O1 LOCAL NEEDS ASSESMENT REPORTResponsible for this output, and the related activities is P.1. Liceul Tehnologic „Ioan Slavici„ including communication, dissemination and visibility

Funded by the Erasmus+ Programme of the European Union

Project title: DE-SCHOOLING IN SCHOOL: Re-shaping school practices to bring motivation, grit and choice in disadvantaged youth learning- 2015 -1-RO01-KA201-015049

O1 LOCAL NEEDS ASSESMENT REPORT

Activity Leading Organization:

Liceul tehnologic "Ioan Slavici"

Participating Organisations:

Centrul de Reeducare Buzias

Eurosuccess Consulting

Highgate Private School Limited

Mersin Il Milli Eğitim Müdürlüğü

Sabiha Ciftci Mesleki ve Teknik Anadolu Lisesi

Changing lives, opening minds


2

DE-SCHOOLING IN SCHOOL: Re-shaping school practices to bring motivation, grit and choice in disadvantaged youth learning

2015 -1-RO01-KA201-015049

The European Commission support for the production of this publication does not constitute endorsement of the contents which

reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the

information contained therein.

http://ec.europa.eu/dgs/communication/services/visual_identity/pdf/guidelines-studies-publications-by-external-organisations_en.pdf

Project title: DE-SCHOOLING IN SCHOOL: Re-shaping school practices to bring motivation, grit and choice in disadvantaged youth learning- 2015 -1-RO01-KA201-015049

O1 LOCAL NEEDS ASSESMENT REPORT

Activity Leading Organization – COORDINATOR:

Liceul tehnologic "Ioan Slavici" , Ildiko PATAKI

Participating Organisations – CONTRIBUTORS:

Centrul de Reeducare Buzias – Alina ZAMOSTEANU

Eurosuccess Consulting, Giorgos GIORGAKIS

Highgate Private School Limited – Antreas ANTREOU

Mersin Il Milli Eğitim Müdürlüğü - Ahmet Callut ŞAHİN,

Sabiha Ciftci Mesleki ve Teknik Anadolu Lisesi – Aziz ERDEN,



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O1 - LOCAL NEEDS ASSESSMENT REPORT

Starting from the general country profile for each member state/ partner country and from the

specific weak points identified during the process of deseign of the project, a complementary

research was conducted by each partner AS PART OF THE O.1 LOCAL NEEDS ASSESSMENT REPORT.

The process of developin this output is built on activities that strengthen the cooperation between

organizations through exchanges of practices during the desk research and the short term joint staff

training.

Responsible for this output, and the related activities is P.1. Liceul Tehnologic „Ioan Slavici„ including

communication, dissemination and visibility of the final products and the whole process.

The proposed content of the report is structured on the following topics:

GENERAL & COUNTRY SPECIFIC needs –

SCENARIOS developed for the local interventions – specific for each partner country

OPERATIONAL INTERVENTION PLAN

Our intervention is designed for the lower and upper secondary level education. THE MAIN GOAL

of the proposed program is to equip the students to meet future challenges, to be prepared as

employees, or employers, citizens and parents, managers and civil servants – to achieve their full

potential as adults. THE OUTCOMES OF THE PROGRAM that we are going to develop and deliver to

students (O2) are the set of transferable knowledge and skills, defined conceptually as ̀ `21st century

skills``, and we accept the challenge to pilot our interventions in countries with visible disparities

and interesting similarities documented by research evidences. We expect that the program will be

efficient in each context, both concerning the common and the locally specific needs, so the further

multiplication for other schools and countries will be assured.

The students from our target group -when they enter the secondary school- are tested, through

PISA, for their ability to understand and apply their knowledge. The highly reliable and public,

available results (PISA report 2012 ) permit to us to have a baseline and to compare the starting

situation of target groups among partners. Three partner countries –Romania (RO), Turkey (TR)

and Cyprus (CY) have similar main PISA scores (ex. 445, 448, 449 points for mathematics), and

similar proxy target, to reach the EU average 494 points, on medium term, while the forth partner

country, United Kingdom (UK) generally has performances around the EU average -494 points,

aiming to reach the best performing countries results. In this context we build some of the

experience and knowledge transfer from UK partner towards the others. Beside general scores, the

PISA report offers some interesting comparisons which permit our program designers to take into

the consideration also the causes of the various targeted phenomenon.

RO and TR have one of the highest percentage of students attending government or public

schools (99,4 % and 100%) and UK one of the lowest (56,2).

TR has one of the lowest score in problem-solving performance (454 points),



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RO has one of the highest percentage of students who skip classes or days of school (57,5%),

CY has one of the lowest ratio of students to teaching staff in socio-economically

disadvantaged schools (9,73 students/teacher), and

partners with the lowest and highest percentage of students in schools whose principals

and/or teachers have considerable responsibility in choosing which textbooks are used (4%

vs. 99%).

These disparities among partners permit us to pilot the common tools in as different

conditions as possible, in order to check and demonstrate their feasibility and further

adaptability for other schools and countries.

Through direct activities the project will reach a number of 160 students, 92 school &

educational professionals from 4 countries, involving 7 partners.

The transnational network is a precondition for the development of the very complex project, with

the innovative components that will be tested in different context of the partners, so the final results

and the whole process will be ready for further multiplication in the partner countries but also at

European level. For the ambitious goals designed for this project the complementary resources

offered by the partners are necessary, bringing together different nationally relevant experiences in

order to build the recommendations with relevance at European level, for the sustainable

multiplication.

The innovative character of the project refers to the following aspects:

# the synergic approach of the two complementary perspectives – THE STUDENTS PERSPECTIVE

AND THE ORGANIZATIONAL ONE

# the CONFIGURATION AND THE STAGING OF THE PROJECT, through the internal building of the

successive phases with distinct characteristics: research – direct services for the target group –

organizational development through integration of results.

two complementary perspectives: The students’, THE LEARNERS’ PERSPECTIVE is at the heart of

the services developed for this target group, aiming to bring `GRIT, MOTIVATION AND CHOICE` in

their (school)life. Grit means perseverance and passion for long-term goals, being one of the most

difficult tasks for young persons, with lots of uncertainties around them. Some of the competencies

around which the O.2. services are built are directly related to the following life-skills : CREATIVITY,

INNOVATION, PROBLEM SOLVING, DECISION MAKING, RESEARCH AND INQUIRY. The learners’

perspective is reflected also by the skills correlated to motivation and choice, as: INNITIATIVE &

SELF-DIRECTION, LEADERSHIP & RESPONSIBILITY, FLEXIBILITY and ADDAPTABILITY.

The whole support for the students is delivered (with the purpose of re-shaping systems and

sustainability) in school, so that it is compulsory to take into consideration the ORGANISATIONAL

PERSPECTIVE OF THE SCHOOL. The new services developed require qualified and motivated

professionals, but also an adequate organizational context. We develop the program for students

(O.2.) as non-curricular, to later induce an organizational development process of the school,

improving the whole educational process. The new services are developed as non-curricular in order



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to avoid the initial resistance of the staff towards change. After the services will be experienced and

assumed by the beneficiaries, accepted by the parents and revised by the experts, we propose the

process of transfer of some components into the current practices of the school (curricular). This

means the organizational change management process, led by the project team together with the

school management, will consider the very specific context of each school.

The CONFIGURATION AND THE STAGING OF THE PROJECT, through the internal building of the

consecutive phases with distinct characteristics: research – direct services for the target group –

organizational development through integration of results, since the project has three consecutive

phases, distinct not only because of their period of implementation, but also because their nature

is both specific, and complementary.

The first phase is an action research as type of activity, involving professionals from each partner

for a local specific needs assessment (O1), professionals then engaged in developing the specific

interventions for the students. The experts capitalize their knowledge about the concrete context

in the phase of delivering the direct services (O.2.).

The second phase has as target group students, and the activities are delivered as a non-curricular

program, in the partner schools. The main actors are the expert teams, but the school- staff is also

invited, involved (encouraging their acceptance, reducing their resistance towards any innovation).

The third phase is oriented towards the whole organization, and targets the development of the

school as system, covering the whole staff, and replacing the current practices with the piloted and

successful components, transferred from the previous phase.

Each of the phases will be managed as subprojects, having their own target groups, specific

methodology according the type of activity, and the related impact (experts, student as individuals,

and later school as organization); however the three subprojects have their internal connections,

reaching the final goal at partnership level.

The project idea was developed by the two RO partners, putting together their expertise, interest

and belief in inclusive education. Building on some previous experience – institutional development,

staff training, research-based projects etc. - targeting new competencies for the young generation,

especially for those with various disadvantages became the central idea, around which the project

raised, as a local experiment. During the design period the experts realized that the complexity of

the problems require a complementary action research directed towards the specific needs

concerning the main domains of skills that will be targeted through the interventions.

The European partners were invited to join the process of developing a common project, the

partners having previous cooperation with one of the Romanian partners. The partners from CY and

TR were invited because the preliminary research confirmed that these countries have similar

learning performances of the students, documented by PISA test, being behind the average OECD

score. Participation of these two countries makes possible the comparative analysis, for the target

group – secondary level education- with the similar score at PISA test. In the same time these

countries present disparities, concerning other items of research ( as problem solving skills,

motivation for school and early school leaving, autonomy of the school and resource management



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etc.) and will permit deeper and more specific analysis of the possible causes of poor school

performances, lack of motivation and interest. From CY, beside the partner school, an NGO is

involved, because its expertise in school- world of work transition, cooperation, and from TR a

regional educational authority, public institution, with specific role for ensuring the systemic

approach especially the later multiplication.

Each partner contributes specific and relevant expertise:

P1 Liceul tehnologic "Ioan Slavici" is a pioneering institution in the West region of

Romania, regarding inclusive approach of the students and organizational perspective towards

improvement and adapted approach to the students’ needs.

P2 Centrul de Reeducare Buzias is considered as an example of good practice with

regard to conceive Educative Programs for young offenders, developed by the staff, focused on

key competencies and basic skills.

P3 Eurosuccess Consulting has been involved, through its experts, in designing

and developing mechanisms of social partnership that are functional in Eastern and Central Europe

that are now ‘exported‘ in countries and regions outside EU. They will assure the link between

education and labour market

P4 Highgate Private School Limited was responsible for pioneering child-

focused learning in Cyprus, placing enormous value on the family ethos and supportive

environment fostered. Through both its curricular and extra-curricular activities, the school

encourages commitment and embraces individuality.

P6 Mersin Il Milli Eğitim Müdürlüğü is the highest education authority in the Province

under the Governorship of Mersin incorporating and executing all the districts Directorate of

Education are responsible for executing and monitoring all formal and non-formal education and

training services

P7 Sabiha Ciftci Mesleki ve Teknik Anadolu Lisesi covers the vocational fields

defined in accordance with the needs of business sector, which provide the opportunity to find a

job after graduation. P7 have experience on career guiding, internship planning and organizing info

days for business opportunities.



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During the implementation each partner is involved in each phase, because the project is built from

three subprojects, which are interconnected, so the central expert-team need to ensure the

coherence of the approach, in each country. The outputs have common and specific components,

the interventions targeting students have common targets but also local specific tools and methods,

and the central expert team will be responsible to coordinate the local processes, according to the

subprojects, under the common umbrella of the European network. The balanced distribution of

the task need a proper communication system, through regular video-conference meetings and

face to face project meetings organized by the partners.

The leading role for each output is assumed by each partner, accordingly to their best expertise,

and the multiplication events will be organized locally, for each output in each partner country.

GENERAL & COUNTRY SPECIFIC needs is a comparative analysis on national school performances,

drop-out phenomenon, national and local strengths and weaknesses, as well as very specific local

fact & figures reports regarding the envisaged target group, in RO, CY and TR.

The envisaged working methods are:

(i) desk-research: statistical analysis, administrative data interpretation, benchmark reports

analysis, longitudinal capture of the national/local trends concerning the identified domains

(ii) field-research: qualitative analysis of the causes underlying the most representative

phenomenon, including the possibility of capturing the dynamic of the processes, including medium

term prognosis. This component targets directly the envisaged target group, through one-to-one

investigation techniques.

The research-teams established for each partner country will emphasize the differences between

involved countries, for the aspects that are significant from statistical point of view, using a multi-

criteria analysis. The whole process will be managed and supervised by the applicant, and the total

duration of the process related to O.1. is 8 months.

While (i) desk research provides a broad view of the nationwide phenomenon, as well as an

international perspective, through comparative multivariate analysis, (ii) field research provides an

explanation of causality of the identified phenomenon, thus providing the necessary material

needed for design of the PACKAGE OF SERVICES O2 /“HANDBOOK OF LEARNING PACKAGE: THE SAFE

SPOT” the development of the innovative interventions, a complex package of services intended to

the students exposed to various risk of non-performing, according to their potential. The research

is not meant to be a comprehensive one, instead it is a focused approach, and all its results will be

valorized under the next phase of the project, and evidences for the development.

This report is expected to specify the concrete needs and interests of the target group (first layer,

students at risk), the research will provide evidence –both quantitative and qualitative- for the

representativeness of the target group at partner level in RO, CY, and TR, including locally specific

situations such as migrants, students showing deviance behaviour, students which already



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experienced drop-out, lack of problem solving skills, “parentless” students (parents abroad for

working, homeless parents, unemployed parents, and parents overloaded by working program) etc.

The SCENARIOS, developed for the local interventions – specific for each partner country, is the

second task, when we already have data on representativeness of the various identified

phenomenon at national and EU wide level, and the requirement for developing scenarios for

interventions the research will look behind the symptom diagnosis, with a deeper investigation of

the possible causes. In order to develop sustainable and effective interventions, it is absolute

necessary to admit not superficial solutions that change the figures, so called ``curative`` solutions,

but look inside the causes of the problems, together with the target group and their environment,

this option meaning the ``preventive`` solution, with interventions applied at the level of causes.

THE OPERATIONAL INTERVENTION PLAN is the final chapter of the report, which actually is the

starting point for organising the next phase, the interventions. The plan will cover the general

objectives adopted at the level of the project and the specific ones, for each partner country,

meaning four inter-related operational plans, with concrete tasks and deadlines.

One of the main effect of the rapidly changing world, is that the students, their parents and teachers

belongs to different generation, with skills and behaviour that makes the communication and

cooperation among them quite difficult.

One of the first aspects that is important to clarify always if two generations work together, are the

differences, the strengths and weaknesses of the generations.

The info-graphs below suggest the main differences among these three generations: the BABY

BOOMERS, born before 1963, work hard, without complaining, and help others;

GEN X, born 1963- 1980, look for solution, being flexible and focus on generating revenue;

MILLENIALS, born between 1980-1995, like to take more risk, look for opportunities, and have strong

entrepreneurial skills, are considered selfish, unproductive, not working hard.



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Based on http://www.commsaxis.com/workplace-generations-infographic/

There are some interesting criteria that show differences among these generations, like:

Addaptability, cost effectiveness, problem solving, collaboration, executive presence, leadership,

work style, motivation, technology etc.

Many of these descriptive characteristics became important components of the employability

concept, and are mesured by recruiter with specific tools.

http://newwpdesign.com/wp-content/uploads/2013/05/Presentation1.jpg

From the perspective od the employers, the main problem is How to make these generations to

work together at the workplace, to be effcient, and cooperate, for us, as educators, the main

question is How to valorise all these characteristics in the educational process, where the teachers

and students belongs to different generations, and only a few of them are aware of these

differences!

P.2. Centrul de Reducare Buzias

Local relevance according with the De-Schooling project Priorities

(i) Developing basic and transversal skills using innovative methods EU Relevance

In December 2006 the European Parliament and the Council adopted the recommendation of Key Competences for Lifelong Learning. The idea behind this political initiative was to create educational


http://www.commsaxis.com/workplace-generations-infographic/

http://newwpdesign.com/wp-content/uploads/2013/05/Presentation1.jpg


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strategies to build and to care for a competitive, knowledge-based economy and for much more social cohesion in Europe. Key Competences are defined as basic skills, knowledge and attitudes which should be acquired and developed by each European citizen during his or her lifetime.

A report published in 2004 (Pia Cort, Auli Harkonen, Kritiina Volmari) which was the result of

research carried out by the Training of Trainers Network of Denmark, Finland, Netherlands, France,

Italy, Norway and Portugal underlined some of the knowledge and skills teachers’ needed to be

included in their training:

1. new pedagogical skills in line with the learner centred approach of modern pedagogical

theory 2. on-the-job learning techniques offered to trainees 3. up-to-date ‘vocational’ skills related to modern technologies and work practices 4. awareness of the needs of business and employers 5. skills for team working and networking 6. managerial, organisational and communications skills

National relevance Nowadays, in the Romanian detention units, the activity of rehabilitating the

convicted prisoners is structured into two main intervention directions: education and psychosocial

assistance. Although improper, the “social reintegration terminology operates to fully covering the

already mentioned components and it refers to the overall activities and programs designed and

run in an organized manner, in order to determine noticeable long lasting changes in the subjects’

behavior, having positive effects in the post-conviction social reintegration background. (We

mention the prison institution limits its action to the interval of sentence serving, having no

obligation or attribution towards the liberated individuals)

The education field encompasses general training activities and programs including: schooling, vocational training, information and general culture programs (education in the following fields: judicial, citizenship, family life, health etc.), hobby and occupational activities (painting, sculpture, tapestry etc.), contents, leisure-sports activities, artistic and cultural events.

The psycho-social field encompasses specific activities and programs in the field of psychology and social assistance (individual or group psychological counseling, psychotherapy, individualized social assistance etc.).

The educational and psychosocial assistance activities and programs addressed to prisoners

are conducted by the staff of the social reintegration sectors and it includes educators, psychologists

and social workers. Additionally, other three professional categories are involved: priests (orthodox

religion, catholic priest only in one prison), sports monitors and technical agents.

The activity of the staff performing in the social reintegration sectors is regulated by a series

of prescriptive acts which delimitate the general frame for activity running, specific work procedures

obligations and attributions for each specialist. Also, the staff performing in the units subordinated

to the National Administration of Penitentiaries has at their disposal a number of “guides” which

offer a detailed description of the compulsory programs whose contents can be altered only by



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completing or replacing some themes, on condition the logical sequence and the use up of the main

subject should be respected.

The prison service vision is that it must acquire the status of a social partner the community

needs so much as prisoners belong to the community and the imprisonment institution provides an

essential service to the society.

In this context, the institutions and civil society organizations have an essential part in

recovering the minors and young people. By maintaining prisoners’ relationship with their families

and, broadly speaking, with the community, it is aimed at decreasing the negative effects of

imprisonment on the one hand, and at getting the community involved in prisoners’ social

reintegration, on the other hand.

Even if the National Prison System is very well organised regarding formal and non-formal education,

the challenge to work with youth that requires innovative methods is a permanent need, identified

by staff and by the institutional management. The students’ profile can be described as:

- Reduce interest for formal education

- Emotional instable

- Difficulties in being focused for a long period

- Lack of internal motivation

- Easy to be distracted

- Orientation to achieve an immediate goal

- Difficulties to plan a long term activity

Considering the characteristics described, the methods adopted should be in continuous adaptation

process to the students’ needs. In this context, De-Schooling Project have as the main goal to offer

the solution required by developing a model that will be tailored for: students’ needs, staff’ needs

and institutional needs.

(ii) Reducing disparities in learning outcomes affecting disadvantaged learners

A study conducted in 2012 on a sample including 2 psychologists and 10 educators from three

rehabilitation centres in Romania (Centrul de Reeducare Buzias, Centru de Reeducare Tg. Ocna,

Centrul de Reeducare Gaesti), regarding minors’ needs after the release revealed the following:

1. The need for employment (finding a job) - 12 respondents (100%)

2. The need for education - 12 respondents (100%)

3. The need for training / retraining - 11 respondents (91,66%)

4. Financial issues - 10 respondents (83,33%)

5. Family - 10 respondents (83,33%)

6. Needs related to housing - 10 respondents (83,33%)

The same study identified the skills that inmates should acquire from staff perspective, as the

following:



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• ability to communicate • vocational training knowledge • adaptability / resistance to frustration • knowledge on identifying resources for finding a job • practical skills • independent life skills • the development of a behavior based on tolerance and respect • a better self-knowledge

Another comparative study has been carried out through My Community Passport – Key

Competencies for Minor Offender Reintegration Project (LLP-LdV-TOI-2012-RO-025), involving

young offenders and students from community. Considering the specific situation of the young

inmates, as a group with a high risk of social exclusion, the study has been focused on the specific

skills that will be needed for a successful social inclusion after release compared with the skills

considered as needed for an effectively social inclusion by community students (table 1). Also, we

consider as important in this context to indicate the main difficulties that can occur for a young

offender after release (tabel 2) comparing with the difficulties perceived as possible to be

encountered by a pupil from community after graduation:

Tabel 1. Competences and skills necessary to effectively integrate into society

Competences / Skills Importance (5/highest)

Re-education center

(after release)

Community

(generally)

Problem solving skills 26 (50.98%) 14 (58.33%)

Leadership skills 27 (52.94%) 6 (25%)

Confidence and assertiveness 23 (45.08%) 12 (50%)

Ability to remain calm under pressure 32 (62.74%) 13 (54.16%)

Patience, empathy and a non-judgmental attitude 30 (58.82%) 11 (45.83%)

Good organizational skills 26 (50.98%) 10 (41.66%)

Time management skills 26 (50.98%) 12 (50%0

Decision making skills 29 (56.86%) 11 (45.83%)

Communication skills 26 (50.98%) 7 (29.16%)

Conflict Resolution skills 27 (52.94%) 11 (45.83%)

Negotiation skills 22 (43.13%) 9 (37.5%)

Collaboration/Team working skills 35 (68.62%) 11 (45.83%)

ICT skills 30 (58.82%) 9 (37.5%)

Young offenders considered as very important competences, in order to have a successful social

inclusion:



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Collaboration / Team working skills (68.62%)

Ability to remain calm under pressure (62.74%)

Patience, empathy and a non-judgmental attitude (58.82%) and pupils from community:

Problem solving skills (58.33)

Ability to remain calm under pressure (54.16%)

Tabel 2. Difficulties that can occur after release (for young offenders)

Reunion with criminal entourage 19 (37.25%)

Health problems 2 (3.92%)

Financial problems 15 (29.41%)

A home 5 (9.80%)

Finding a job 34 (66.66%)

Lack of family support 11 (21.56%)

Loss of contact with reality 6 (11.76)

Labelling/exclusion 7 (13.72%)

Lack of professional qualifications 13 (54.16%)

I will not have difficulties 7 (13.72%)

Difficulties that can occur after graduation (for students in community)

None – 5 (20.33%) People, life, society – 5 (20.33%) Communication – 1 (4.16%) Finding a job – 1 (4.16%) Adult life – 1 (4.16%) Faculty - 1 (4.16%) Lack of leisure 1 (4.16%)

For young offenders the difficulties that can occur after release are: finding a job (66.66%) and lack

of qualifications (54.66%). Because they do not have an appropriate support from their families,

young offenders are more preoccupied in order to survive, to find a job, to be more realistic. Instead,

pupils from community identifies as difficulties: none (20.33%) and life, society (20.33%). Only 4.16%

consider as difficulty finding a job.

These data emphasize the differences existing between students from community and

students from correctional/re-education institutions; therefore a different approach is needed. The



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curricula and the methods used in formal education (in community) are not adapted to the specific

needs of young inmates.

De-Schooling Project will develop specific activities for each category of the target group

identified, adapted for the local needs. In order to respond to the specific needs of the target group,

the activities will be innovative not only regarding the context, but also regarding the method used.

(iii) Addressing school as a whole

The social reality for a young offender in Romania is reflected as: the lack of social support (service

underdeveloped in Romania in all segments), the lack of post-penal assistance after release from

the center, to facilitate social reintegration to finding a job, to provide a financial support for a short

period of time (protected centers), to offer a professional support to facilitate the transition from

the custody case to the integration in society.

Therefore the school/center has the responsibility to address to the complex students’ needs (young

offenders). In order to be able to offer this support, we need qualified staff that will be able to face

to the different challenges. De-Schooling project will target the school/center as:

- Institution, offering staff prepared and equipped with new learning/teaching methods

- Staff, personal and professional development

- Students (young offenders), through an individual approach

The institutional motto (refering to the Reeducation center Buzias) is that every person in contact

with a student is an educative factor, therefore each staff member should be prepared in order have

an appropriate reaction. Adressing the school/center as a whole, one of th project priority will

answer exactely to the institutional needs.

P6 Mersin Il Milli Eğitim Müdürlüğü

P7 Sabiha Ciftci Mesleki ve Teknik Anadolu Lisesi

Local relevance according with the De-Schooling project Priorities

EDUCATION IN TURKEY -CURRENT SITUATION, STATISTICS AND COMPARISONS

Depending on former literature on the field of input-output analysis in education, by considering

both physical and political conditions; this piece presents findings on variables’ effects the national

test score achievements of primary level students in Turkey at the provincial level. By collecting data

units, which were published by the Ministry of National Education, TÜİK, and international

organizations such as OECD and UNESCO, this paper analyzes effects of schooling ratio, per pupil



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teacher ratio, class size, ethnicity, per pupil public expenditure on primary education, and a

socioeconomic development measure on student achievements. “Test of Secondary Education”

(SBS) is the output variable at which the data for the year of 2009 is available for all the 81 provinces

in Turkey. Variations on these variables have allowed econometric models, which have been

constructed in the study, to determine the effects of them on student achievement. Thus, policy

implications based on these results are expected to be substantive. Rest of the sections will present

the structure of the Turkish education system, a comparison on the educational sector between

selected countries and Turkey, data and the model, results, and conclusions, respectively. Although

it is explained in detail at the findings section, higher schooling rate, lesser student teacher ratio,

smaller class-size increase students' achievements. Social-economic development index measure

refers to an umbrella variable for the rest, and it presents significant numbers. On the other hand,

according to the findings of this paper there is a negative correlation between public investment

and student achievement. This substantial result indicates that implemented expenditure policy of

the central government is inefficient.

Statistics show that there is a high difference between the school enrollment rates of different

countries. Numbers from Turkey are ominous according to the statistics of the years from 2009 to

2012. OECD statistics show that especially for the students between ages of 15-19, enrollment rates

among Turkish students are far lower than the developed countries . Turkey is the second worst

country, before Mexico, among the OECD countries according to the available data. While the OECD

average school enrollment rate is over 80% among the specified age group, in Turkey the percentage

drops around 50s-60s%. Statistics on years of schooling are another variable used in the comparison

of Turkish education system with other in an international environment. According to the data taken

from UNESCO, among the population over the age of 25, the average year of schooling in Turkey is

7.56 at 2012, which has increased from 6.63 since 2009. This situation indicates that in Turkey,

culture of education and enrollments to schools have been considerably low. According to the data

taken from the same source, years of the schooling average of Turkey is at the bottom of entire

European geography, while the average among EU countries has been around 10. It seems to be the

case that regarding this indicator; Turkey belongs to the league of Middle Eastern countries, where

the average has been around 6 for the same years. Regarding the educational attainment and

enrollment, another major indicator is the proportion of tertiary degree attainders among the whole

society. The comparison of Turkey with other OECD countries and some other non-OECD countries

shows the fact that, numbers from Turkey for the years between 2009 and 2012 were only higher

than Brazil. Tertiary education attainment rate in Turkey is lower around 17% than the OECD

average, with the numbers between 12% and 15%. This situation reflects not only a lack of high-

level education infrastructure but also a low demand for high skilled people. Further studies are

required to confirm these impressions, although, this need occurs as another sign of trivialness of

education in Turkey.

Statistics on years of schooling are another variable used in the comparison of Turkish education

system with other in an international environment. According to the data taken from UNESCO,



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among the population over the age of 25, the average year of schooling in Turkey is 7.56 at 2012,

which has increased from 6.63 since 2009. This situation indicates that in Turkey, culture of

education and enrollments to schools have been considerably low. According to the data taken from

the same source, years of the schooling average of Turkey is at the bottom of entire European

geography, while the average among EU countries has been around 10. It seems to be the case that

regarding this indicator; Turkey belongs to the league of Middle Eastern countries, where the

average has been around 6 for the same years.

Regarding the educational attainment and enrollment, another major indicator is the proportion of

tertiary degree attainders among the whole society. The comparison of Turkey with other OECD

countries and some other non-OECD countries shows the fact that, numbers from Turkey for the

years between 2009 and 2012 were only higher than Brazil. Tertiary education attainment rate in

Turkey is lower around 17% than the OECD average, with the numbers between 12% and 15%. This

situation reflects not only a lack of high-level education infrastructure but also a low demand for

high skilled people. Further studies are required to confirm these impressions, although, this need

occurs as another sign of trivialness of education in Turkey. Looking at the school resources from

Turkey and comparing these numbers with other countries are other important tools for this section

of the study. Class size and teacher-student ratio are parallel indicators, which have been used by

many studies within the field of educational policy (Krueger, 2003). Data for the year of 2012 from

OECD is stepping out as a reliable source for these variables. To illustrate, 23.97 is the class size

average at primary level schools in Turkey while this number is 21.34 on average among OECD

countries. On the other hand, although a sort of overlap is expected between class size and teacher-

pupil ratio, average of Turkey is much higher than the average of other countries within the OECD.

At the year of 2012, 15.34 is the OECD average while one teacher available for 20.34 students in

Turkey on average. These numbers raise questions about the distribution strategy of teachers to the

classes, which should be prepared in accordance with their expertise. At the same time, given

numbers on class size and teacher-pupil ratio indicators reflects disparity, while threatening

educational quality at the primary level.

As the education system of Turkey is highly centralized, public expenditure per student points out

the allocated public resources. At this point, the magnitude of teacher salaries has consisted more

than 80% of the expenditure on primary education. Despite the Turkish officials’ argument, which

claims that the government spending alot on education, the numbers have shown that Turkey spent

around the quarter of the OECD average on per primary school student. For example in 2011, Turkey

spent 2217.52 USD per primary level student, while the OECD average was 8295.83 USD.

Matching these expenditures on education and stating their size within the total public expenditure

of the countries would add an extra dimension and clarify the situation. OECD numbers show that,

in 2011, Turkey spent 10.87% of its total public expenditure to education while the OECD average

was 12.89%. The numbers indicates that Turkey’s public expenditure on education was similar to

the countries with high educational achievement, (Japan 9.11%, Spain 10.5%, Austria 11.41%,

Netherlands 11.89%) despite the fact that Turkish students achieve significantly lower than the

students from these countries. On the other hand, other less achieving countries, which are lower

than Turkey, spend much higher than the OECD average as they try to cope with the rest of the



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countries (Mexico 20.48%, Brazil 19.19%). These statistics indicate that Turkey’s public expenditure

on education, as the percent within the total expenditure, was questionably low.

The input variables that are compared above exist within the educational systems of the countries

while international examination test PISA would provide a comparison on the outputs of the

education systems. 15 years old students’ average achievements in PISA vary enormously among

different countries. Thus, differences in the indicators explained above are quiet correlated with the

variation of PISA scores. In the score types of the PISA test, reading, mathematics, and science,

average of the Turkish students are 464.19, 445.45 and 453.91 for the year of 2009, 475.49, 447.98

and 463.41 for the year of 2012 respectively. Among OECD countries, Turkey is only better than

Chile, Mexico, and Serbia. When we compare Turkey with the latest members of the EU, Croatia,

Bulgaria, and Romania, average scores of Turkish students are around 30 points better than

Bulgarian and Romanians while 20-30 points worse than Croatia. Despite this difference, it could be

argued that Turkey belongs to this group when we look at the percentile rankings.

Greece and Cyprus also belong to this group according to the results. It should be noted that all of

these countries are statistically significant below the OECD average (OECD, 2014). All of the statistics

and information presented in this section are clearly showing that Turkey is far behind the

developed countries in terms of educational resources and attainment. Furthermore, the numbers

do not indicate that Turkey is trying to fix this situation as there is not a drastic input improvement,

which would increase student achievements of the Turkish students. In a highly centralized

educational environment, these statistics should be enough to convince policy makers to invest and

emphasize on educational development. Following sections will present that there have been an

intriguing variance between different provinces in terms of student achievements. Education

production function method used to find the reasons behind this difference by knowing the legal

framework and position of Turkey within the international environment.

Schooling rate or school enrollment ratio is another major concern of the studies engaged within

the field of education. This variable has been commonly used in the literature. The variable

measures both the student characteristics and school resources. Schooling variable is used

depending on the assumption, in which the schooling rate depends on the available infrastructure

provided by the state and other sources. This theory is more acceptable within environments of

underdeveloped and developing countries, where rural areas still consist major parts of the whole

country. Knowing the fact that Turkey is still a developing country, this situation has been a serious

issue since several decades ago especially at the eastern parts of the Turkey, although improvements

should be done on the educational infrastructure. Development plans that are prepared by the

central government have given priorities to building schools and increasing available educational

resources by referring the situation at the previous sentence. The numbers are expected to improve

at the end of the each planning period.

From another perspective, school enrollment rate is a choice, although in this paper it is not the case

because of the legal framework that make primary schooling a must for every citizen. However,

choice factor always exists, which affects motivation and therefore influences student success in

most of the cases (Edwards, 1975).



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Nevertheless, from both perspectives, school enrollment rates are seen as one of the major

indicators of educational systems. The primary school enrollment rates’ statistics of provinces are

included in the model for this reason. The expected schooling rate is 100% as the primary schooling

is compulsory. However, none of the provinces realized the expected value while the variance is

more than 10% between the top and bottom province of Turkey. In order to take the SBS test, you

should be an enrolled student to the education system. In that sense, an argument telling that the

non-enrolled population does not affect the student achievement.

From another perspective higher enrollment rate means higher probability of successful students in

the sense that in well established education systems higher enrollment rates were recorded. It

should be noted that there is a natural correlation between this variable and teacher-pupil ratio,

while they are not identical.

SBS results could be taken as the output of implemented system for the primary level education.

According to the results, schooling rates significantly affect student achievement in Turkey. A closer

enrollment rate to the 100% percent, which is expected, will not only lower the gap between

provinces but it is also expected to improve PISA scores of the Turkish students. Regarding the family

backgrounds, school completion rates were a determinant factor on student achievement. Actually,

increasing numbers of universities are expected to improve the earlier levels of education in the

long run. Not at the level of the developed countries yet, but the improvements and investment has

been made, while actualizing the strategy of at least one university at every province would be an

acceptable policy, according to the results. However, as Turkey is far behind the OECD average on

student achievement, the ongoing policy has been initiated by the central government should

continue at the long run. School resources, class size and student teacher ratio, are crucial in order

to lower student achievement variance between the provinces. It is the fact that average numbers

of these resources has came out to be widely different according to statistics of the provinces.

Public expenditure on education is the most controversial issue in the existing literature and this

study supports the idea that public expenditure has not always improved the achievement. Besides

this argument, Turkey is spending less than the OECD average, and this is expected to influence

negatively the level of student achievements. It is stated couple of times in this paper that teacher

salaries are the vast majority of the allocated budget. The remaining minor part is included in the

model, and it seems that it is significant and negatively affecting student achievement. This finding

indicates that the expenditure policy of the central government is not efficient at all. Socio-Economic

Development levels of the provinces are crucial, as the SEGE shows, and the government should

overcome variances on this.

The study finds out that causes of the variances among the student achievement could not be load

up on a single variable, such as the umbrella variable, SEGE, which is highly significant. Variances on

schooling, educational status of the families, class size, student teacher ratio, DTP variable all cause

variances among provinces. Rather than improving averages of Turkey is the absolute target, closing

the gap between the top and bottom provinces should be the priority of the policy makers. While

further studies with more extensive data should be done in order to give more precise conclusions,

it is obvious that there is a high variance between student achievements when we compare the

provincial averages in Turkey. Within this environment, this study shows that the centralized



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educational policy of Turkey has not responded this problem. Alternative education systems

including a decentralized structure should be taken under consideration to provide a more efficient

education to the Turkish citizens.

P.2. Centrul de Reducare Buzias

Partners’ perspective concerning the proposed objectives, results and expertise

(i) Specific expertise of the institution in regards with the project’s objectives

Re-education center Buzias is the most modern institution for young offender in the Romanian

Penitentiary System.

CRB (Centrul de Reeducare Buzias), subordinated to the Romanian National Administration of

Prisons (Romanian Ministry of Justice) was created in 2004 as one of the three (then) closed

detention institutions aiming to host young offenders sentenced for criminal acts. From its creation

the Centre has been different from other similar institutions in the country, since it emphasizes not

the traditional isolation, but the young offenders’ protection and rehabilitation in a secure

environment with educational values, towards social inclusion.

The Center have a school inside and participation at the curricular activities is mandatory during the

sentence for all youth/students.

At the National level, in Romanian Prison System, CRB is considered as an example of excellency,

considering the best practices in the field of young offenders education and school activity. CRB staff

is oriented to develop young offenders key competencies and professional competencies for

employability, and social inclusion. Moreover, professionals were recognized as pioneers in the field

of education for young offenders. Materials produced by them, such as educational and

psychological programs for young offenders are validated and implemented at the national

Romanian System. The persistency in improvement for personal development is relevant through

activities with young offenders (e.g. "From Zero to ZORRO project", 2013 considered as an example

of best practice - articles and TV shows validated this result). Through “Zero to Zorro” project, young

offender show to the community their willing to be included in society, to have a second chance for

social integration, emphasizing that the employability is the main resource for reintegration into

society.

Although education and training of the young offenders is the core activity of the staff in the Centre,

there is a continuous need for innovative but down to earth methods, techniques and instruments

that can support the staff in framing the re-education of the detained teenagers and in supporting

these young people towards social inclusion.

CRB is permanently looking to network and work together with local, regional and international

partners in order to increase its institutional capacity and enlarge its methodological portfolio that



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would enable its staff to support the young offenders not only in acquiring basic and transversal

competences, but also in having (some of) these competences evaluated and validated.

In this respect, we can mention some of the best practices that reflect the Re-education Buzias

expertise related with the project field:

From Zero to Zorro Project

The Project „From Zero to Zorro” it has been developed by the Re-Education Center Buzias

in collaboration with a Romanian NGO. The aim of the project it has been the development of

generic skills, such as discipline, team work, as well as specific skills, such as technical skills.

The duration of the project was June-September 2014, involving as target group 45 young

offenders, which have been involved in practical and theoretical activities related with auto-

mechanics.

One of the specific activities of the Project has been the construction/putting together the

pieces for an off-road car, involving 6 young offenders. The pieces were donated by different NGO’s

and the project has been coordinated by a professional (mechanic).

During 3 months the young offenders learned not only how to use the technical skills, but,

also, how to be integrated in a real work environment. At the project end, the off-road car has been

presented at the national Show Car in Bucharest. The car has been appreciated and the work has

been rewarded. Using the founds collected, Re-Education Center Buzias set up a sports ground for

the young offenders.

Meridianos Photo Workshop project

The project has been developed through a collaboration between National Administration

of Penitentiary Romania and Meridianos Association Spain (the biggest association in Spain that is

implementing the public-private partnership inside the prison system).

A workshop has been organized including all the technical resources necessary for editing

(software) and photo printing, as well for video recording.

The activities were developed during June-July 2015, involving 5 young offenders,

coordinated by 2 educators from Re-Education center Buzias and 1 educator from Meridianos

Association Spain.

The aim of the project targeted two layers:

1. Prison educators, which were trained in specific techniques and which developed and

educative tool, in order to be used in the daily work with the inmates

2. Young offenders, which, at the end of the project had new acquired skills: general (e.g.

discipline at the working place, team work etc) and specific (related with the photo

workshop, photo design, video recording and editing). These new skills could be useful in

order to facilitate the social insertion after release.

The activities have been valorized in September 2015 during the International Conference

Let’s Walk, Let’s Talk Together!, organized by the National Administration of Penitentiary Romania



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and Meridianos, Spain in Bucharest. During this conference an exhibition has been organized

reflecting the young offenders’ work and it has been presented by the young offenders, invited to

this Conference.

The experts that will be involved in project have a good experience at national and international

level regarding training courses/workshops, e.g. international collaboration with Universities from

Italy (Salerno), France (Rouen, Bordeaux), and Norway (Akershus Universitetssykehus HF,

Lorenskog). The main topics were focused on: Specific approaches suitable for the penitentiary

system in Romania, Educative and Psychological Programs for young offenders.

Dr. Alina Oana Zamosteanu Psychologist, PhD in forensic psychology, Associate Professor at the

Faculty of Psychology (Tibiscus University of Timisoara) holder of the Psychocriminology course –

among others – within a master degree program. Works also as a psychologist for the Centrul de

Reeducare Buzias. She was member in working groups aiming the improvement of young offenders’

personal development; therefore she is one of the authors of psychological programs for young

offenders. Moreover, she is a supervisor and trainer in systemic and family therapy approach and

also in personal development. This area of expertise will be used for the development of the

“mobile-units”.

Marina Valdora Simonetti She is one of the promoter of young offender social inclusion, since she

was involved starting from 2004 in all working-teams at the national level aiming to develop

programs and strategies for offenders integration. She is also author of educational programs for

minors and she organise different activities with minors inside and outside the institution. Social

Worker, master in Offenders’ social rehabilitation and social education, practical stage supervisor

for the students of the Faculty of Social Work (West University, Timisoara), chief of Education and

Psycho-Social Assistance Department of the Centrul de Reeducare Buzias. Trainer for conflict

negotiation. She was also member in different committees for policy makers with regards to young

offenders. She will be responsible with the coordination of O2 (2.2. Module).

Mircea Gligor Deputy Director of the Reeducation Center, he was acting before as the director of

the School. An extensive experience in school education. He is very active in the flied of social

inclusion through a large variety of projects and activities organized, involving not only young

offenders, but also community. He is responsible to maintain and develop a network, involving

stakeholders from society, in order to reduce the gap between offenders and society and to facilitate

the social reintegration, preventing the relapse.

Ungureanu Zinaida Working in the moment as educator, but with an extensive experience as

teacher. She developed an extensive curricula for students at risk (young offenders), but, in the same

time, she was very active in the field of non-formal education, organizing different activities, such

as: theatre, exhibitions etc.

Cosmin Coiculescu, accountant, will be responsible with the financial implementation and

management of the project.

Support expected to be received by the institution during and through the project’s activities



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Institution: Form institutional point of view will be developed a professional network involving

schools and institutions from 3 EU countries.

The Safe Spot developed during the project implementation will offer an organized context for

students education and personal development.

Staff: We are expecting that staff involved in the staff training activities to be well-prepared in order

to react and interact with students at risk. Being equipped with innovative methods and approaches

they will be able to select those methods and activities that will be suitable for the students’ profile.

Moreover, sharing experience and best practices, the project team will have an inventory with

methods already tested as efficient in the host institution.

P6 Mersin Il Milli Eğitim Müdürlüğü

Mersin Directorate of National Education

Our organization is the authority responsible for planning and managing education in ersin city, for

1092 schools, about 370,000 students and 23000 teachers at all levels.

There are approximately 250 people working in the institute with different expertise. There are

about 20 different units organizing different parts of education.

Among these units we have Reserch and Development unit which plans and imlement projects,

develop newmaterials and approaches for innovative education.

There are 15 teachers with different background and experiences workng in this unt anda re leaded

by a vice director of institute.

Each year we work on lots of studies to increase the quality of education, with projects both at local

and European level. These projects can vary in subjects like, maths and science, technology in

education, cultural activities, vocational education, STEM and other innovative approaches.

Among the techers working at school, each year at least 200 hundred of them are included to

Project studies at different levels. These teachers participate Project studies and make researches,

define problems and create solutins the increase the qualty of education.

All these activities are planned and organized by the R&D department. Member of this department

are experienced with projects.

Key staff involved in the project:

Ahmet Callut ŞAHİN, he is project developer and manager, working at EU project Department. His

main priorities and expertise:

- Developing Intercultural Competences for Enterprises



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- Social Entrepreneurship, acting social in local economy

- Developing students’ Creative Thinking

- Increasing Vocational Skills of Students with Physical Disabilities

- Active Learning and Teaching

Serkan Atik is English teacher and project manager. His main priorities and expertise:

- coordination and implementation of EU projects

- creating extra-curricular activities for schools

- no-formal education for youth, youth training, youth employment

Hasan Baba is a teacher and project manager. His main priorities and expertise:

- research and implementation on VET and coordinating of the project “My school, my job”

- coordinator of “join and love” – local team for extra-curricular activities in School Education

Addition to these Mrs. Gulcan Sultan Arıcı,Mr.Selim Burak Kuhu and Mrs.Hamide Yaşar Kavas .They

work for “National Education Directorate of Mersin Province" and as members of "EU Educational

Projects" that is a small unit under Strategic Development Branch within the Directorate.

Their responsibilities within the unit are to develop the institutional capacity of national and

international projects to collect and report data related to the project, to provide technical support,

mentor and advice the projects of the schools under the Directorate in the process of European

Union Call for Educational Project Proposals.

They have the ability to organize, work and cooperate in an international learning event, good command in using English, share their personal and institutional experience at large, have the networking skills and open to communication. The main objectives of these studies done by the experts bring innovative approaches to education and include all disadvantaged students. Among the students in our schools there many students with different disadvantages, like socially deprived, financial disadvantages, immigrants and so on. De-schooling project is an effective project at this point to touch the lives of young learners with disadvantages and bring motivation to their education. Within this project as a partner we have a local partner school and also 4 different schools to implement the outputs and involve students to the activities. In order to support the project activities we have some local activities to be done. These activities will be implemented in the schools.



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My School, My Career: Within this activity the students in vocational and technical schools will be informed about their future careers. Science Fairs: Including the project partner school, this activity will be done in 5 different schools. With this activity the students will present their scientific projects, which they have been working on since December 2015. Project Based Learning: The students have been involved this study to plan their own projects in order to increase their learning abilities. Also a booklet was prepared and this will be translated to English. Agricultural Activity: In cooperation with a local community we started a project based on growing vegetables in school gardens. This has been done in one school in February and another school will be involved in May. The students from families of agricultural background are taking part in this activity and they will present their abilities to other students. And they will be matched with other students to share experiences.

P.1. Liceul tehnologic "Ioan Slavici"

The central issue of our project is to design innovative context for developing ( teaching) 21st century

skills, and we find the suggestions in The Education Week on October 24, 2012, very useful for our

objectives The nince `lessons` tell us the following>

Make it relevant. The relevance of learning specific knowledge and skills is much clearer to students—and

much more motivating—if they understand how a given topic fits into "the big picture," or a meaningful

context. Teach through the disciplines. Students develop their 21st century skills and knowledge as they learn

why each academic discipline is important, how experts create new knowledge, and how they communicate

about it. Develop lower and higher order thinking skills—at the same time. Students need to comprehend

relationships between given variables and how to apply this understanding to different contexts. Encourage transfer of learning. Students need to develop the ability to apply skills, concepts,

knowledge, attitudes and/or strategies they develop in one context, situation or application to another,

reflexively (low-road transfer) or after deliberate thought and analysis (high-road transfer). Teach students to learn to learn (metacognition). Since there is a limit to how much students learn

through formal schooling, they also must learn to learn on their own. Address misunderstandings directly. People have many misunderstandings about how the world works

that persist until they have the opportunity to develop alternative explanations. Promote teamwork as a process and outcome. The ability to work collaboratively is an important 21st

century skill, not to mention an important condition for optimal learning of other key skills. Exploit technology to support learning. Use of technology is another critical 21st century skill, essential

to help develop many of the other skills mentioned here. Foster students' creativity. Creative development requires structure and intentionality—the ability of the

mind to form representations—from teachers and students, and can be learned through each of the

disciplines, not just through the arts.

Progressing from the outdated "transmission" model to the "21st century" model will involve entire

educational systems. As educational purposes change, curriculum frameworks, instructional methods and

assessments must also. The changes demand increased teacher and administrator capacity and affect many

facets of human capital, including teacher training, professional development, career mobility and the

teaching profession's cultural standing.



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While there has been progress in preparing students for the 21st century, the remaining work will require

of teachers, administrators and policymakers precisely the skills that we deem critical for students—as well

as the political will to ensure that educators directly involved in transitioning to the 21st century model

have the time, support and resources they need.

As learning experience – within our project we will focus on deep learning, the cycle with the

distinct phases of Experience – Practice – Reflection – Conversation.

The Experience phase means to create context for OBSERVATION, IMMERSION AND A

GUIDED PROCESS.

The Practice phase support studnets in an INDEPENDENT, BUT SUPPORTED , GUIDED

process.

The Reflection could be INDIVIDUAL and/or PEER-SUPPORTED, alo VIRTUAL.

The Conversation could ne VIRTUAL, or PHYSICAL in REAL TIME.

The 70-20-10 model of real learning, suggest the 70% of Learn & Develop Through Experience + the 20%

of Learn & Develop Through Others + 10 % Learn & Develop Through Structured Courses

The activities proposed to be implemented in The Safe Spot – will put in practice these

recommendations.



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The World Economic Forum’s Future of

Jobs report highlights1 that the

technological and social shifts that

define our word, have a strong

influence also on the workforce, and

produce serious changes concerning

the requirements in termes of skills that

are appreciated by the employers.

One can observe a certain shift in the

top 10 skills: critical thinking and

creativity became more important

(from 4 to rank 2 and from 10 to rank

3) while the Complex problem solving

skill maintains its leading position. It is important to mention that many of these skills are not

correlated directly with cognitive performances, instead their are expressing non-cognitive skills and

personality traits, which are valued and measured during the recruiting process.

THE FRAMEWORK FOR 21ST CENTURY LEARNING was developed by the P21 Partnership for 21st century

learning, based on practitioners and experts input. The scheme define the elements and the

interconnections between the

skills, knowledge, behaviors,

expertise, and support systems that

students need for a succesful life and

citizenship.

Tha framework is used by many

educators and schools, being at the

centre of the learning process, and

they consider that following

these learning outcomes, the

students are more engaged in the

learning process and graduates are

better prepared for the

challenges of the 21st century!

Source: http://www.p21.org/our-work/resources/for-educators#defining

The 21st century students outcomes are diveded in 4 categories of skills:

Key Subjects and 21st Century Themes - include English, reading or language arts, world languages,

arts, mathematics, economics, science, geography, history, government and civics.

In addition, schools must integrate into key subjects: the 21st century interdisciplinary themes, like

1 https://www.weforum.org/agenda/2016/08/10-skills-you-need-to-thrive-tomorrow-and-the-universities-that-will-help-you-get-them/


http://reports.weforum.org/future-of-jobs-2016/

http://reports.weforum.org/future-of-jobs-2016/

https://www.weforum.org/agenda/2016/08/10-skills-you-need-to-thrive-tomorrow-and-the-universities-that-will-help-you-get-them/

https://www.weforum.org/agenda/2016/08/10-skills-you-need-to-thrive-tomorrow-and-the-universities-that-will-help-you-get-them/


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Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health

Literacy; Environmental Literacy Learning and Innovation Skills.

Learning and innovation skills are what separate students who are prepared for increasingly

complex life and work environments in today’s world and those who are not. They include: Creativity

and Innovation; Critical Thinking and Problem Solving; Communication; Collaboration

Information, Media and Technology Skills.- we live in a technology and media-driven environment,

we need to navigate in an abundance of information, to deal with rapid changes in everyday

technology, and for this we need to demonstrate some of functional skills, such as: Information

Literacy; Media Literacy; ICT (Information, Communications and Technology) Literacy.

Life and Career Skills help us to navigate complex life and work environments, together with

thinking skills, content knowledge, and social and emotional competencies, including: Flexibility and

Adaptability; Initiative and Self-Direction; Social and Cross-Cultural Skills; Productivity and

Accountability;Leadership and Responsibility.

In order to make learning relevant, personalized, and engaging – a sound support system is needed,

ensuring that each student has access to the learning experiences through which will be able to build

the 21st century competencies. This support includes elements of standards and assesment,

curriculum, professional development and learning environment.

The High school “IOAN SLAVICI”, is a private highschool starting the activities in 2001/2002. The

school is a technological one being focused on Economical Profile.

The school is oriented on the necessities required on the labour market aiming to prepare the

students for a smoothly integration after the graduation. For these reason, the school is oriented to

a continuously improvement of the teaching/learning process, offering to the students

opportunities to develop their employability skills and learning skills.

The curricular activities are enforced by a multiple non-curricular activities, aiming to develop

specific skills for students, but also generic ones.

The extracurricular activities are focused on:

- activities aiming to develop social skills through exhibition, volunteering, excursions and camps

with different topics.

- Activities focused on time management and prioritizing things in life

- Activities focused on general life skills, such as: music, academic clubs, and sports. These activities

offer opportunities for students to learn the values of teamwork, individual and group responsibility,

physical strength and endurance, competition, diversity, and a sense of culture and community.

General Objectives of the High school

- Individual approach of the learner



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- Developing employability skills and entrepreneurship mind set, thus facilitating a successful access

on the labor market

- educational intervention aiming the enhancement of the students’ responsibility and acquisition

and social skills

- inclusion in activities underlining personal values, in which the students can experience success,

thus developing the self- esteem by exploiting their own self potential, optimizing their skills, finding

and enhancing their own abilities and talents.

The Principles of Education

- each student has his specific ability

- An efficient educational intervention can be established only after personal understanding of all

the aspects of the individual needs.

- Each student will be included in those activities and programs that will address his own needs of

self improvement, thus being the sole beneficiary of an individualised intervention

- All the activities and all the programs will be a part of on educational continuum, that consists in

educational, scholastic, therapeutical activities

- The creation of some interdisciplinary teams whom main objectives will be the establishment of

an educational guidance

The staff involved in the implementation of our project includes:

High School Ioan Slavici has an extensive experience in two areas:

(i) Vocational one, being a Technological school with an economical profile. One of the major aim is

to develop employability skills and entrepreneurship mind-set for the students in order to have

better possibilities to access the labour market

(ii) Extra-curricular activities, focused on an individual approach, according to the specific students’

needs and offering a set of activities, such as sport, music, literature etc.

Expertise of key persons involved:

MR. DR.TITUS SLAVICI Professor and President of “Ioan Slavici” Foundation for culture and

education Timisoara. Head of research team(at Research Center for the integrated Engineering of

the “Politehnica” University)

He has coordinated and administrated people, projects and budgets, at work and in voluntary work.

He is member in: General Association of the Engineers from Romania (AGIR); The Romanian

Association of the Non-conventional Technologies (ARTN); He is expert evaluator of CNCSIS. He is

project coordinator within several European projects, and will be in charge with the general

coordination of the transnational partnership.



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LAVINIA CERNESCU -is working on her PhD dissertation in Management at the West Univeristy,

Timisoara. She is member of "Ioan Slavici" Foundation research team and is now in charge like

manager assistent in two projects. She has experience in working with and motivating people, in

multicultural environments, in positions where communication is crucial and teamwork is essential.

Her main research interests are: organizational culture, intercultural management, social

determinants of management, the methodology of micro and macro economy, the personal and

professional development of human resources, personal potential fulfilment.

ILDIKO PATAKI -Graduated the West University of Timisoara, and holder of the European Master

Degree in Adult Education, bring a specific expertise in the project covering the field of education

from policies to the very concrete practices, with a good perspective of the public and private sector

and the civil society. Has sound skills and knowledge in managing local, national and international

projects, developing tailor made programs, train the trainers and deliver training sessions in

different topics like learning & teaching theories and practice; school development, organizational

change management; diversity and inclusive education;

Has a specific understanding and competencies in working within partnerships, motivating the very

different partners for a common objective and ensuring their effective involvement.

Within this project the following competencies will be useful: Conduct analysis skills needs and

mismatch between labor market needs and young graduates; strategic organizational and regional

planning, based on evidences of research and statistics; partnership management;

The main domain of interest for personal research and development are: learning to learn skills, for

young people and teachers; the taxonomy of basic skills, 21th century skills; learning in

nonconventional context; support for non-integrated students and their family;

Raluca Staicu – will cover the responsibilities for financial management, both for the school and the

whole project, in relation with the partner institutions.

The IMPLEMENTATION TEAM will work together in developing and implementaing the most suitable

activities, and includes (at least) the following persons: Simina Maris, Lavinia Cernescu, Acvilina

Manzur, Luminita Nani, Maria Murgea, Corina Sosdean, Rozica Maris, Natalia Opris, Alin Molcut,

Ramona Tamas, Gabriela Todea, Anca Simulescu, Anamaria Bauer si alti invitati.

P.3. Eurosuccess Consulting

Eurosuccess Consulting, through a dynamic team of young scientists provides a comprehensive

package of services addressing the needs of modern Cyprus enterprises especially on matters like

innovation and technology. EUROSUCCESS identified, from the initial steps of its operations, the

need for creating links between the Cyprus economy and the wider European market and put great

emphasis on the exploitation of the potentials created by the accession of Cyprus in the European

Union.



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Today EUROSUCCESS offers a variety of services to the Public, as well as the Private sector of Cyprus.

It has also started to actively participate in international schemes, through a well-established

network of partners abroad, based on the intense past experience of its founder.

EUROSUCCESS aims to a constant improvement of its offered services, as well the development of

its team which will give the opportunity to enhance its scientific sector of expertise.

Eurosuccess is currently involved into 7 EU Pojects -one of it as coordinator, as well as is one of the

assessors for the Cypriot NA. In addition, we have achieved to be selected for participation into 2

new ones – Erasmus +, approved in 2014.

Eurosuccess Consulting is a Consulting & Training organization active in the field of project

management, training & consulting as well as advice & guidance to the target groups (young people)

of the proposed project.

The main aspects as regards to the participation of Eurosuccess in the KEY 01 project are: (1)

previous experience in transnational projects and transnational cooperation, (2) expertise in the

areas required and level of competence on it (Education & Training; Prison Education), (3) access to

the direct and indirect target groups (research, dissemination, exploitation):

(1) Experience in LLP projects ensures that Eurosuccess is aware of the high quality standards

expected and the particular characteristics and benefits that can be obtained through the project

implementation.

(2) The expertise and level of competencies required for the successful completion of the project

tasks. This includes knowledge about the topics covered. Eurosuccess is active in the project areas,

as well as is in co-operation with schools, universities and higher education sector. Moreover,

Eurosuccess has the necessary resources to disseminate the project results among national and

international partners. It actively participates in international projects and international schemes,

through a well-established network of partners abroad. Eurosuccess is in position to undertake part

in each project step, test the project results and carry out evaluation and valorisation activities.

(3) Eurosuccess has already established a network among the direct and indirect target groups of

the project. This will give the opportunity to the Organization to develop and test the project

products with the direct access to the end-users (students and teachers) as well as stakeholders

(Ministry of Education, schools, public authorities, training agencies, not-for-profit organizations

etc) throughout the project implementation.

Giorgos Giorgakis has graduated from the European University Cyprus, with a Master Degree (MBA)

in Business Administration in July 2008. He has been preparing, managing and implementing more

than 7 National and 9 EU (LLP, FP etc) Research Projects since 2006. He has also been preparing and

implementing various applications in regards to National and EU funding schemes for SMEs and

physical entities so as to create and/or develop their business operations or innovative ideas and

bring them to life. In addition, he has been actively involved in preparing and implementing various

Public tenders especially in regards to HR Development, Management and Consulting. He is the

founder and Managing Director of G.G Eurosuccess Consulting Ltd.



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Photis Photiades has graduated from the University of Manchester-UK with a Bachelor degree

(B.S.c) in Mathematics in 2009. In September of 2010 he graduated from the same university with a

Master Degree (M.S.c) in Statistics, with main areas the theory of Statistics and the applications of

Statistic in economy, such as Risk and Survival analysis and credit scoring. He has been actively

involved in preparing and implementing funding schemes and other opportunities for SMEs and

Organizations, mainly in regards to Human Resource development and expansion, through research

and innovating programs. He is the responsible person for the European Department of Eurosuccess

Consulting.

Katerina Markidou studied sociology at the Panteion University of Social and Political Sciences,

specializing in forensic issues, crime prevention, drug abuse (laws and policies), development

sociology, sociology of education and juvenile delinquency. She also selected to specialize in

Statistics (sampling issues and multi-dimensional and two dimensional analysis) and technical

methods and social research during her studies. She has been actively involved in preparing and

implementing funding schemes and other opportunities for SMEs and Organizations, mainly in

regards to Human Resource development and training, through research and innovating programs.

We bring to this project the connection with the world of work, not only through the our members

who are employers, but also through our experience of analysing the needs of the companies and

translating these needs in competence based educational offer and provision. In addition, we have

consistent knowledge of the competencies for employability frame, since one of our members has

policy development role, so we can support the partnership of the project in rooting all the

instruments to be validated. EUROSUCCES will be responsible with C3 - blended mobility for

students, with intellectual output O2 - Module 2.3, and with E2&E8, multiplier event. Will be

involved also in staff short term mobility, as well in dissemination activities. Nevertheless, we will

be, involved, as well, in O1, O3 outputs.

P.4. Highgate Private School Limited

Founded in 1991, Highgate School was responsible for pioneering child-focused learning in Cyprus,

placing enormous value on the family ethos and supportive environment fostered. Through both its

curricular and extra-curricular activities, the school encourages commitment and embraces

individuality, allowing pupils to flourish. These are some of the many reasons the school has

cultivated such a strong reputation in creativity and the arts. Whether in the classroom or on the

sports field, what is positively consistent at Highgate is the focus on developing active, confident

and rounded young individuals with the ability to learn for life.

Since the focus is to move away from traditional teaching and learning, we are constantly trying to

find different teaching methodologies to reinforce this goal. Our school has a flexible and practical

approach in teaching and learning therefore, it will be helpful to have solid resources and projects

to motivate teachers to create interactive and engaging classrooms. Through this project we are

hoping to learn new and progressive teaching strategies to lead the students. Therefore, through

innovative ways we are hoping to cater and inspire the reluctant learners.



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Our school is a teachers training Centre in collaboration with University of Buckingham as a result

our teachers are up to date with the current trends and teaching strategies of 21st century teaching,

creating independent learners.

We focus on the strengths of the students and we encourage students talents and inclinations. We

also cultivate critical thinking and creative knowledge acquisition through all our activities and

school project.

From our established roots, principles and commitment to quality education, Highgate has

continued to grow. Initially located in a small house in Volonakis street, Pallouriotissa and only seven

pupils, Highgate has become a leading international school that currently caters for 220 students, 3

to 18 years old, from 29 cultural backgrounds. Around 65% of our students are of Cypriot

background or of mixed marriages where one parent is Cypriot. Other nationalities represented

include Spanish, Portuguese, Brazilian, British, Israeli, Palestinian, Sri Lankan, Russian and more.

Highagte Private School has a strong pastoral care team where they monitor the emotional and academic needs of the students. The Head of the Pastoral Care is a psychologist who tailor makes inidividualised learning programs based on the unique learning styles of the students. Highgate School provides all inclusive education where students come from different educational backgrounds and abilities. As a result the teachers are trained in diferentiating the lesson plans to meet the needs of their students. English as a second language is taught throughout the school through interactive and creative methods. We take pride in our Early Years Department, we have numerous programs that involve parents and children to reinforce learning and to enhance relationship and positive attachement between parents and their children. We have annual competitions or projects across all the departments such as the following: 1. Science fair where students present and display their own scientific experiments, open to the public for viewing. 2. Financial Literacy fair where students learn about budgeting, business plan, selling, promoting of products through cross curricular activities. 3. Book Week Interschool Competition where the students are trained in advance in creative writing. In addition, the school invites an author to read to the students to reinforce the love of books. 4. Art and Photography competition, where the students work is exhibited to the public 5. Public Speaking workshops 6. Treasure Hunt (Subject Specific) 7. Drama Performances, scripts written by students 8. Video presentations subject specific produced and directed by the students 9. Campaigns for smoking, Drugs, sex education, healthy lifestyle 10. Greenhouse and garden where students are exposed to planting and looking after fruit and vegetables 11. Recycling Key persons involved in the project: Arlette Shohmelian Holds a Masters Degree from the University of Indianapolis. She is also a certified Parents Coach and a Career Coach. She has been in education for more than 10 years.



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Main Responsibility: Arlette Shohmelian is a Secondary Team Leader and a School Counsellor. She is involved in monitoring the academic as well as the emotional needs of the students. Arlette is constantly trying to find different resources and activities to enhance 21st century teaching and Learning. Currently she teachers IGCSE Child Development and A Level psychology to Highgate students. Antreas Antreou Antreas holds B.A in Primary Education and a Masters in Mathematical Education from the University of Cyprus. Antreas is in education for more than 6 years. Main responsibilities: Antreas is the coordinator of the European projects and is the subject Leader for Foreign languages.. Currently Antreas is teaching Greek to the students (IGCSE and GCE). His passion is to involve students as many projects as possible to cultivate critical thinking and leadership skills. Maria Theochari has been in education for the last 39 years. She graduated from London University, in English Literature in 1977. While teaching she obtained another degree in Psychology in 1988. Her Doctorate with Trinity College in 2009 was based on the educational needs of Repatriated Children. During her many years of experience in education she became a member of various associations with the aim to promote equal opportunity in schools, bilingualism and cultural diversity. Later as a school Advisor she was able to implement many changes that assisted the wellbeing and voice of children, multiculturalism and creative thinking. She believes passionately in the individual child and the importance of holistic learning environments. In 1989 she visited Cyprus and in 1991 she founded Highgate school. Her journey in Education has taken her to many countries since, as an advisor and consultant as well as a trainer and guest speaker. She leads with vision and sees herself as a transformational Leader. Main responsibilities: - Assists and sustains effective teaching and learning throughout the school, monitors and evaluates the quality of teaching and standards of pupils’ achievement- - Consultant/ setting targets and policies in place for many other schools - Writes policies, curriculum development and school development plans - Monitors and carries out pupil assessment - Supports and guides staff and parents HighGate will be responsible with O2 - Module 2.4 and with E 5 multiplier event. Will be involved also in staff short term mobility in UK (C1) and in RO, TR (C2), as well in dissemination ans exploitation activities. Nevertheless, we will be, involved, as well, in O1and O3 outputs.

P.7. Sabiha Ciftci Mesleki ve Teknik Anadolu Lisesi

Sabiha Çiftçi Vocational and Technical High School was established in 2012 and providing vocational education for 950 students with 4 administrators and 60 teachers in the field of Child Development, Elderly and Patient Care and Graphic and Photography. In the first year it started with just 120 students and in a short time became a school which was preferred by hundreds of students. The



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majority of students are girls and the age of students is between 15-18. We provide education during 4 academic years and our students have the opportunity to maintain some departments of universities related to their vocational field without any entrance exam. The students are coming from different social and financial background families. Beside their main subjects the students have art, sports and music classes and we have some extracurricular activities for them. Besides, the 12th grade students have internship programs at related business sectors to increase their vocational abilities. On the other hand we work on projects with students which are planned and managed by them. Each year at the end of school period we have an exhibition in which the students Show their educational materials that they produced during the year. We have a full day education program. The students have food and drink facilities at school. In the next few years we are planning to provide more opportunities which will increase the success of students for life long term. The school has three different fields and the students choose one of them according to their success in and exam before they come to this school. The vocational fields are defined in accordance with the needs of business sector, which provide the opportunity to find a job after graduation. The school therefore has a very important mission to prepare the students in a best way for the needs of sector. Due to this we have experience on career guiding, internship planning and organizing info days for business opportunities. Both the students and school involve in different projects at local and European dimension which increases their abilities to carry out projects. This also improve their skills to develop their project based problem solving abilities. The school and students are able to work and take part at vocational education projects to increase the skills and develop career competences. The school has a project team expertise on planning and managing projects both at local and international level. The project team has language and IT skills which are crucial for a project management. On the other hand, due to working at previous projects this team has good relations with project partners and are good at conflict management.

The experts proposed for the implementation at Sabiha Ciftci Mesleki ve Teknik

Anadolu Lisesi – Aziz ERDEN, Mehmet Rıfat DOĞAN, Esra KARLIK ARIN, Kemal

ÇELİK, Ecmel TÜTÜNCÜ, Kadriye GİRGEÇ and others, in accord with the needs of the

implementation.

We will be responsible with O2 - Module 2.5 and with E 6 multiplier event. Will be involved also in staff short term mobility in UK (C1) and in RO and CY (C2), as well in blended mobility for students (C3). Nevertheless, we will be, involved, as well, in O1 and O2 outputs. and in dissemination and exploitation activities.



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The OPERATIONAL INTERVENTION PLAN – take into account the recommendarions of the

evaluators, and the following actions will be developed and implemented by the partnership.

24 months

1 2 3 4 5 6 7 8 9 10

11

12 13

14

15

16

17 18

19

20

21

22 23

24

l

Project activity*

3 SUBPROJECTS - Phases Phase 2 Phase 3

TESTING AND IMPLEMENTATION OF INNOVATIVE PRACTICES

IN SCHOOL EDUCATION

TRANSFER OF METHODS, TOOLS ATTITUDES, INTERACTIONS INTO CURRENT SCHOOL

PRACTICES

A1 management implementation

A3- suport for developing O2

A4- delivering O2

A5 intrenal staff training

A6 - transfer in practice O2

A8 - dissemination

O2

O3

M1(P.1.) RO

M1

M2 (P.4.) CY

M2

M3(P.6.) TR

M3

M6 (P.5.) UK

M4

E7 EVENT FOR O.2. & O.3. IN CY E

E8 EVENT FOR O.2. & O.3. IN UK

E9 EVENT FOR O.2. & O.3. IN TR E

E10 EVENT FOR O.2. & O.3. IN RO E

C1 STAFF TRAINING

C1

C2 WORKSHOPT AT P.2.3.4.6.7. C2

C3 BLENDED MOB FOR STUDENTS C3


Documents

O1 LOCAL NEEDS ASSESMENT REPORTResponsible for this output, and the related activities is P.1. Liceul Tehnologic „Ioan Slavici„ including communication, dissemination and visibility