Guidance and counselling services



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CONCLUSION

This paper is the result of the research and the exchange of experience developed within the project Comenius Regio Partnership Education and Career Guidance - Let's help the students choose a right career! (Consilierea şi educarea carierei – Să-i ajutăm pe elevi să îşi aleagă o carieră potrivită!/ Eğitim ve Kariyer Planlama – Öğrencilerin Doğru Kariyer Seçimine Yardımcı Olalım!), nr. de referinţă 13-PR-04-DJ-RO,TR, cofinanced by The European Commision through the Lifelong Learning Programme, and taking place during the period August 1st 2013 - July 31st 2015 in the Dolj County - Romania and the Mersin Province - Turkey under the government of the CCD Dolj ( Dolj County Teachers Department) - the partnership coordinator and the National Education Department of the Mersin Province - the regional coordinator, together with their national partners, namely ''Traian Vuia'' Highschool in Craiova, ''Traian'' Secondary School in Craiova, EduFor Craiova Association and The Vocational and Technical Highschool Mezitli, The Informatics Highschool in Mersin and The Education Burreau in the Bozyazi Region, respectively. This project aimed at improving services for education and career guidance of secondary education students, in order to facilitate their transition to higher levels of education and labour market. Each objective of the project has resulted in activities whose results can be found in the six chapters of the paper. Thus, to identify the current situation regarding the importance, relevance and quality of counseling and career guidance services of students, carried out in the educational environment and the needs of all those directly and indirectly involved in this activity (students, teachers, principals, counselors, parents, local community representatives) regarding the activities of counseling and guidance to students in the two involved regions, Dolj County - Romania and Mersin province - Turkey, a research study was conducted using methods such as the questionnaire survey and focused interview/ focus group survey. The used research tools (questionnaires for teachers and students of each cycle - primary, lower secondary, upper secondary, vocational and interview guide for managers, parents, teachers, local community representatives) as well as the obtained results are found in Chapter II of the paper.

The interpretation of responses highlighted the need for activities of counseling and career guidance in schools (96% Romania / 68% Turkey), both by the school counselor as well as by the teacher / tutor / professor (49% Romania / 42% Turkey), throughout all the school years (85% Romania / 61% Turkey), being very important (35% Romania / 27% Turkey) for the students' success in life.

So, it resulted the importance of counseling and career guidance for students to succed in life, by all participants in the survey, students, parents, teachers, representatives of educational institutions and the local community. Equally important are the services for the reorientation of high school students in career and parents guidance about their children's educational choices. It was expressed the idea that it is necessary to counsel decision-makers in the socio-educational field since the effectiveness of the professional guidance is conditioned by the socio-economic context. The vocational counseling and guidance should be conducted by competent specialists with a solid pedagogical training, as they can conduct various activities including the testing of students’ skills, interests and personality (the psychological profile) but with a permanently collaboration with the teachers and the studentʼs families.

The opinions of the surveyed students are divided as follows: some believe that school subjects are important and career counseling support them, while others consider that, on the contrary, counseling is important andschool subjects support it.

Respondents expressed their opinion on activities which would connect students to a higher level of education: - visits organized in high schools/universities so that the students could get aquainted to the profiles and specializations of the high school / college; - flexible partnerships between schools and businesses facilitationg visits to employers, observation of practical activities, activities such as job shadowing, work experience or part-time



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employment; - events such "Open Days"; - presentations conducted by successful professionals in front of children; - volunteering; - documentary films about various fields of activity for the Ministry of Education to be watched during classes; - educational projects with EU funds; - digital information, online educational activities in valuing IT specialists; - focus on non-formal education; The research study shows that in Romanian schools, most educational and vocational guidance activities consist of discussions about professions during master classes and other disciplines and less in meetings with experts from various fields of activity, activities of volunteering, self-knowledge, practical training sessions within a company / institution or study/ guidance visits to schools / universities / companies. Although, most of the guidance and counseling activities are conducted in schools, in the classroom and the real contact of students with the labor market is very low. In Turkish schools, most counseling and guidance activities represent the testing of professional skills and interests in the Pedagogical Assistance School Office and meetings with experts from various fields of activity and less study / guidance visits within schools / colleges / companies or practical training sessions within a company or institution. Teachers find that to improve counseling and career guidance services provided to school students, the following is required: - changing the legal framework so as to allow time for form teachers for administrative issues, more counseling classes, thus avoiding the overloading of teacher responsabilities; - during university years, future teachers to pay more attention to the psychological and pedagogical studies; - funding for career counseling, for non -formal education activities, generally the advertisement for financing activities; - partnerships and projects of social organizations regarding the education field, which to financially support students' participation in non-formal education activities; - attracting European funds and the existence of more European experts within these projects; they should not necessarily be teachers because that can lead to the overloading of teachers’ responsabilities; - reducing the number of students in class because school classes overcrowding affects the quality of education and thus the career guidance activities; - teachers need counseling, in their turn, this requires more counselors and advisers; - it is needed more negotiation and flexibility in the Romanian education system;

The students understand that the need for self-knowledge is the most important, followed by the need to support career decision making, and the need for information on school offers, the labor market and the need to develop the personal promotion skills. In Chapter III is described the education system in the partner countries, aiming legislative framework, the importance of the educational system, the Graduation Documents, Compulsory/Optional Education, the preuniversity educational system, the forms of organization in the preuniversity education, the structure of the school year, classes (number of students, names), Grading System, the admission in high school, baccalaureate exam, Curriculum in elementary school /middle school /high school: the subjects, number of hours. The chapter is a comparison between the system of counseling and career guidance to students in Romania and in Turkey considering:

- Psychological counseling in pre-primary/primary educational system through free medical and psychological assistance in school offices or state hospital offices;

- Professional Guidance in the school offices for psycho-pedagogical counseling (CSAP) from the educational establishments subordinated to the Regional Centres of Resource and Educational Counseling (C.J.R.A.E.), during the Counseling and Guidance courses, by the class teach, throughtout extracurricular activities, such as visits to different institutions, meetings and debates with representatives of the educational institutes and local employees, students’ practical



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227

training, conducted in partnership with local businesses, so that students can have a direct contact with the employees and learn about the work conditions, the partnerships bewteen the schools and the NGO. Chapter V analyzes the curriculum in terms of counseling and career guidance to students.

The school cabinet for psichopedagogical assistance (S.C.P.A.) is a special designed room in an educational institution (kindergarten, secondary school or highschool). It is used for the counselling activities after the classes, according to an established program.

In Romania, there is an S.C.P.A. in all the preuniversity educational institutions in which there are enrolled at least 400 children or 800 pupils. If the number of pupils is lower then they can got a school cabinet for psichopedagogical assistance in another school.

As in Romania, in Turkey the psychopedagogical counselling in the school cabinet for psychopedagogical assistance is performed by a professional school counsellor having studies in Sociopsichopedagogy, Psycology, Educational Sciences, Sociology, Sociology and Psychology, Phylosophy, Communication Sciences.

In Romania, in the framework plan for primary education it is provided in the curricular area Counselling and guidance, the discipline Personal development, which is assigned to 2 hours per week during prep-class and one hour per week in classes I and II.

The main objective of this school subject is developing the necessary skills and attitudes for integrating students into the socienty. The Personal Develpment syllabus, adopted through the Educational Ministery Order no. 3418/19.03.2013, is ellaborated according to the curricular plan aimed at skills development. Hereby, within the scool syllabus there can be identified general skills (student`s acquisitions gained throughout the entire study time period), specific competences (derived from the general competences, developed throughout the entire school year) and contents (student`s necessary acquisitions, organised in 3 principal domains: Self-knowledge and a healthy life-style, Emotional and social development, Specific aspects regarding learning organisation and life preparation in small students).

Specific skills represent different stages in developing general skills and are actually correlated with learning activities such as: games, drawings, labels, exposing one`s picture at different ages, pair/ small groups discussions/debates, riddles, poems, songs, film watching, practical activities, organising certain events, going visiting, taking part in contests, organising exhibitions/ expositions etc.

Within the curricular area for the 3rd and 4th classes, School Counselling and Guidance Course is scheduled 0-1h/week, where the teachers can choose this optional course/class in order to help students become responsible. The thematic contents are structured on 5 thematic modules, which emphasize each curricular objective: Self-knowledge and personal development, Communication and social abilities, Information and learning management, Career planning, Lifestyle quality.

During the 5th-8th cÎasses, School Counselling and Guidance Course is taught by the form-teachers.

School Counselling and Guidance Course is scheduled 1h/week in the common school frame-work, according to The Personal Develpment syllabus, adopted through the Educational Ministery Order no. 3638/11.04.2001. All the activities carried aut within this school subject aim at contributing to the students` personal development in order to successfully reach students` professional integration into the social background.

As far highschool system regards, the curricular area School Counselling and Guidance Course includes: general skills, values and attitudes, specific skills, contents, methodological suggestions.

School Counselling and Guidance Course aims at spporting the youngs through a socio-professional insertion, through making them aware about the connections bewteen what they learn and all skills and knowledge acquaired in order to put all the information into real life practice.

Following the conduct of the job shadowing in partner countries, involving teachers from different subject areas, we developed concrete proposals for activities for students' career education and guidance that can be applied by teachers in school or outside, proposals that are found in Chapters V and VI.



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At curricular level, in subchapters 5.3. An analysis of the school subjects and 5.4. Samples of lesson plans regarding the career guidance for students, are analyzed and compared programs and strategies (methods, techniques, resources etc.) from each curricular area in order to: adapt them for link the students’ ECG with teaching and learning in of various school subjects; each teacher will assume educational tasks and also social and/or external tasks, such that counselling and career guidance in schools will not be a casual or incidental activity.

At extracurricular level, in Chapter VI. are selected/elaborated the projects and programs wich are to be carried out in the classroom or outside it: JOB CLUB – Career is built in school, Entrepreneurial Club – the key to success in tourism, The Volunteering Club, The Parents’ School, Steps to the future, Our parents are our models, Vocational school visits for 8th grade students, How to get fired, Job shadowing in factories for vocational school students, Teachers, new educational coaches.

The guide is intended as a useful tool for teachers in students' career counseling, within each school subject. Thus, we aim at awakening each teacher 's interest to discover and use the opportunities offered by each taught subject, in order to help students choose the right career, according to their needs, personal abilities, their skills.



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www.cmbrae.ro/wp-content/uploads/ANALIZA_CALITATEA-ACTIVITATII-DE-CONSILIERE_2005.pdf;

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http://www.jaromania.org/noutati/parteneri/job-shadow-day-la-a-11-a-editie-in-romania



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www.jobshadow.ro;

www.scoalaeuropeana.ro/facilitati-si-resurse/cabinetul-de-consiliere;

www.stefanodoblejacv.licee.edu.ro;

www.teachingenglish.org.uk/article/email-writing;

www.ueb.ro/dppd/Lector_univ.dr.Simona_Glaveanu_Consiliere_si_orientare_DFP.pdf;

webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Guidance_and_Counselling_in_Early_Childhood_and_School_Education;

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Overview;

http://www.scoalaeuropeana.ro/facilitati-si-resurse/cabinetul-de-consiliere

http://www.stefanodoblejacv.licee.edu.ro/

http://www.teachingenglish.org.uk/article/email-writing

http://www.ueb.ro/dppd/Lector_univ.dr.Simona_Glaveanu_Consiliere_si_orientare_DFP.pdf



https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Overview



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ANNEXES

ANNEX 1. Romania – Job Shadowing activities

Fig. 1. Maths Class - teacher: Mariana MĂRCULESCU, "Traian" Secondary School

Fig. 2. Romanian Language an Literature Class - teachers: Daniela TOMA, Nadia ŞUTELCĂ "Traian" Secondary School



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Fig. 3. French Class - teacher: Alina OPREA, ''Traian Vuia'' High School

Fig. 4. CDS WEB learning Class - teacher: Cristiana POPESCU, ''Traian Vuia'' High School

Fig. 5. Psycho-pedagogical counseling - teacher: Mirela ISUF, ''Traian Vuia'' High School



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Fig. 6. Religion Class - teacher: Carmen OPREA, "Traian Vuia" High School

Fig. 7, Fig. 8. Theater play - teacher: Mariana MIREA, "Traian" Secondary School



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Fig. 9, Fig. 10. Integrate Project - teacher: Aida STOIAN, "Traian" Secondary School



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ANNEX 2. Turkey - Job Shadowing activities

Fig. 11. Child development and training, Educational toys, Mezitli Vocational School for Girls

Fig. 12. English Class, Mezitli Vocational School for Girls



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Fig. 13. Food and Nutrition Technology Class, Mezitli Vocational School for Girls

Fig. 14. Biology Class, Yahya Akel Science High School