GUIDELINE FOR STUDENTS’ CAREER GUIDANCE

7/18/2019 GUIDELINE FOR STUDENTS’ CAREER GUIDANCE

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

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

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GUIDELINEFOR STUDENTS’ CAREER GUIDANCE

created within the Comenius Regio Partership

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

PROJECT PARTNERS:





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NAME OF PROGRAMME:Lifelong Learning Programme - Comenius Regio Partnerships

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

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

Authors – Coordinators:

Serkan ATİK Elena Diana BRĂTUCU Kamil ÇELEBİYILMAZ

Elisabeta CIOCANRodica CODOBAN

Selim Burak KUHUŞtefan VASILE

Hamide YAŞAR KAVAS

Published:December 2014

Publishers: Casa Corpului Didactic Dolj Mersin National Education Directorate

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

Craiova, Doljwww.studentscareer.ro

www.facebook.com/[email protected]

Dumlupınar Mah. Adnan Menderes Bulvarı Yenişehir/ Mersin

www.studentscareer.rowww.facebook.com/studentscareer

[email protected]

This publ icat ion has been funded with suppo r t f rom the European Comm ission and i t ref lects the

view of the author . The European Com ission and i ts agencies cannot be respons ib le for any usewhich may be made of the inform at ion conta ined therein

http://www.studentscareer.ro/

http://www.facebook.com/studentscareer

mailto:[email protected]














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AUTHORS TEAM:

Elena ALEXIEHasan ATABEYSerkan ATİK Ahat BALAKElena Diana BRĂTUCU Kamil ÇELEBİYILMAZ Margareta CERCELARUElisabeta CIOCANEugenia Magdalena CIUPITU - TURCEANU Rodica CODOBAN

Liana CRĂCIUNOIU - DUȚĂ Ava DABAKOĞLU Maria DAŞU Julieta Andreea DIMA Andreea DINULiana Poema DONDOEIrina DOROVSCHI Anda DUMITRESCUMihai HAROSAMirela Florentina ISUFTülin KÖSE Selim Burak KUHU

Nicoleta LIŢOIU Mariana MĂRCULESCU Mariana MIREADilek Yiğit NACARCarmen OPREAElena Alina OPREANejat ÖZDEMİR Cristiana POPESCUIleana STANCIU Alina Marinela STĂNCULESCU Aida STOIAN Adriana STOICA

Nadia ŞUTELCĂ Daniela TOMAHayri Derya USLUŞtefan VASILELiviu VĂDEANU Daniela VELICESCUHamide YAŞAR KAVAS





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CONTENT

INTRODUCTION ............................................................................................................................ 4

CH. I. PROJECT PRESENTATION .............................................................................................. 5

CH. II. A RESEARCH STUDY METHODOLOGY ABOUT CAREER GUIDANCE SERVICES FORSTUDENTS .................................................................................................................................. 24

2.1. Context ............................................................................................................................ 242.2. Stages of the research study ......................................................................................... 25

2.2.1. Es tab lis hi ng th e r esearc h pr ob lem ......................................................................... 25

2.2.2. Stating the aim, th e ob ject iv es an d t he res earch h yp ot heses .............................. 25

2.2.3. Sam pl in g ................................................................................................................... 26 2.2.3.1. Students sample .............................................................................................. 282.2.3.2. Education institutions representatives Sample................................................. 302.2.3.3. Parents Sample ............................................................................................... 302.2.3.4. Teachers Sample ............................................................................................ 312.2.3.5. Local community representatives Sample ....................................................... 31

2.2.4. Est abli sh ing the res earch metho ds and techn iqu es ............................................ 31

2.2.4.1. The sociological questionnaire survey .............................................................. 312.2.4.2. The focus-group ............................................................................................... 31

2.2.5. Pro ject in g and sh apin g the neces sar y in str um ent s ............................................. 32

2.2.6. Co llect in g th e in fo rm ati on ...................................................................................... 33

2.2.7. The resul ts analy si s ................................................................................................ 332.2.7.1. Report on the results of the survey based on a questionnaire - Students ......... 332.2.8. Drawi ng the c on cl us io ns and writi ng th e researc h rep or t .................................. 42

2.3. CONCLUSION .................................................................................................................. 422.4. RECOMMENDATIONS ..................................................................................................... 45

CH. III. THE DESCRIPTION OF THE EDUCATION SYSTEM IN THE PARTNER COUNTRIES .. 50

CH. IV. THE GUIDANCE AND COUNSELING SYSTEM OVERVIEW IN THE PARTNERCOUNTRIES ................................................................................................................................. 60

CH. V. AN ANALYSIS OF THE SCHOLAR CURRICULUM FROM THE POINT OF VIEW OF THE

EDUCATION AND CAREER GUIDANCE FOR STUDENTS ........................................................ 735.1. A school office for psycho-pedagogical counseling .................................................... 735.2. A Counseling and Guidance Course ............................................................................. 785.3. An analysis of the school subjects ................................................................................ 96

5.3.1. Horizo ntal com petenc ies ........................................................................................ 965.3.2. An analysis of th e syl labus in the Romanian edu cat ional system ...................... 985.3.3. An analysis of the syl labus in the Turkish educat ional sys tem ......................... 114

5.4. Samples of lesson plans regarding the career guidance for students ...................... 123CH. VI. EXTRACURRICULAR PROJECTS FOR THE EDUCATION AND CAREERGUIDANCE FOR STUDENTS .................................................................................................... 185

CONCLUSION ............................................................................................................................ 225

REFERENCES ........................................................................................................................... 229 ANNEXES................................................................................................................................... 233





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INTRODUCTION

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

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

It is necessary to know the student, activity that involves the use of various methods -observation, conversation, questionnaire, self-characterization, testing method, biographical dataanalysis, analysis of results and student work, which is visible in the educational activitiesundertaken by teachers in the classroom. Thus, some students can be noticed by performing

compositions, essays, arts compositions - drawing (paintings, drawings) or music etc. enablingthem to opt for certain professional fields, the teacher's role being particularly important in raisingstudents' awareness on the skills they have and that can be realized through appropriateeducational and vocational guidance, in line with the workforce social requirements.

This study is a result of partnership project Comenius Regio Educat ion and CareerGuidance - Let 's help the students c hoo se a right career! (Consilierea şi educarea carierei – Să- i ajutăm pe elevi să îşi aleagă o carieră potrivită!/ Eğitim ve Kariyer Planlama – Öğrencilerin Doğru Kariyer Seçimine Yardımcı Olalım!), nr. de referinţă 13-PR-04-DJ-RO,TR, cofinanced by The European Commision through the Lifelong Learning Programme, and takingplace during the period August 1st 2013- July 31st 2015 in the Dolj County - Romania and theMersin Province - Turkey under the government of the CCD Dolj (Dolj County TeachersDepartment) - the partnership coordinator and the National Education Department of the Mersin

Province - the regional coordinator, together with their national partners, namely ''Traian Vuia''Highschool in Craiova, ''Traian'' Secondary School in Craiova, EduFor Craiova Association andThe Vocational and Technical Highschool Mezitli, The Informatics Highschool in Mersin and TheEducation Burreau in the Bozyazi Region, respectively.

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

The guide brings together, in its six chapters, general information about the project,providing a starting point for other teachers interested in getting involved in such projects, aresearch study on counseling and career guidance to students in the partner regions, describing

the system education in Romania and Turkey, a presentation of the counseling system in partnercountries, the analysis of school curriculum in terms of counseling and career guidance to studentsincluding information about the school Pedagogical support office, discipline Guidance andcounseling, analysis models of school subjects in terms of horizontal skills developed byintegrating counseling and career guidance to students into school subjects in Romania andTurkey, lesson projects models on career counseling to students made by teachers from thepartner regions during the job shadowing activity, thus simulating different working life contexts inthe classroom, as well as and extracurricular projects on education and career counseling tostudents, students learning self-knowledge methods, to seek information about occupations andwork that involves their profession, to identify the occupations compatible with their profilevocational, the dynamics of occupations in the labour market, planning a professional route,training and developing career management skills.

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





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

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

CH. I. PROJECT PRESENTATION

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

choose a right career!" aims to improve the services for students' education and career guidance(students' ECG) in schools, in order to facilitate students' transition to higher levels of education orthe labour market. The main category of the target group is teachers, but there will also beinvolved: directors, parents, students, representatives of the local/regional community. Theproposed activities such as focus groups, job shadowing, conferences, training sessions and theresults (a guide and materials for students' ECG, website-resource, training program etc.) will help

to: identify the importance, relevance and quality of students' counselling and career guidanceservices; indentify the needs of all stakeholders involved directly and indirectly in this activity; thedevelopment of teacher competences for students' ECG; reducing the distance between schooland the labour market; increasing students' access to information necessary for proper careerguidance in both partner regions (Dolj - Romania, Mersin - Turkey). We also propose to change theapproach of counselling and career guidance activity in schools: this will not be an occasional orincidental activity and will become the responsibility of each teacher who will assume the socialand/or external tasks.

ContextContext Region 1 – Dolj county, RomaniaThe global economic crisis has deepened the problems that Romanian school graduates

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

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

Studies and analyzes at European level highlight the important contribution of professionalguidance and counselling in achieving some of the main objectives of The Strategy Europe 2020:- Increasing the employment rate of people aged between 20 and 64 years from the current 69% toat least 75%;- Reducing the dropout rate from the current 15% to 10%;- Increase the percentage of people aged between 30 and 34 years with higher education from31% to at least 40% in 2020;

In Romania, access to professional guidance and counselling in schools is still limited at alllevels. The student/counsellor ratio in school education exceeds 800 students to 1 counsellor (theupper limit allowed in Europe). The number of hours of school guidance and counselling perstudent is low in rural areas and one can notice the existence of regional disparities. In Dolj there

are 202 educational institutions with about 100 000 students and only 45 counselling offices, inwhich 43 counsellors provide counselling and guidance services for an average of about 1,300students, most of whom are in the last years of high school. In primary school: there are no hours





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

In Romania, in general and Dolj county –

in particular, there are a number of weaknessesand threats for school guidance and counselling activities:

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

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

component;Threats:

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

A number of strengths and opportunities argue the successful implementation of our project,such as:

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

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

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

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

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

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

etc.);





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

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

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

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

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

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

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

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

counsellor teachers.

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

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

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

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

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

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

abilities;





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

Objectives of the partnership and relevance to the objectives of the programme1. General objective: Improvement of education and career guidance services for students

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

Specific/practical objectives:

O1. Identifying the importance, relevance and quality of counselling and career guidanceservices for students from school and the needs of all stakeholders involved directly and indirectlyin this activity (students, teachers, principals, counsellors, parents, local communityrepresentatives) from the two partner regions.

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

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

Results: job shadowing activities of teachers in the partner regions: comparing the educationsystems of the two partner regions, in terms of counselling and career guidance; content analysis

of school programs and identifying opportunities offered by each discipline/area fo r students’career education; reports on shadowing period; elaboration of a guide for students’ ECG andsupport materials; elaboration of a blended learning training program for teachers, conducting theblended learning training program with a number of teachers from different subject areas andassess its impact on the target group; accreditation of the training course.

O3. Reducing the distance between the school and the world of work, opening the schooltowards the community and identifying its opportunities for students’ career development,preparing them for future "transitions" in their career.

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

city council, work employment agency)/associative structures in the community (volunteer centers,

parents associations, associations of village children, alumni associations of school and so on), inorder to strengthen school-community partnerships, establishing ways to involve students incommunity life, identifying opportunities of community for involvement in students’ ECG, identifyingexamples of good practice, proposing practical activities, involving young people in local decisions,facilitating students' access to updated information about offer and market developments inlocal/regional labour.

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

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

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

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





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

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

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

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

Another issue addressed concerns developing of a guide for students’ ECG, which aims tochange the status of counselling activity: career counselling would be a basic activity, and teachingdisciplines and subject areas offer tailored content, leading to personal and professional

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

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

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

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

We will also take into consideration the relationship between school and the world of work.

Working meetings between school representatives and local community (private sector, publicinstitutions, civil society) will be aimed at opening the school to the community, identifyingopportunities it offers the community for students’ career development.

Another aspect will focus on students' access to information necessary for proper careerguidance, students’ education f or search and benefit by the opportunities offered by the labourmarket, the services offered by different organizations in this area.

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

Project activities such as workshops, job shadowing, research study, training etc. will focus

on the needs of each partner region to be more competitive in the educational market and toincrease student success on the European labour market.

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

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

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





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

Objective 2.1. We will conduct job shadowing activities in schools from partner region where a teacher

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

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

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

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

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

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

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

orientation for each school subject/curricular area);- Programs for optional subjects;

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

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

5. We will develop a curriculum and support materials for a blended learning training programin order to develop competences on students’ ECG for the teachers from each partner regions,

using research results, the exchange of experience and the students’ ECG guide. 6. We will implement a training program for minimum 25 teachers selected from of all areas

and each of the two partner regions and all/curricular areas.7. We will take steps for accreditation of the training program, so that we will be able to

provide it for next years, in each of the partner regions.

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

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





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

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

Representatives of local community will participate to the three conferences of the project.

Objective 4.We will create a project website, available in three languages: English, Romanian and

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

- Tools to help students better understand themselves;- Professions and professional areas available and suitable for them;- Economic realities, professional risks and benefits;

- An objective dynamics of school professional routes;- Methods and tools for finding and getting a job;The site will also include a discussion forum with sections for teachers and students. Each

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

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

Work programme and project management

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

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

Time frame: August, September 2013

A.1.2. Work meetingsResults: action plans, activity reports, monitoring reportsProposed date: September 2013 (regional), October 2013 (interregional - Romania),

December 2013 (regional); February 2014 (regional), March 2014 (interregional Romania and

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

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

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

Time frame: September 2013

A.1.4. Acquiring the necessary materials/equipmentResults: consumables, website domain, subcontracting servicesTime frame: September - October 2013





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A.2. Monitoring, evaluation and reporting A.2.1. Establishing the monitoring, evaluation and reporting planResults: a monitoring, evaluation and reporting plan, specific proceduresTime frame: September 2013

A.2.2. Development of monitoring, evaluation and reporting toolsResults: monitoring, evaluation and reporting tools: questionnaires, observation sheets,

analysis sheets, interview guides, report templates.Time frame: October 2013

A.2.3. Creating intermediary and final reportsResults: an activity report on job shadowing, 4 mobility reports, 24 activity reports (monthly),

an intermediate report - 1st year, a final report.Time frame: maximum 10 days from finishing the activity

A.3. Creating the research study about the importance, relevance and quality ofcounselling and career guidance services for the students and about the needs of all stakeholdersinvolved directly/indirectly in this activity (students, teachers, principals, counsellors, parents,representatives of the local community) from the two partner regions.

A.3.1. Establishing the methodology for creating the studyResults: a methodology for creating the research studyTime frame: October 2013

A.3.2. Designing and developing the necessary tools for researchResults: a questionnaire for students, a focus group guide for teachers/school counsellors, a

focus group guide for parents, a focus group guide for representatives of the local community(public authorities, private sector, civil society), a focus group guide with the representatives of the

education institutions from different levels (secondary school, high schools, universities).Time frame: November 2013

A.3.3. Collecting information and interpreting the results - conducting the survey throughquestionnaire among students and survey through 4 focus groups with: teachers/counsellors,parents, local community representatives (public authorities, businesses, civil society),representatives of educational institutions of different levels (secondary schools, colleges,universities).

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

Time frame: December 2013 - January 2014

A.3.4. Establishing the study conclusions, creating the research reportResults: a research report published on the project website and transmitted into the school

network from both partner region (in three languages: English, Romanian, Turkish).Time frame: February - March 2014

A.4. Conducting the job shadowing activity A.4.1. Establishing the methodology for job shadowing Results: a methodology for job shadowing, work toolsTime frame: February 2014

A.4.2. Selecting the participantsResults: call for selection, candidate CVs, 7 secondary school teachers (one teacher in each

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





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A.4.3. Job shadowing in the partner region Results: 5 days of job shadowing in the partner regionTime frame: March 2014

A.4.4. Analysis of the two educational systems from the perspective of the students’ ECGactivity. Analysis of school programs and their content and identifying opportunities offered by eachdiscipline/curricular area for educating the career of each student.

Results: analysis sheets, observation sheets, proposals for activitiesTime frame: March 2014

A.4.5. Creating the report on the job shadowing activityResults: Romania: 8 activity reports (for each curricular area + primary education), Turkey, a

common report (in three languages: English, Romanian, Turkish).Time frame: March 2014

A.5. Developing a guide for students' education and career guidance and supportmaterials based on survey results and the results of job shadowing.

A.5.1. Developing guide for students’ ECG Results: a guide for students’ ECG (in three languages: English, Romanian, Turkish), print

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

Time frame: April - July 2014

A.5.2. Creating the support materialsResults: sets of specific tools, curriculum for the optional classes, proposals for

extracurricular and community projects/programs, a website - resource for teachers and students

(in three languages: English, Romanian, Turkish).Time frame: April - July 2014

A.6. Designing a pedagogical blended-learning training program to develop teachers’skills for students’ ECG.

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

Romanian, Turkish).Time frame: July – August 2014

A.6.2. Creating the course materials for the face-to-face and online training sessionsResults: course materials for the face-to-face and online training sessions (in three

languages: English, Romanian, Turkish).Time frame: July – August 2014

A.6.3.Developing the e-learning space Results: an e-learning space on the project websiteTime frame: August 2014

A.6.4. Steps for getting the program accredited by the Ministry of EducationResults: a training program proposed for accreditationTime frame: March - April 2015

A.7. Conducting the blended learning training program A.7.1. Promoting the training programResults: a training program available for teachers from each sectionTime frame: September - November 2014





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A.7.2. Selecting the participants to the blended learning training program Results: minimum 25 teachers signed up for the course/each partner regionTime frame: November

– December 2014

A.7.3. Carrying out the blended learning training programResults: a group of minimum 25 trained teachers, minimum 25 plans for the dissemination of

the course in schools/each partner region.Time frame: January 2015

A.7.4. Evaluating the impact of training program Results: a questionnaire for the trainees, a questionnaire for the principals/educational

coordinators, an impact report.Time frame: February - March 2015

A.8. Promoting the project and dissemination of the results A.8.1. Creating and maintaining the project website Results: a periodically updated website (in three languages: English, Romanian, Turkish)

which will include a discussion forum, a e-learning space; a project Facebook page.Time frame: start in September 2013

A.8.2. Organizing the conferences for promoting the project and dissemination of resultsResults: a conference for project start/each region; a conference to disseminate interim

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

Time frame: October 2013; July 2014; June 2015

A.8.3. Publishing the project results in electronic format Results: a research report, a progress report during the job shadowing, an report of the

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

All results will be published on other national and international education websites.There will be made 3 press releases, at least one article in the regional press.Time frame: February 2014, March 2014, August, 2014, April 2015

A.8.4. Distributing the guide for students’ ECG Results: printed guide for students’ ECG (including support materials)/200 items for Dolj

county; 200 for Mersin.

Time frame: September, October 2014

A.8.5. Promoting the project website and the forumResults: 2500 de flyers, distributed among students and teachers in Dolj county/2500 in

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

Time frame: September, October, November 2014

A.8.6. Creating e-newsletters every six months with the status of the activities and the resultsResults: 4 newsletters published on the project website, on other national and international

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





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

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

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

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

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

The project coordinator will distribute tasks equally. Regular meetings will be held, inagreement with all partners and the program will be determined together.

Common tasks for all partners:

- will participate to plan the activities, the mobilities, the project meetings;- will participate in the project meetings;- will participate in mobilities;- will be on the project forum;- will report the made activities periodically;- will communicate together;- will involve in organize of the job shadowing;- will write the intermediary and the final report;- will load the website with information, in accordance with the activity plan, with the project

meetings and the activities undertaken;

Specific tasks:

ROMANIA - DOLJ COUNTYCasa Corpului Didactic Dolj - CCD (Regional Center for Teachers'Training oj Dolj

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

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

partner and the job requirements;- plan interregional and regional meetings, mobilities, agreement with the partners;- coordinate the entire activity of monitoring and reporting;- elaborate the interim and final report;

- elaborate the research methodology for the study and distribute the tasks between partnersin this regard;

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

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

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

publishing;





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

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

- organize and run the blended learning training program in Dolj county;- participate in activities for the promotion and dissemination of project results;- manage the financial resources of the project.

The EduFor Craiova Association will:- provide the human resource for the team, according to the distributed tasks and job

requirements;- develop communication procedure between members of the two teams;- elaborate the necessary tools for communication;- be responsible for maintaining effective communication between partners;- elaborate the plan for monitoring, evaluation and reporting of activities;

- elaborate tools for monitoring, evaluation and reporting activities according to the plan;- organize the 4 focus groups in Dolj county: teachers/counsellors, parents, local community

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

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

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

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

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

will participate in focus groups/conferences and will help guide development.

Mer sin İl Milli Eğitim Müdürlüğü (Mersin Provincial Directorate of National Education) will be the regional coordinator. They will:

- distribute tasks among institutions from partner region 2 - Mersin - Turkey, in accordance

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

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

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

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





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

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

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

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

course support, design for e-learning space;

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

- organize and run the blended learning training program in Mersin province;- organize three conferences to promote the project and disseminate the results;- coordinate the distribution of the guide for students' ECG in Mersin;- manage the financial resources of the project;- handle the legal forms for project staff;

Bozyazı County Office Of Education: - provide the human resource for the team, according to the distributed tasks and job

requirements;- develop communication procedure between members of the two teams;

- elaborate the necessary tools for communication;- be responsible for maintaining effective communication between partners;- promote the project and its results locally, regionally, nationally and internationally through

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

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

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

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

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

and apply the work tools, will collect and interpret the results, will elaborate the impact report;

The five schools will:- provide the human resource for the team, according to the distributed tasks and job

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





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

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

their schools;- participate in conferences to promote and disseminate the project;- participate in the distribution of the guide for education and career guidance to students;- help promote the resource site for the project;

Participants in job shadowing activities in schools will perform the following activities:- will consider the two education systems, programs and content of school subjects in terms

of professional school counselling and career guidance and identify opportunities offered by each

discipline/curricular area for the students' ECG;- will make a report on the job shadowing activity for each curriculum area, together with the

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

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

program in each region.

3. Project management and communicationThe two project teams in the partner regions will consist of representatives of each partner

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

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

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

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

maintained at all times by e-mail, phone, the Facebook social network. We have built an electronicdiscussion group and introduce all members of both teams. The communication coordinator willdevise a procedure for using the e-group, for ease of management and secure access toinformation. All information, messages, requests, news will be sent to the e-group to be accessedby all members. In this way, all the project results will remain within the group, in each elaborated

form. This group will be used throughout the project and after completing it, so that thecollaboration will continue in areas other than the project.

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

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

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

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

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





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

dissemination, publication and dissemination of project results electronically and printed, making

press releases and liaising with the media, distribution of the guide for students’ ECG, creating thee-newsletters regarding the status of the project activities and its results, promoting the resourcesite for the project.

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

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

The project comes to help encourage labour mobility, which contributes to social andeconomic progress, to a higher level of labour force employment, to a sustainable and balanced

development, a closer political integration within the EU. In this sense, school is what you need totrain competent students to ensure their chances on the European labour market. Through the ourproject activities, we aim to improve career guidance services for students, essential in choosingan appropriate professional line, to facilitate the transition from school to work, to assist them inentering the labour market. The project also aims to reduce the distance between school and theworld of work, opening the school to the community and identifying opportunities for the careerdevelopment of students, to prepare them for future "transitions" in career.

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

a) Imp act on teachers (direct benef ic iar ies o f the pro ject):

The project will provide an opportunity for:- identifying common needs in career counselling and guidance for students in both partner

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

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

developed in the European context;

The project also offers real opportunities to all persons directly involved in projectimplementation (teachers, principals, representatives of partners) to develop and update their keycompetences for lifelong learning:

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

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

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





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

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

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

b) Imp act on staff in scho ol administrat ion:

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

administration, business);

c) Impact on stud ents (indirect benef ic iar ies):

- teachers better trained in students' ECG, able to assist them in choosing an appropriateprofessional route;

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

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

tools/resources elaborated in the project, other web resources for students’ ECG).

d) Imp act on the local /regional comm unity:

- exchange of experience, good practice from two European economic systems;- involvement of community associations in student career education;- involving parents in student career education;- establish interaction between school and business, corporate image promotion in schools,

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

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

- facilitate the insertion of young people into the labour market;

e) Impact on th e partner organizat ions:

- encourage European cooperation in education;- encouraging the exchange of experience and best educational practices;- opening the education system to the community, improving links with different media,

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

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

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

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





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

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

Casa Corpului Didactic Dolj (Regional Center for Teachers’ Professional Development) andMersin İl Milli Eğitim Müdürlüğü (Mersin Provincial Directorate of National Education), aseducational institutions that play an important role in the professional development of teachers, willreceive resources to enrich their work by sharing experience and best practices in educationmanagement, a training program for all teachers to have more competent students' ECG,resources that can be used by students, parents, teachers for career guidance.

Associations have the chance to make their presence known in the local and Europeancommunity, to improve their participation in the exchange of experience, best practices, accessuseful resources to achieve the objectives of education.

Schools are the main beneficiaries of the project, teachers and students having access touseful and accessible resources for their personal and professional development. For teachers,European cooperation, mobility, exchange of experience and best practices between the twoeducation systems is a major benefit in their teaching career. Schools will thus have betterprepared teachers, students that are better informed and motivated. This will open the way forcooperation with the private, public institutions and civil society to use the opportunities offered bythem and provide them with well-trained graduates who are able to integrate into the labourmarket. Links will be established with other European schools and maintaining partnerships will beencouraged in the future.

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

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

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

Within the activity A.2. Monitoring, evaluation and reporting A.2.1. Establishing the monitoring, evaluation and reporting planResults: a monitoring, evaluation and reporting plan, specific proceduresTime frame: September 2013

A.2.2. Development of monitoring, evaluation and reporting toolsResults: monitoring, evaluation and reporting tools: questionnaires, observation sheets,

analysis sheets, interview guides, report templatesTime frame: October 2013

A.2.3. Creating intermediary and final reportsResults: an activity report on job shadowing, 4 mobility reports, 24 activity reports (monthly),

an intermediate report - 1st year, a final report.Time frame: maximum 10 days from finishing the activity

The achieving of the 4 specific objectives of the project will be monitored as follows:O1. Identifying the importance, relevance and quality of counselling and career guidance

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





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

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

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

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

Indicators: a comparative analysis of the two European education systems from theeducation and career guidance for students’ perspective; a guide for students' ECG and supportmaterials; training program for teachers.

Instruments: observation sheets, analysis sheets, job shadowing report; number of visits for

the guide and support materials on the site, distribution lists, feedback survey on the quality ofmaterials, number of participants to the course, feedback questionnaires on the quality of thetraining program, questionnaires on the impact of the training program, outcome of the trainingprogram evaluation by the Ministry of Education, the number of media/internet appearances.

O3. Reducing the distance between the school and the world of work, opening the schooltowards the community and identifying its opportunities for students’ career development,preparing them for future "transitions" in their career.

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

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

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

website promotion (number of distributed flyers); 4 e-newsletters (number of accesses).Instruments: a satisfaction survey for website users.

Dissemination and use of resultsThe two coordinators for promotion and dissemination of results from each of the two

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

This way, within the activity A.8. Promoting the project and dissemination of the results willbe develop:

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

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

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

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

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





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

All results will be published on other national and international education websites.There will be made 3 press releases, at least one article in the regional press.Time frame: February 2014, March 2014, August, 2014, April 2015

A.8.4. Distributing the guide for students’ ECG Results: printed guide for students’ ECG (including support materials)/200 items for Dolj

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

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

Time frame: September, October, November 2014

A.8.6. Creating e-newsletters every six months with the status of the activities and the resultsResults: 4 newsletters published on the project website, on other national and international

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

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

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

SustainabilityWithin the project we will create an electronic discussion group between members of the two

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

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

The electronic discussion group designed to provide communication between the two project

teams will remain open even after project completion. Team members from the two project teamswill be able to continue communication to initiate other projects for future cooperation, exchangeideas, information and best practices.

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

The training program will also be conducted after the end of the project. We will invite toattend as many teachers as possible from the two partner regions. It will be submitted forevaluation and accreditation by the Ministry of Education and will remain in the provision of Casa

Corpului Didactic Dolj (Regional Center for Teachers’ Professional Development)/ Mersin İl MilliEğitim Müdürlüğü (Mersin Provincial Directorate of National Education). We will try adding it to thedatabase of the European Commission training programs to be accessed by other teachers fromEU.





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CH. II. A RESEARCH STUDY METHODOLOGY ABOUT CAREER GUIDANCESERVICES FOR STUDENTS

2.1. Context

The present research study is developing within the Comenius Regio partnership projectEducat ion and Career Guidanc e - Let 's help s tudents cho ose the right career! (Consi l ierea

şi educarea carierei – Să- i ajutăm pe elevi să îşi aleagă o carieră potrivită!/ Eğitim ve KariyerPlanlama – Öğrencilerin Doğru Kariyer Seçimine Yardımcı Olalım!), reference no. 13-PR-04-DJ-RO,TR, cofinanced by The European Commision through the Lifelong Learning Programme,and taking place during the period August 1st 2013- July 31st 2015 in the Dolj County - Romaniaand the Mersin Province - Turkey under the government of the CCD Dolj ( Dolj County TeachersDepartment) - the partnership coordinator and the National Education Department of the MersinProvince - the regional coordinator, together with their national partners, namely ''Traian Vuia''

Highschool in Craiova, ''Traian'' Secondary School in Craiova, EduFor Craiova Association andThe Vocational and Technical Highschool Mezitli, The Informatics Highschool in Mersin and TheEducation Burreau in the Bozyazi Region, respectively.

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

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

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

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

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

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

Results: teachers` job shadowing activities in the partner regions: comparing the educationsystems of the two partner regions, in terms of counselling and career guidance; content analysisof school programs and identifying opportunities offered by each discipline/ area for students’career education; reports on shadowing period; elaboration of a guide for students’ ECG andsupport materials; elaboration of a blended learning training program for teachers, conducting theblended learning training program with a number of teachers from different subject areas and

assess its impact on the target-group; accreditation of the training course.

O3. Reducing the distance between the school and the labou world, opening the schoolstowards the community and identifying its opportunities for students’ career development,preparing them for future "transitions" in their career.

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

council, city council, work employment agency)/ associative structures in the community (volunteercenters, parents associations, village sons` associations, former school students` associationsetc.), with the purpose of fostering the school-community partnership, establishing the modalitiesthrough which students could involve themselves in the private life, identifying the opportunities ofgetting them involved into the students career education, finding relevant examples in this respect,

proposing real activities, involving the youngsters into the local decisions, facilitating studentsaccess to the information regarding the offer and evolution of the local/ regional labour market.

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





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

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

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

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

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

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

2.2. Stages of the research study

2.2.1. Establ ishing the research p roblem

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

2.2.2. Stat ing the aim, the object ives and the research hyp otheses

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

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

guidance activity;

• to identify parents` perception and needs concerning students` vocational counselling andcareer guidance activity;• to identify both the school counsellors and teachers` perception and needs concerning the

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

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

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

• The vocational counseling and career guidance services are considered important by mosteducational stakeholders/ factors;

• The concern about students` vocational counseling and career guidance becomes a priorityaspect both to students, their parents and teachers, only during the finishing school years (i.e the

8th and 12th grades).





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2.2.3. Samp ling

Sociology usually resorts to selective researches, based on representatives samples. If therepresentation is assured, then the conclusions drawn by studying the sample cand be extended tothe whole population.

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

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

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

By the margin of error we understand the equivalent deviate. The margin of error of +/-

3% is considered acceptable. In order to have such a good measuring accuracy, the sample mustinclude about 1,100 people, whose selection should be done by the principle of the equality ofchances. For a 400 people sample, the margin of error is of aproximately +/- 5%.

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

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

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

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

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

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

the target-groups.

3. The division or the grouping of the population/ school units in relation to the socialcharacteristics considered important for the studied issue (gender , age, occupation etc).

The socio - demographic characteristics relevant within this context are: • gender (masculine, feminine);

• shool grade (3rd – 12 th );

• education level (primary, secondary, highschool); • social background (big urban- Craiova, small urban- other town in the Dolj County; rural); • The geographical location of theschool unit (central area/ peripherical area);

4. Selection of the samples on which the research is supposed to be done. Mainly, there are two sampling modalities: aleatory (presumable) sampling and quota

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

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

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





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

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

In the case of the questionnaire survey, the quota sampling will be used in order to selectthe education units, and the aleatory sampling when selecting the students.

Educat ion units sample: ROMANIA

No.crt.

Name ofthe

educationunit

Social background Geographicallocation

Number of classes and questionnaires

Urbanbig*

Urbansmall*

Rural central peripherical Cls.No

Level Quest.No

1. ŞcoalaGimnazialăFiliaşi(structuraBâlta)

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

2. LiceulTehnologicde Trans-porturi

AutoCraiova

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

3. Liceul”TraianVuia”Craiova

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

4. ŞcoalaGimnazială”Traian”Craiova

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

5. ŞcoalaGimnazialăSegarcea

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

6. LiceulTehnologic"ConstantinIanculescu"

Cârcea

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

7. ColegiulNațional”ElenaCuza”Craiova

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

8. ColegiulTehnic de

Arte şiMeserii”C-tinBrâncuşi”Craiova

x x 4 9, 10, 11, 12 40

9. ŞcoalaGimnazialăCoţofeniidin Faţă

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





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10. ŞcoalaGimnazială”Sf.Dumitru”Craiova

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

Educat ion units sample: TURKEY No.crt.

Name of theeducation unit

Social background Geographical location Number of classes andquestionnaires

Urbanbig

Urbansmall

Rural central peripherical Cls.No

Level Quest.No

1 24 Kasımİlkokulu

x x 2 3, 4 30

2 Çavuşlu İlkokulu x x 2 3, 4 32

3 Değirmençayİlkokulu x x 2 3, 4 21

4 PirireisOrtaokulu

x x 4 5, 6, 7, 8 40

5 Alsancak LionsOrtaokulu

x x 4 5, 6, 7, 8 42

6 Tarsus DedelerOrtaokulu

x x 4 5, 6, 7, 8 42

7 Dr. KamilTarhanOrtaokulu

x x 4 5, 6, 7, 8 41

8 Yahya Akel FenLisesi

x x 4 9,10,11,12 52

9 Nihal ErdemTicaret MeslekLisesi

x x 4 9,10,11,12 61

10 Gözne Lisesi x x 4 9,10,11,12 53

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

2.2.3.1. Students sample

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

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

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

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

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

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





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ROMANIA TURKEY

Distribution of students: Distribution of students:Distribution of students according to the gender variable Gen:

Masculine 43% Masculine 52%

Feminine 57% Feminine 48%

Distribution of students according to the class variable

Class: Percentage

III 10%

IV 10%

V 10%

VI 10%

VII 11%

VIII 13%IX 10%

X 9%

XI 10%

XII 9%

Grade Number ofstudents

Percentage

3 41 10%

4 42 10%

5 40 10%

6 43 10%

7 41 10%

8 41 10%9 41 10%

10 40 10%

11 42 10%

12 43 10%

Distribution of students according to the school origin variable:

urban - 83% urban - 51%

rural -17 % rural - 49 %





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Distribution of students according to the student origin variable:

urban - 71% urban - 41%

rural - 29% rural - 59 %

2.2.3.2. Education institutions representatives Sample

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

they must belong to 5- 8 different education institutions; they must not take part in this project if the school managers have one of the following

relationships: husband- wife/ relatives/ friends;

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

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

there must also be at least 2 universitarian representatives;

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

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

2.2.3.3. Parents Sample

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

their children must come from 5-8 different schools;

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

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

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





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2.2.3.4. Teachers Sample

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

they must come from 5-8 different schools;

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

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

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

2.2.3.5. Local community representatives Sample

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

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

2.2.4. Establ ishing the research metho ds and techniqu es

2.2.4.1. The sociological questionnaire survey

This is one of the most complex methods of sociological research. It represents a researchmethod of the social reality, based on techniques of data production, obtained through thequestiones asked by the researchers and the answers given by the subjects.

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

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

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

Questions of a questionnaire cand refer to four types of information:

State-of-facts, i.e. the personal situation of the questionned individuals (age, sex, profession,income), their background (living place, working conditions) or objective behaviours (leisureactivities, relationships with neighbours/ relatives, their vote option at the last ellection, etc).

• Opinions, namely judjements and appreciations that the individuals make in relation to theirinterests and problems. Their motivations, intentions and expectations fall into thiscategory.

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

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

2.2.4.2. The focus-group

This is a technique applied especially in the practical qualitative sociological research,particularly developped after the WWII, in order to evaluate the audience`s answer regarding theradio programmes. It is defined as an interactive group of individuals, who have some common





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

2.2.5. Project ing and sh aping the necess ary instrum ents

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

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

schools, highschools, universities).

The questionnaire has got 10 questions reflecting the following dimensions:• importance of the vocational counseling and career guidance services offered to students in

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

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

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

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

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

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

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

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

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

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

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

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

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

The teachers and school counsellors guideline contains 5 questions reffering to thefollowing aspects:• importance of the vocational counseling and career guidance services offered to students in





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

objects taught in schools;

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

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

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

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

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

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

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

guidance services offered to students.

2.2.6. Collecti ng the inform ation

Collecting the information done during the period December 2013- January 2014. It is recommended that before starting the research itself, a pilot survey should be carried,

where the validity of the used research instruments is tested. This because the social life ispermanently changing, and the instrument with which we collect the information is destined everytime to distinct populations, having their own problems, interests, opinions, motivations,

expectations etc, and capacity of understanding the meaning of the questions in thequestionnaires, interviews or tests.

In the case of the questionnaire suvey, collecting the information is done by givingstudents quetsionnaires (distribution, instruction, filling-in).

In the case of the target-group method, collecting the information will be done by:• organising and taking-place target-group with teachers and school counsellors;• writing a report on target-group with teachers and school counsellors;• organising and taking-place target-group with parents;• writing a report on target-group with teachers and school counsellors;• organising and taking-place target-group with local community representatives (public

authorities, private background, the citizenry);• writing a report on target-group with local community representatives;

• organising and taking-place target-group with representatives from different levelseducation institutions (secondary schools, highschools, universities);

• writing a report on target-group with representatives from different levels educationinstitutions.

2.2.7. The results an alysis

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

ROMANIA TURKEY

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

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

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





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34

Most students who participated in thesurvey, 96%, believe that it is necessary tocarry out counseling and career guidance inschools.

2% of students felt that these activities arenot required, and 2% of students did notanswer this question.

Most students who participated inthe survey, 68%, believe that it isnecessary to carry out counseling andcareer guidance in schools.

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

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

a. Vocational counseling is necessary only for

the 8 th and 12 th grades – 14%b. Vocational counseling is necessary duringall the school years – 85%

c. Vocational counseling is not necessary – 1%

a Vocational counseling is necessary only

for the 8 th and 12 th grades – 27%b. Vocational counseling is necessaryduring all the school years – 61%

c. Vocational counseling is not necessary – 12%

Most students who participated in thesurvey, that is 85% believe that the counselingand guidance activities should be conductedduring all school years. Only 14% think thatsuch activities are appropriate only in the finalyears, and 1% think that career counseling isnot necessary.

Most students who participated inthe survey that is 27% believe that thecounseling and guidance activities shouldbe conducted during all school years. Only60% think that such activities areappropriate only in the final years, and 13%think that career counseling is notnecessary.

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





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35

a. To a very small extent – 1% b. To a small extent – 1%

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

a. To a very small extent 49 12%

b. To a small extent 62 15%

c. To a certain extent 76 18%

d. To a large extent 95 23%

e. To a very large extent 113 27%

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

Regarding the importance of thecounseling and guidance activities provided inschool for the purpose of a successful careerand life, 36% of students considered that theyare highly important, 35% felt that they areimportant to a great extent, 26% to some

extent. And there is also a 1% who believesthat these activities are important to a smallextent, and also to a very small extent.

Regarding the importance of thecounseling and guidance activities providedin school for the purpose of a successfulcareer and life, 27% of students consideredthat they are highly important, 23% felt thatthey are important to a great extent, 18% tosome extent. And there is also a 12% who

believes that these activities are importantto a small extent, and also to a very smallextent.

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

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

a. There is no connection between them – 19% b. School objects are more important,vocational counseling is just a support tothem – 53%c. Vocational counseling is more important,

school objects supporting the latter – 28 %





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Regarding the relationship between thecounseling and career education and schoolsubjects, more than half of the students that is

56% answered that school subjects areimportant, the career counseling supportsthem, while 37% of students said that, on thecontrary, counseling is more important and theschool subjects support it.

To note that a school populationsegment of 8% believe that there is not anyconnection between the two activities.

Regarding the relationship betweenthe counseling and career education andschool subjects, more than half of the

students that are 53% answered thatschool subjects are important, the careercounseling supports them, while 28% ofstudents said that, on the contrary,counseling is more important and theschool subjects support it.

To note that a school populationsegment of 19% believe that there is notany connection between the two activities.

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

a. Only the primary teacher/ form-teacher – 12%

b. Only the school counsellor (school psychologist) – 34%

c. Only the teachers who teach differentschool objects – 4%

d. All categories of teachers abovementionned – 49%

e. None of the above mentionnedcategories – 1%

a. Only the primaryteacher/ form-teacher

36 9%

b. Only the schoolcounsellor (schoolpsychologist)

93 22%

c. Only the teacherswho teach differentschool objects

73 18%

d. All categories ofteachers above

mentionned

175

42%

e. None of the abovementionned categories

37 9%

Almost half of the students surveyed,that is 49%, believes that every teacher is ableto conduct counseling and guidance activities.In second place with a share of 34%, lies theview that only the school counselor teachermay perform such activities, and 12% of thestudents reserve this responsibility for the form

teacher. Only 5% of students attribute thisresponsability to different school subjectteachers and 1% of the students consider that

42%, of the students believe thatevery teacher is able to conduct counselingand guidance activities. In second placewith a share of 22%, lies the view that onlythe school counselor teacher may performsuch activities, and 9% of the studentsreserve this responsibility for the form

teacher. Only 18% of students attribute thisresponsability to different school subjectteachers and 9% of the students consider





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teachers do not have the task of carrying outvocational training and guidance activities inschools.

that teachers do not have the task ofcarrying out vocational training andguidance activities in schools.

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

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

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

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

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

The need for self-awareness isconsidered to be the most important by 55% ofstudents, important by 17%; it is alsoconsidered to be less important by 16%, andthe least important, 12%.

The need for self-awareness isconsidered to be the most important by40% of students, important by 26%; it is

also considered to be less important by anequal percent, 17%, and the leastimportant, 17%.

- Information about highschools, faculties, professions

- Information about highschools, faculties, professions

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

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

The need of information on the schooloffer and the labour market is considered lessimportant by 37% of the students, important by31%, the least important by 18% and mostimportant by 14%.

The need of information on theschool offer and the labour market isconsidered less important by 33% of thestudents, important by 32%, the leastimportant by 14% and most important by21%.

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

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





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Most important - 6%Important - 12%Less important - 32%

The less important - 50%

Most important 136 33%Important 133 32%Less important 86 21%

The least important 59 14%

The need to develop personalpromotion skills is seen by half of the studentssurveyed as being the least important, leastimportant by 32% of them, important by 12%and most important only by 6%.

The need to develop personalpromotion skills is seen by 14% of the

students surveyed as being the leastimportant, less important by 21% of them,important by 32% and most important onlyby 33%.

- Support when making a decisionregarding your future highschool/ faculty/

profession

- Support when making a decisionregarding your future highschool/ faculty/

profession

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

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

The need of assistance in making thechoice on the school / college / profession israted as important by 41% of the students, the

most important by 25%, a little important by20% less important and least important by14%.

The need of assistance in makingthe choice on the school / college /profession is rated as important by 27% ofthe students, the most important by 34%, a

less important by 14% less important andleast important by 25%.

So, in terms of the expressed needs ofthe students on counseling and guidance, itappears that the most important is the need forself-knowledge, appreciated by 55% ofstudents, followed by the need of support inmaking a decision concerning the choice ofschool / college / profession (25%), the needof information about the school offers thelabour market (14%) and the development ofskills for personal promotion - 6%.

So, in terms of the expressed needsof the students on counseling andguidance, it appears that the mostimportant is the need for self-knowledge,appreciated by 40% of students, followedby the need of support in making a decisionconcerning the choice of school / college /profession (34%), the need of informationabout the school offers the labour market(33%) and the development of skills forpersonal promotion - 33%.





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The ranking of guidance andcounseling needs considered important: theneed to have support in making a decision

concerning the choice of school /college/profession (41%), the need for information onschool offers and the labour market (31%), theneed for self-knowledge (17%) and the needto develop the skills for personal promotion(12%).

The ranking of guidance andcounseling needs considered less important:the need for information on school offers thelabor market (37%), the need to developpersonal promotion skills (32%), the need to

have support in making a decision concerningthe choice of school /college /profession (20%)and the need for self-knowledge (12%).

The ranking of guidance andcounseling needs considered the leastimportant: the need to develop personalpromotion skills (50%), the need forinformation on school offers and the labormarket (18%), the need for self-knowledge(16%) and the need to have support in making

a decision concerning the choice of school /college /profession (14%).

In conclusion, the students understandthat the need for self-knowledge is the mostimportant, followed by the need to havesupport on career decision making, and theneed for information on school offers the labormarket and the need to develop the skills forpersonal promotion.

The ranking of guidance andcounseling needs considered important:the need for information on school offers

and the labour market (32%), the need todevelop the skills for personal promotion(32%), the need to have support in makinga decision concerning the choice of school/college /profession (27%) and the need forself-knowledge and (26%).

The ranking of guidance andcounseling needs considered lessimportant: the need to develop personalpromotion skills (21%), the need for self-knowledge (17%), the need to have

support in making a decision concerningthe choice of school /college /profession(14%) and the need for information onschool offers the labor market (14%).

The ranking of guidance andcounseling needs considered the leastimportant: the need to have support inmaking a decision concerning the choice ofschool /college /profession (25%), the needfor information on school offers and thelabor market (21%), the need for self-

knowledge (17%) and the need to developpersonal promotion skills (14%).

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

a. Debates on professions during theformroom classes or other school objects-57% b. Meetings with experts from differentdomains of activity – 8% c. Testing professional skills and interests inPedagogical Advisory Cabinet of your school practice tests – 2% d. Support to making a decision concerning

your future highschool/ faculty - 7% e. Study/ Vocational counseling visits todifferrent highschools/ faculties/ companies –

a. Debates on professions during theformroom classes or other school objects-130 - 11%b. Meetings with experts from differentdomains of activity 187 – 16%c. Testing professional skills and interestsin Pedagogical Advisory Cabinet of yourschool practice tests 210 – 18%d. Support to making a decision concerning

your future highschool/ faculty167 - 14%e. Study/ Vocational counseling visits todifferrent highschools/ faculties/ companies





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1% f. Counseling meetings within the Pedagogical Advisory Cabinet of your school – 3%

g. Voluntary activities – 5% h. Training practice internships within acompany or institution – 2% i. Other activities (which ones?) – 1%

105 – 9%f. Counseling meetings within thePedagogical Advisory Cabinet of your

school 154 – 13%g. Voluntary activities 151 – 13%h. Training practice internships within acompany or institution 50 – 4%i. Other activities (which ones?) 15 – 2%

We note that most educational andvocational guidance activities consist in fact indiscussions about professions duringcounseling classes and other disciplines - 57%.

This percentage goes downsignificantly to 8% for meetings with experts

from different fields, followed by a support indecision making regarding the high school/faculty choice - 7% .

A 5% is allocated to voluntaryactivities, 3% for counseling sessions atCSAP, 2% for psychological testing to CSAP,2% for practical training sessions at acompany or institution, and only 1 % for studyvisits /guidance to schools /colleges/companies.

Note that most of the guidance andcounseling activities are conducted in schools,in the classroom and the real contact ofstudents with the labor market is very low.

Relating to students' responses to theprevious question, there is a major gapbetween the expressed needs of pupils oneducational and vocational orientation and therange of activities offered by the school.

We note that most educational andvocational guidance activities consist in thetesting professional skills and interests inPedagogical Advisory Cabinet of yourschool practice tests – 18%.

This percentage goes down to 16% formeetings with experts from differentdomains of activity followed by a support indecision making regarding the high school/faculty choice - 14%.

A 13% is allocated to voluntaryactivities and Counseling meetings withinthe Pedagogical Advisory Cabinet of yourschool , 11% for debates on professionsduring the formroom classes or otherschool objects, 9% for Study/ Vocationalcounseling visits to differrent highschools/faculties/ companies, 4% for training

practice internships within a company orinstitution and only 2 % for other activities.

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

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

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





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Most students surveyed said they hadparticipated in counseling and guidanceactivities during schooling; 17% gave anegative answer to this question.

Most students surveyed said theyhad participated in counseling andguidance activities during schooling; 31%

gave a negative answer to this question.

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

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

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

Most students who participated in theactivities of educational vocational guidanceand counseling that is 92% felt a positiveimpact; only 3% said they had a negativeimpact on them, and 5% did not answer thisquestion.

Most students who participated inthe activities of educational vocationalguidance and counseling that is 65% felt apositive impact; 20% said they had a

negative impact on them, and 15% did notanswer this question.

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

a. Only the form-teacher/ other teachers of theclass – 39% b. Only the school counsellor (school

psychologist) from the Pedagogical AdvisoryCabinet of your school – 20% c. Both categories of teachers mentionned

above – 35% d. None of the categories of teachers abovementionned - 6%

a. Only the form-teacher/ other teachers ofthe class 69 – 17% b. Only the school counsellor (school psychologist) from the Pedagogical Advisory Cabinet of your school 164 – 40% c. Both categories of teachers mentionned

above 143 – 34% d. None of the categories of teachersabove mentionned 38 - 9%





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39% of students said that counselingand guidance activities they had attendedwere organized by their form teacher /classroom teachers, 35% throughcollaboration between form teachers andcounselors, and 20% of the teacherscounselors.

To note that students came from bothschools where there was a CSAP, but also

from schools where there wasn not a CSAP.

40% of students said that counselingand guidance activities they had attendedwere organized by their form teacher /

classroom teachers, 16% throughcollaboration between form teachers andcounselors, and 35% of the teachers-counselors.

2.2.8. Drawing the c onclu sion s and w ri t ing the research report

Drawing the conclusions and writing the research report was conducted during February-March 2014. Upon completion of this study we confirmed the hypothesis that guidance andcounseling services are seen as important by most educational factors.

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

2.3. CONCLUSION

The importance of vocational counseling and professional guidance activities for asuccessful life

Counseling and guidance activities are regarded as very important by all participants in thesurvey, students, parents, teachers, representatives of educational institutions and the localcommunity. Equally important are the services for the reorientation of high school students incareer and parents guidance about their children's educational choices.

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

Specialists who should conduct the vocational counseling and professionalguidance activities in schools

The vocational counseling and guidance should be conducted by competent specialists

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





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

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

The connection between the vocational counseling and professional guidance andschool subjects

They are related. Teachers must identify the students skills, knowledge, availability to becapitalized. Each school subject has its own role in forming certain specific capabilities and skills.Teachers should have a close communication with the professionals.

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

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

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

Activities which would connect students to a higher level of education:- visits organized in high schools/universities so that the students could get aquainted to theprofiles and specializations of the high school /college;- flexible partnerships between schools and businesses facilitationg visits to employers,observation of practical activities, activities such as job shadowing, work experience or part-timeemployment;

- events such "Open Days";- presentations conducted by successful professionals in front of children;- volunteering;- documentary films about various fields of activity for the Ministry of Education to be watchedduring classes;- educational projects with EU funds;- digital information, online educational activities in valuing IT specialists;- focus on non-formal education;

Vocational counseling and professional guidance activities conducted in schools:-We note that most educational and vocational guidance activities consist in fact in discussionsabout professions during the counseling classes or other disciplines;

- The percentage diminushes significantly if we refer to meetings with experts from different fields,followed by a support in making a decision on choosing the high school /college;

- A small percentage is alloted to volunteering, self-knowledge, practical training, internship at acompany or institution and study visits / guidance activities at schools /colleges /companies;

- to note is that most of the guidance and counseling activities are conducted in schools, in theclassroom and the actual contact with the labor market is very low;

The participation to vocational counseling and vocational training activities and theirimpact on the students

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





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

Ways to familiarize the students with labor:- Using systems of reward - punishment in children's education;- Using a diverse range of rewards, verbal, emotional, financial, material;

- Volunteering;-Though non-formal education activities are more attractive, they cannot replace the formaleducation; it remains most important for educational and vocational guidance to students;- Any occupation requires at least a minimum level of general education;

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

The involvement of young sters:- AJFOM-ISJ partnership that would promote job opportunities /statistics about the labor market inthe school environment;- sites surfing;

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

The needs of school representatives concerning the students’ vocational counselingand professional guidance:- The presence of a professional counselor;- The training of the teaching staff;- Rethinking the school curricula;- More practical training.

Parents’ needs concerning the students’ vocational counseling and professionalguidance: parents lectures on the topic of vocational counseling for their children.

The needs of the teachin g staff and the sch ool couns elor for improv ing the

vocat ional counsel ing and profesional guidance services offered to students within

schoo ls :-changing the legal framework so as to allow time for form teachers for administrative issues, morecounseling classes, thus avoiding the overloading of teacher responsabilities;- during university years, future teachers to pay more attention to the psychological andpedagogical studies;- funding for career counseling, for non-formal education activities, generally the advertisement forfinancing activities;- partnerships and projects of social organizations regarding the education field, which to financiallysupport students' participation in non-formal education activities;





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

The students’ needs concerning their vocational counseling and professionalguidance:

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

2.4. RECOMMENDATIONS

ROMANIA TURKEY

The great importance of counseling andvocational guidance is given by the fact that itbrings multiple educational and social benefits,that is increases educational motivation,reduces absenteeism and dropout, increasesacademic performance, the results of thenational exams, increases school adjustmentand socio-professional integration and improvesthe citizens' satisfaction with life in general.

Starting from the idea that education isthe social system interface, we expect moresupport from society in general and thefollowing recommendations are required:- The support to standardize pedagogicalpractices in as many schools as possible;- Equipping school guidance offices with CSAPtests;- Amending the legislative framework on thenumber of students that a school counselorshould work with;

- Thematic meetings with students included intheir curricula;- Teachers working with specialists in careerguidance activities;- Rethinking school curricula for varioussubjects so as to enable the prioritization oftraining / skills development in relation to theassimilation of knowledge and career guidance ;time budget allocation in each subject , material,educational and vocational guidanceprogrammes;- Rethinking counseling syllabus - excluding

topics that can not be addressed by formteachers;- Provision in educational departments of

General Overview:- The guidance and psychological counselingservices in Turkish education systemintegrates educational, Vocational and personal/social guidance services. Vocationalguidance services at schools are thus mainlyprovided by the school’s guidance andpsychological counseling service. ProvincialGuidance and Research Cetre in cities

undertake coordination responsibilities withrespect to guidance services, includingvocational guidance services. The ProvincialDirectorate for National Education SpecialEducation and Guidance Services Branch,the Provincial Directorate for NationalEducation, are the structures that ensureprovision of these services. As a summary, Guidance and psychologicalcounseling services in non-formal educationcover: orientation toa job or career,

preparation for working life and support forindividual and social development.

Specific Comments and proposals:

- Ministry of Education employs “guidanceteachers” as school counselors and definestheir basic role and function as helping thestudents to choose a major and job which fitfor them. However, the number of the schoolcounselors are not enough yet.

-There are considerable new trends/changesin the perception of career counseling thatmust be internalise by all





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classes of formal and non-formal educationrespectively optional programs conducted withgroups of 10 students. These options could be

real opportunities for students to choosesubjects / areas they want to study;- Organizing lectures with parents about careercounseling for their own children;- Early onset of counseling and career guidanceactivities, since the first years of school and itsintensification iat the secondary level. Thesystematic pursuit of these activities isnecessary.- The development of the children citizenshipand career orientation is important, becausethey actually choose what they offer;

- Assuming the role of education, the parentstogether with the state. Parents stressed andtired negatively influence academic motivationand therefore career guidance to students.Counselling parents is as important as advisingstudents regarding career guidance;- The media overwhelmingly affects studentsand their professional orientation by promotingexcessive artistic professions. Therefore, itshould be established a working partnershipbetween the Ministry of National Education andthe National Council of Audio -Visual.

- Measures to reduce the gap between urbanand rural areas;- Activities of educational and professional workenvironment, not only at school;- Avoid overloading the role of the teacher;- Reducing the number of pupils in classrooms;- As the teacher training is concerned, werecommend carrying out personal developmentprograms for teachers;- Ensuring consistent funding for the educationsystem;- Teachers and Romanian counselor teachers,both young and those who are approachingretirement have great ideas , but they are notconsidered or are not implemented in reality.For each school it is suggested to establish aninitiative group.- Increasing the motivation of school students inconnection to an increased professionalmotivation of teachers which is an essentialcondition to achieve a suitable educational andvocational guidance programme.

schools/responsible teachers such as“Building of career path and planning thecareer for person” is an old perception but

Creating own career narrative and aHolistic life-construction is a newtrend.Making a career construction is on theagenda now instead of choosing a vocation.

-More and effective school visits can beorganized for schools,workshops andlaboratories can be shown allowing quiteenough time for the students,seminars,conferences and symposiums can beorganized to explain the relationship ofvocational and technical education to the

workforce and to employment,visits tovocational and technical education fairs canbe arranged, the career fields can beintroduced with child/youngster frindlyposters, pamphlets and audio-visualeducational tools, that questionaires can beapplied to discover the vocational tendenciesof students.

- Some targeted projects /partnerships oneither vocational counseling and profesionalguidance services or on training, work

placements or short/long term mobilities canbe implemented by institutional/local/regional/national/international level bymaking use of Erasmus+ and smilarprogrammes.- All information resources should be madedirectly available to individuals on an open-access, self-service basis in schools or otherinstitutions related to vocational counselingand profesional guidance services.- More meetings with parents should bearranged by the class teacher and the schoolcounsellors aiming at enabling parents toadopt more conscious approaches in helpingtheir children in career choices.





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APPENDIX 1. INTERVIEW GUIDLINES FOR FOCUS GROUPS

Interview guid el ine for sch ool managers

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


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

4. In your opinion, what kind of activities could facilitate students` connection to a superiorlevel of education?

5. As representatives of education institutions, what are your personal needs towardsstudents` vocational counseling and profesional guidance?

Interview g uidel ine for parents




4. Please enumerate few suggestions concerning the well-functioning of the vocationalcounseling and profesional guidance services offered to students within schools.

5. As a parent, what are your personal needs regarding students` vocational counselingand profesional guidance offered within schools?

Interview guidel ine for teachers




4. In your opinion, what kind of activities could facilitate students` connection to a superiorlevel of education?

5. As a teacher/ school counsellor what are your personal needs for improving thevocational counseling and profesional guidance services offered to students within schools?

Inteview gu idel ine for the local community representat ives


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

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

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

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

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





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APPENDIX 2. STUDENTS QUESTIONNAIRE

Would you please answer the following questions regarding your personal opinion on vocationalcounseling and profesionnal guidance services. This questionnaire stays anonimous, and all youranswers will definetely be interpreted in a general context, not individually.

1. In general, do you consider that activities on vocational counseling and profesional guidanceshould be held in schools? (only one answer)

a. Yes b. No c. Don`t know/ No answer

2. Which of the following sentences best describes your point of view on vocational counseling andprofesionnal guidance activities within schools? (only one answer)

a. Vocational counseling is necessary only for the 8 th and 12 th grades. b. Vocational counseling is necessary during all the school years. c. Vocational counseling is not necessary.

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

a. To a very small extent b. To a small extent c. To a certain extent d. To a large extent e. To a very large extent f. Don`t know/ No answer

4. In your vision, what connetion is there between vocational counseling and profesionnal careereducation activity and all the school objects taught in schools? (only one answer)

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

5. Who do you think should offer the vocational counseling and profesional guidance activity withina school? (only one answer)

a. Only the primary teacher/ form-teacher b. Only the school counsellor (school psychologist)

c. Only the teachers who teach different school objects d. All categories of teachers above mentionned e. None of the above mentionned categories

6. In which of the following situations do you consider you need vocational counseling andprofessional guidance? Put them in order of your importance. (use 1-4: 1= maximus, 4=minimus)

- To get to know myself better (tests of interest, tests of skills, tests of personality) - Information about highschools, faculties, professions - Support when writing a covering letter, a CV or preparing for an interview - Support when making a decision regarding your future highschool/ faculty/ profession

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

school? (you can choose more than one answer)a. Debates on professions during the formroom classes or other school objects b. Meetings with experts from different domains of activity





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c. Testing professional skills and interests in Pedagogical Advisory Cabinet of your school practice tests

d. Support to making a decision concerning your future highschool/ faculty e. Study/ Vocational counseling visits to differrent highschools/ faculties/ companies f. Counseling meetings within the Pedagogical Advisory Cabinet of your school g. Voluntary activities h. Training practice internships within a company or institution i. Other activities (which ones?) ....

8. Have you participated in vocational counseling and profesional guidance activities in yourschool? (only one answer)

a. Yes b. No

9. In both personal and professional terms, can you specify what kind of impact have the

vocational counseling activities had upon you? (only one answer)a. A postivie impact b. A negative impact

10. Who offererd the vocational counseling and profesional guidance activities you took part in?(only one answer)

a. Only the form-teacher/ other teachers of the class b. Only the school counsellor (school psychologist) from the Pedagogical Advisory Cabinet of

your school c. Both categories of teachers mentionned above d. None of the categories of teachers above mentionned

Gender: a. masculine b. feminine Class: ............Social background of the school: a. urban b. rural Student`s social background: a.urban b. rural





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CH. III. THE DESCRIPTION OF THE EDUCATIONSYSTEM IN THE PARTNER COUNTRIES

ROMÂNIA TURKEY

The education system is managedat national level by the Ministry of NationalEducation (MEN). In the execution of itsspecific responsibilities, the Ministry ofNational Education cooperates at centrallevel with other ministries and institutionalstructures subordinated to theGovernment.

The National Educ at ion Law (no.

1/2011) provides the legal framework forthe exercise of the basic right to lifetimean education under the authority of theRomanian state. The law regulates thestructure, the functions, the organizationand functioning of the national state,private and confessional educationalsystem.

The Ministry of National Education (known alsoas MoNE) conducts educational activities on acentral level in the Republic of Turkey. Each levelof education is organized by their own GeneralDirectorate: Pre-School, Primary and LowerSecondary, Upper Secondary and HigherEducation. Pre-school education is carried out bykindergartens. Compulsory education consists ofthree stages including 4+4+4 years. Secondary and

High School Education are carried out through 4+4stage. Higher Education is provided by state andprivate universities. Higher Education Council isresponsible for the organization and managementof higher education institutions. Adult educationtakes many forms, ranging from formal class-basedlearning to self-directed and e-learning and it is apriority.

The Turkish education system is organized onthe basis of:- Constitution of the Turkish Republic,- Laws Regulating Education and Instruction,

- Government Programs,- Development Plans,- National Education Councils.

Based on these factors, education principleshave been defined as follows:- Education shall be national,- Education shall be Republican,- Education shall be secular,- Education shall have a scientific foundation,- Education shall incorporate generality and

equality,- Education shall be functional and modern.

The main purpose of the educationand vocational training of children, youngpeople and adults is to developcompetences, in the form of amultifunctional and transferable set ofknowledge, skills/abilities and aptitudes,necessary for:

(a) Personal accomplishment anddevelopment by achieving personal life

objectives, according to one’s personalthe interests and aspirations, and to thedesire to learn throughout the whole life;

The objectives of the Turkish Education Systemcan be divided into three parts in accordance withthe Basic Law of National Education of 1973.

As individuals who are committed to Atatürk’s principles, the revolution and the Atatürknationalism defined in the constitution; whoassimilate, protect, develop the national, human,moral and cultural values of the Turkish nation; and

who are aware of their duties and responsibilitiestowards the Turkish Republic, a democratic,secular and social state of law based on human





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(b) Social integration and activecivic participation to the society;

(c) Holding a job and taking part

into the functioning and development of asustainable economy; (d) Forming an outlook on life,

based on human and scientific values,national and universal culture andstimulation of intercultural dialogue;

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

(f) Cultivation of sensibility towardshuman problems, the moral and civicvalues and respect for nature and natural,

social and cultural environment.

rights and the basic principles defined in theConstitution;

As individuals who have a balanced and

healthy personality and character, who aredeveloped in terms of body, mind, moral, spirit andemotions, free and with scientific thinking abilitiesand a broad world view; who respect human rights,value personality and enterprise, are responsibletowards society and are constructive, creative andproductive;

In line with their own interests and abilities,to prepare them for life by helping them to acquirethe required knowledge, skills, behavior andcooperative working habits, and to ensure theyhave a profession which will make them happy and

contribute to the happiness of society.In Romania, only diplomas

recognized by the Romanian State, incompliance with the applicable laws, arevalid. The statute of the graduationdocuments issued by the Educationalfacilities and institutions is established byorder of the Ministry of NationalEducation. The content and format of thegraduation documents are set byGovernment decision, at the proposalof the Ministry of National Education.

According to the recent Primary Educationand Education Law, no 6287 dated March 3, 2012,compulsory Education is increased to 12 yearsinstead of former 8 years. With the new law, nodiplomas will be granted during primary andsecondary education; at the end of the 12-yearcompulsory education secondary educationdiploma will be offered.

This school year (2013-2014),compulsory education is a 11-yeareducation and includes primary andlower secondary education. Theobligation to attend the 11-year daytimeeducation ceases at 18 years old.

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

education and vocational training throughthe national education system, also statehigh school education is generalized andfree.

Compulsory education lasts 12 years. Primaryand secondary education is financed by the stateand free of charge in public schools, between theages of 6 and 18, and by 2001 enrolment ofchildren in this age range was nearly 100%.Secondary or high school education is mandatory,but required in order to then progress touniversities. By 2011 there were 166 universities inTurkey. Except for the Open Education Faculty(Turkish: Açıköğretim Fakültesi) at AnadoluUniversity, entrance is regulated by a nationalexamination, ÖSYS, after which high schoolgraduates are assigned to university according totheir performance.

The national pre-universityeducational system includes thefollowing levels:

Not com pulsory :

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

medium group and the big group – optional;

Turkish National Education System hastwo main parts:

• Formal Education • Non-formal Education

Formal educationFormal education is the regular education of

individuals in a certain age group and given in

schools at the same level with programs preparedfor definite purposes.Formal education includes Pre-Primary





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Compulsory :

primary education which includesthe preparatory grade and 1st – 4th

grades; the secondary education: the lower

secondary or middle education, whichincludes 5th –10th grades;

Not comp ulsory :

the secondary education: thehigher or high school education, whichincludes 11th – 12th/13th high schoolgrades, with the following programmes:theoretical vocational and technological.

Training, between 6 months and 2years;

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

General compulsory education ismade up of primary and secondary inferioreducation.

High-school, vocational andtechnological education, training and high-school education are organized forspecialization and qualifications set by theMinistry of National Education, accordingto the National Qualifications Register.

Technical education comprisesgrades 12 and 13 of highschooleducation, technological programme.

The training and technical educationis made up of: training, technical and posthigh-school education.

education, primary education, secondary educationand higher education institutions.

Formal education is the regular education of

individuals in a certain age group and given inschools at the same level with programs preparedfor definite purposes. In Turkish National EducationSystem, formal education is formed of four partsas:

• Pre-School• Primary • Secondary • Higher Education

Non-formal education Parallel to the rapid changes in society, the

notion that the essential education is given inschools is also changing. In line with that notion,the Ministry of National Education is makingrearrangements in the goals, programs andorganizations of the school system, focusing on thedevelopment, expansion and restructuring of thenon-formal learning and education system withincontinuing education and shifting the focus ofeducation from formal to continuing (life-long)education.

The forms of organization of pre-university education are: daytime andevening education. Compulsory educationis a daytime type of education.

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

The higher education is ensuredby universities, academies, institutes,higher education schools, and other such,named higher education institutions oruniversities.

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

The aim of higher education is to offereducation to individuals to meet the demands of thesociety at various higher levels and to developscientific research for Turkey to be a part of thedeveloped countries, by preparing a suitableresearch environment.

Each university consists of faculties and four-year colleges, offering bachelor's levelprogrammes, the latter with a vocational emphasis,and two year vocational colleges offering pre-

bachelor's (engineering technicians) levelprogrammes of a strictly vocational nature.





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School yearPre-universitary School starts in the

middle of September and ends in the

middle of June the following year.It is divided intotwo semesters (September to Januaryand February to June). There are fourholiday seasons (Christmas — 2 weeks inDecember; Inter-Semestrial — 1 week inFebruary; Easter (Orthodox) in April orMay — 10 days; and Summer or TheGreat Holiday, spanning from June 18/20to September 15), with an additional fifthholiday in November for students fromprimary school.

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

Bakanlığı - MEB) sets the school calendar and

dates of school terms are the same throughout thecountry, although the school dates can change atshort notice.

All schools are closed on public holidaysPrivate schools may have slightly different

dates for the school vacations; check with therelevant school.

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

The School YearIn both primary and secondary education, the

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

The school year is nine-months long and runsfrom September to June, followed by approximatelythree months' summer holiday. The school year isdivided into two semesters, with a two week breakin February. The first semester starts in Septemberand ends in January. The second semester startsin February and ends in June. This format isfollowed throughout the country.

In addition to the summer and winter break,children also have days off at the following times(dates change from year to year):

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

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

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

school to school and depend on factors such as thetype of school, its location, and transportationfacilities in the area. However, all classes lastbetween 40 and 45 minutes, and each break is atleast five minutes.

The school week runs from Monday to Fridaywith a total of 35 to 40 hours. The school dayusually begins at 08:30 and ends at 16:30. It isdivided by a lunch break from 12:00 to 13:00. Over-crowded schools may split sessions.

School uniform is obligatory at Turkish schoolsto avoid highlighting social class differencesbetween rich and poor students.





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Some schools provide meals; this may requirean additional payment (not required from poorer

students).Class size A class can have up to 30 students

(25 is considered optimum), and there canbe as few as one class per grade or asmany as twenty classes per grade.Usually each group has its ownclassroom.

Each group has its own designation,usually the grade followed by a letter ofthe alphabet (for example, VII A meansthat the student is in the 7th grade in the

'A' class).

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

considered optimum) and there can be as few asone class per grade or as many as twenty classesper grade. Usually each group has its ownclassroom.

Each group has its own designation, the gradefollowed by a letter of the alphabet (for example, VII A means that the student is in the 7th grade in the'A' class).

Grading conventionsFor the first five years a system

similar to E-S-N-U is used, known asthe calificative. These are Foarte bine(FB) — Excellent, Bine (B) — Good, Satisfăcător/Suficient (S) — Satisfactory, actually meaning (barely)passing, Nesatisfăcător/I nsuficient (N/I) — Failed.

Students who get an N/I - Failed

must take an exam in the summer with aspecial assembly of teachers, and if thesituation is not improved, the student willrepeat the whole year. Qualifiers'(calificative) are given throughout theyear, in a system of year-longassessment, on tests, schoolwork,homework or projects.

For grade 5 to 12, a 1 to 10 gradingsystem is used with 10 being the best and1 being the worst and 5 is the minimumpassing grade.

The system of continuousassessment is also used, with individualmarks for each test, oral examination,project, homework or classwork beingentered in the register (these individualmarks are known as note).

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

0-10, “10” being the highest. Nowadays, a scale of0-5 is used, “5” being the highest. All examinations,homework assignments and projects are currently judged on a five-point grading scale.

Numeric Letter Description5 A Very good4 B Good

3 C Average2 D Passing1 E Failure

Grading at UniversitiesSome universities use a scale of 0-100, "100"

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

Percent Course Grade Coefficient90-10 AA 485-89 BA 3.580-84 BB 375-79 CB 2.570-74 CC 265-69 DC 1.560-64 DD 150-59 FD 0.549 and below FF 0

The student's achievement is measured in the

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





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credit hours. In order to calculate the GPA for anygiven semester, the total credit points are dividedby the total credit hours.

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

(at age 14 or 15) a nation-wide test istaken by all students. The subjects areRomanian Language and Literature,Maths. After this exam the student isallowed to enrol in a high school or he willhave to join a Professional School forthree years. The finishing grade (alsoknown as the admission grade) is

computed as an average, taking intoaccount for 25% an average of all theYearly General Averages starting withyear 5 and for the rest of 75% the markobtained at the National Test (1-10, 10being the highest, not rounded, precision0.01). Despite the exams not beingpublished, the marks are public, listsbeing placed both in schools and onthe Internet. In order to enroll in a highschool, the student must choose a list ofhigh schools he or she desires to attend

(there is no automatic enrolment thistime), based on his mark and options byfilling in a nation-wide form. A nationalcomputer system does the repartition, bytaking into account students in the orderof their preferences and their "admissiongrade". Thus, somebody with an 9.85average (this is a top 5% mark) willcertainly enter the high school he or shedesires, while somebody with 5.50 hasalmost no chance to attend a top rankedhigh school. However, based on thissystem, the last admission averages forsome prestigious high schools are over9.50 or 9.60.

Admission to high school (TEOG) At the end of 8th grade, each student take this

exam from 6 different lessons. 30% of theirweighted avarage marks in 5th, 6th and 7th classesand 70% of the mark that they get from this exammakes their total exam mark. Students choosewhich high school they would like to study ataccording to their marks.

After primary education, students have a lot ofdifferent choices about the high school that they

can go. After the TEOG exam, according to their wish

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

General High scoolsVocational High Schools Anatolian High schoolsScience High schools.

The Baccalaureate ExamHigh school students graduating

must take the National BaccalaureateExam (Examenul Naţional de Bacalaureat — colloquially known as the bac ). TheBacalaureat comprises 2 or 3 oral

examinations and 4 or 5 writtenexaminations, usually spanning on thecourse of one and a half weeks in late

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

the ÖSS-ÖYS system in terms of topics. Studentstake the Transition to Higher EducationExamination (YGS) in April. Those who pass theYGS are then entitled to take the Undergraduate

Placement Examination (LYS), the second-roundexam in the new system taking place in June.Students who only take the YGS, in which students

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

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

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

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





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

Exam A/1 (Proba A/1) — Romanian Language and Literature (OralExamination) — The candidate draws aliterature subject at random and a textcomprehension subject, also at random.The candidate has 15 minutes "thinkingtime" and 10 minutes to answer thequestions in front of three persons. Theexam is public.

Exam C/1 (Proba C/1) — Thelanguage of study in a school where theteaching is done in a language other than

Romanian (usually the language of anethnic group) — organized exactly likeExam A/1. C/1 is taken only by thosetaught in another language thanRomanian.

Exam B (Proba B) — A foreignlanguage (Oral Examination) — Thecandidate is allowed to choose fromEnglish, French, German, Italian, Spanish,Portuguese and Russian.

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

(Written Examination) Exam C/2 (Proba C/2 ) — The

language of study in a school where theteaching is done in a language other thanRomanian (usually the language of anethnic group) — written examination — organized exactly like Exam A/2.

Exam D (Proba D) — Compulsorysubject depending on the academicprogram followed in high school (WrittenExamination)

Exam E (Proba E ) — Subject at

the choice of the candidate from thedomains considered as the main part ofthe Academic Program followed in highschool (Written Examination)

Exam F (Proba F ) — Subject atthe choice of the candidate from a lesserdomain of the academic program followedin high school (Written or PracticalExamination)

Each exam (Proba) is marked from1 to 10 with 10 being the best, using two

decimals for written exams and an integerfor an oral exam.

have to answer 160 questions (Turkish language(40), maths (40), philosophy (8), geography (12),history (15), religion culture and morality knowledge

(5), biology (13), physics (14) and chemistry (13))in 160 minutes, are able to apply for associatedegree programs. There are five LYS sessionswhereas the previous university entrance system,the ÖSS, was held once in a year throughout thecountry.

Results are announced in July and studentshave to make their university preferences by thefirst week of August. They are placed in coursesaccording to their scores and this is announced atthe end of August.





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Curriculum in Primary schoolThe first five years are taught by a

single teacher (învăţător ) for the mostsubjects. Additional teachers are assignedonly for a few specialized subjects(Foreign Languages, Introduction toComputers, Sports, Religion). Forinstance, a 4th grade student (9 –10 yearsof age) may have on a weekly basis:

4 classes of math 4-5 classes of Romanian

Language 1 class of history 1 class of geography

1-2 classes of science 2 classes of art (painting and

handcrafting) 1-3 classes of a foreign language

(Usually French, English orGerman)

1 or 2 classes of Introduction tocomputers**

1 class of Civic Education (asubject teaching everything frompersonal hygiene to theConstitution to manners in society)

1 of religion* (optional; parents canwithdraw children from theseclasses)

1 of music 2 of physical education

Curriculum in Primary schoolPrimary school (Turkish: İlköğretim Okulu)

lasts 8 years. Primary education covers theeducation and teaching directed to childrenbetween 6 –14, is compulsory for all citizens, boysor girls, and is given free of charge in publicschools. Primary education institutions are schoolsthat provide eight years of uninterrupted education,at the end of which graduates receive a primaryeducation diploma.[5] The first four years of thePrimary School is sometimes referred to as "FirstSchool, 1. Level" (Turkish: İlkokul 1. Kademe) butboth are correct.

There are four core subjects at First, Secondand Third Grades which are; Turkish, Maths, HayatBilgisi (literally meaning "Life Knowledge") andForeign Language. At Fourth Grade, "Hayat Bilgisi"is replaced by Science and Social Studies. Theforeign language taught at schools changes fromschool to school. The most common one is English,while some schools teach German, French orSpanish instead of English. Some private schoolsteach two foreign languages at the same time.

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

was used for the three years education to follow thethen compulsory five years at "First School" (tr: ilkokul). Now the second four years of primaryeducation are sometimes referred to as "FirstSchool, 2. Level" (Turkish: İlkokul 2. Kademe) butboth are correct. Already primary schools may bepublic or private schools. Public Schools are freebut Private Schools' admission fees change fromschool to school. Foreign languages taught atPrivate Schools are usually at a higher level than atPublic Schools for most Private Schools preferhiring native speakers as teachers.

There are five core subjects at sixth andseventh grades; Turkish, maths, science, socialstudies and foreign language. At eighth grade,social studies is replaced by "history" and"citizenship". The foreign language taught changesfrom school to school. The most common one isEnglish when some schools teach German, Frenchor Spanish instead of English. Some privateschools teach two foreign languages at the sametime.

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





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Curriculum GymnasiumClasses are reshaped at the end of the

4th grade, based on academicperformances. Many schools have specialclasses (such as intensive English classesor Informatics classes, providing one ortwo more courses in these subjects).Selection for such classes is done basedon local tests. Assessing the students'performance is also different betweenprimary and gymnasium cycles. Startingwith the 5th grade, students have adifferent teacher ( profesor ) for eachsubject. Furthermore, each class has a

teacher designated to be classprincipal/tutor (diriginte), besides teachinghis or hers usual subject. Additionalcounseling may be provided by a schoolcounselor or by a school psychologist. An 8th grade schedule may contain up to30 –32 hours weekly, or 6 hours daily, thusmaking it quite intensive, for instance:

4 classes of math 4 classes of Romanian language 2 classes of history 2 classes of geography

2 classes of biology 1 classes of introduction to

computers 4 classes of a foreign language,

usually French language andEnglish language

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

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

situation like in Primary Schoolregarding teachers.)

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

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

physical educationIn addition schools may add 1 or 2

subjects at their free choice. Thispossibility gave rise to Intensive English

Classes or Informatics Groups, accessibleonly by special exams in the 5th grade.

Curriculum of High SchoolSecondary education includes all of the

general, vocational and technical educationinstitutions that provide at least three years ofeducation after primary school. The system forbeing accepted to a high school changes almostevery year. Sometimes private schools havedifferent exams, sometimes there are 3 exams for 3years, sometimes there's only one exam but it iscalculated differently, sometimes they only look atyour school grades. Secondary education aims togive students a good level of common knowledge,and to prepare them for higher education, for avocation, for life and for business in line with their

interests, skills and abilities. In the academic year2001 –2002 2.3 million students were beingeducated and 134,800 teachers were employed in6,000 education institutions.

General secondary education covers theeducation of children (between 15 –17) for at leastthree years after primary education. Generalsecondary education includes high schools, foreignlanguage teaching high schools, Anatolian HighSchools, high schools of science, Anatolia teachertraining high schools, and Anatolia fine arts high

schools.Vocational and technical secondary education

involves the institutions that both raise students asmanpower in business and other professionalareas, prepare them for higher education and meetthe objectives of general secondary education.Vocational and technical secondary educationincludes technical education schools for boys,technical education schools for girls, trade andtourism schools, religious education schools, multi-program high schools, special education schools,private education schools and health educationschools.

Secondary education is often referred as highschool education, since the schools are calledlyceum (tr: lise).

In public high schools and vocational highschools, students attend six classes each day,which last for approximately 40 minutes each. In Anatolian high schools and private high schools,the daily programme is typically longer, up to eightclasses each day, also including a lunch period. All9th graders are taught the same classes

nationwide, with minor differences in certain cases.These classes are: Turkish language, Turkishliterature, mathematics, physics, chemistry, biology,geometry, world history, geography, religion &





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ethics, physical education, a foreign language (inmost cases English), a second foreign language(most commonly German but could be French,

Italian, Japanese, Arabic, Russian, or Chinese).

When students enter the 10th grade, theytypically choose one of four tracks: Turkishlanguage –mathematics, science, social sciences,and foreign languages. In vocational high schools,no tracks are offered, while in science high schoolsonly the science tracks are offered. Differentschools may have different policies; some, but notmany, schools offer electives instead of academictracks, giving students a wider range of options.For the 10th, 11th and 12th grade, the compulsory

courses are: Turkish language, Turkish literature,republican history, and religion and ethics. Inaddition to that, students may be taught thefollowing classes, depending on the track theychoose and/or the high school they attend:mathematics, geometry, statistics, physics, biology,chemistry, geography, philosophy, psychology,sociology, economy, logic, arts and music, trafficand health, computer, physical education, first andsecond foreign language.

The students used to be given a diploma forthe academic track they had chosen, which gave

them an advantage if they wanted to pursue theirhigher education in the corresponding fields, as theUniversity Entrance Exam scores were weightedaccording to the student's track. (e.g. A sciencestudent would have an advantage over a Turkish-Mathematics student when applying for Medicine). As of the 2010 –2011 educational year, all highschool students are given the standard high schooldiploma.

At the end of high school, following the 12thgrade, students take a high school finishingexamination and they are required to pass this inorder to take the University Entrance Exam andcontinue their studies at a university. There are fourscore types for different academic fields, includingbut not limited to:

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

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

Social sciences: history, geography, andeducation.

Foreign languages: language/linguistics andlanguage teaching.





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CH. IV. THE GUIDANCE AND COUNSELINGSYSTEM OVERVIEW IN THE PARTNER COUNTRIES

ROMANIA1 TURKEY

Academic guidance Academic guidance

In most cases, educational guidanceduring primary education is ensured by theclass teacher working closely with the children’sparents and the school psychologist. TheNational Curriculum includes the curricular areaCounselling and Guidance, dedicated to theeducational guidance of pupils. In the case of

primary education, the curriculum frameworksstipulate the possibility to allocate, within theschool-based curriculum, an hour per week forcounselling and guidance. There is also acentral curricula offer for this curricular area,approved by an Order of the Minister ofEducation.

At secondary level, the educational/vocational guidance is ensured through theNational Curriculum and delivered by the classteacher, together with pupils’ parents and theschool counsellor. The National Curriculumincludes the curricular area Counselling andGuidance. The curriculum frameworks allocateone hour per week to this curricular area, for allphases at secondary level (gimnaziu, liceu, artsand trades school, additional year).

For this curricular area there is also acentral offer with curricula approved by an orderof the minister of education which establish foreach phase (gimnaziu, liceu, arts and tradesschool, additional year) the educationalobjectives and contents, providing at the same

time methodological suggestions which guidethe activity of teachers in order to reach theobjectives/ to develop the specific skills in thisparticular curricular area.

The County School Inspectoratesorganise a 5-day fair known as The Fair of YourChances every year. The schools display all theinformation on their current educational offer(enrolment quota, specialisation of studies,school-based curriculum, etc.) as well as on thequality of the education they provide(educational conditions, resources, internal and

external efficiency, relationships established

The Ministry of National Education(known also as MoNE) conducts educationalactivities on a central level in the Republic ofTurkey. Each level of education is organised bytheir own General Directorate. Pre-School,Primary and Lower Secondary, UpperSecondary and Higher Education. Pre-school

education is carried out by kindergartens.Primary and lower secondary educationconsists of eight years of compulsory education.Upper secondary education is not compulsory,but the vast majority of the populationparticipates and have different options such asvocational and art schools. Higher Education isprovided by state and private universities.Higher Education Council is responsible for theorganization and management of highereducation institutions. Adult education is apriority and takes many forms, ranging fromformal class-based learning to self-directed ande-learning.

Educational Guidance and Support inTurkish educational system is provided by theMinistry of National Education at all levels ofeducation including early childhood education,primary and secondary education. As for thehigher education, Council of Higher Educationregulates the provisions regarding educationalguidance and support at tertiary level.

The content and context of the guidance

vary in accordance with the needs and nature ofthe given student in early childhood education,primary and secondary education. Generally, allof the schools are appointed a teacherspecialized on psychological and guidance bythe Ministry. Working as a consultant and amonitor in the school, these teachers providepsychological consultancy for those who needcertain affective support. Psychologicalconsultancy and guidance teachers work as atherapist, guide and a carrier planner for thestudents of upper secondary education.

Career education and guidance are

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

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








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with industry, etc.). School management teamsand class teachers facilitate and organize visitsfor their pupils to the fair in support of their

educational guidance.Student guidance and counselling invocational and technical education is ensuredthrough:

The subject Vocational Guidance and

Counselling, for the technological path, grades

11 and 12 – direct qualification route, and

grades 12 and 13 – progressive qualification

route;

Offices for psychological and

pedagogical assistance, organised within

schools with more than 800 students and

subordinated to the County Centres of

Psychological and Pedagogical Assistance

(Schools with less than 800 students access

psychological and pedagogical assistance

services provided by other schools.);

County centres of educational

assistance and resources, organised in each

county;

Class teachers’ activity, guided by theregulations in force, in relation with parents and

representatives of education institutions and

local businesses;

Students’ practical training, conductedin partnership with local businesses, where a

major role is played by tutors and students’direct relation with employees.

provided in the classroom and in various formsof guidance counselling, in conjunction with thegeneral information. It is also common that

pupils undergo so called ‘work practice’ atdifferent work places a couple of weeks towardsthe end of their compulsory schooling. Mostschools have specially trained career andguidance counsellors. Although careereducation and guidance is the responsibility ofall school personnel, the career and guidancecounsellors have specialist knowledge thatplays a central role in career education andguidance. In order to be employed as a careercounsellor in the public school system theapplicant must have an education that is

intended for such work. Although career education and guidance is

the responsibility of all school personnel, thecareer and guidance counsellors have specialistknowledge that plays a central role in careereducation and guidance. In order to beemployed as a career counsellor in the publicschool system the applicant must have aneducation that is intended for such work. Careerand guidance counsellor education is offered atHigher Education Institutions and lasts for threeyears. Every pupil in compulsory school is

entitled to at least three general healthexaminations evenly distributed during theperiod of schooling. The first examinationshould take place during the first school year. Inbetween the general health examinations thepupils should be offered sight and hearing testsand other special health examinations. Thereshould be a school medical officer and schoolnurse for health care. The entitled schoolhealthcare is free of charge. Special educationalsupport is provided within mainstreameducation as well as in education for pupils withsevere intellectual impairments special schoolsthe upper secondary school for pupils withimpaired hearing upper secondary schools forpupils with severe physical disabilities andeducation for adults with severe intellectualimpairments.There are also possibilities formunicipalities to organise special needseducation in accordance with their specific localsituation. There are grant-aided independentschools for pupils with severe intellectualimpairments, but they are few and the range of

courses rather limited.In earlychildhood education, academiccounseling is heavily based on the observationof the students talents and types of multiple





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62

intelligences, identifying the areas in which thepupil display academic succes and sharingthese information with the families for the future

academic choices and tendencies of the pupil. Also the pupils with a special talent may be leadto certain educational institutions that offeradditional education for the talented students intheir future education.

Psychological counselling Psychological counseling

Children attending pre-primary educationbenefit from free medical and psychologicalassistance in consulting rooms in schools or in

general state hospitals.Health care of children in pre-primary

education is ensured either through schools’medical units (existing mostly in urban areas) orthrough public medical units and is free ofcharge (including medication). Kindergartenswith prolonged and weekly programme employnurses to ensure the first-hand health care ofthe children.

Health care of children in primaryeducation is ensur ed either through schools’medical units (existing mostly in urban areas) or

through public medical units and is free ofcharge (including medication).

The Centers for psycho-pedagogicalassistance – Centre Judeţene de AsistenţăPsihopedagogică are organised at the level ofeach county/ Bucharest as Pre-tertiaryeducation complementary units subordinated tothe County School Inspectorates/ SchoolInspectorate of Bucharest.

In each school with more than 800 pupilspsycho-pedagogical assistance units can beorganised, according to the existing resourcesand needs. Schools with less than 800 pupilsapply to a psycho-pedagogical assistance unitorganised in another school. Psycho-pedagogical assistance centers – CentreJudeţene de Asistenţă Psihopedagogică and units ensure through individual and collectiveactivities the psycho-pedagogical monitoringand counselling of the pupils as well asguidance of the teachers and pupils’ parents. Incooperation with the schools and the localcommunity the psycho-pedagogical assistance

centers and units also organise school andprofessional guidance of the pupils, informationand documentation activities etc.

School-family collaboration is ensured inthe early childhood education so that thedesired behaviours can be developed in the

child is of importance. To this end,administrators and teachers gather at thebeginning of the educational year and resolvehow they can involve families in the program.

The teacher takes pains to pay at least onehome visit to each child's house every term.During home visits, families can be shown howroutine works can be used as learningexperiences. Plays the child can play with thefamily or some activities can be planned. Thechild and his/her family can be observed inhome environment. The families are advised

about what can be done at school and at home,the active participating of the families inplanning and practice is ensured (Okul ÖncesiEğitim Programı).

That a psychologist is available in pre-primary education institutions is essential for thepurpose of the resolving problems that mightoccur. In the event that there is not a schoolpsychologist, provincial/sub-provincial facilitiesare made use of for psychological healthservices.

The psychologist takes the measuresnecessary for the healthy psychologicaldevelopment of the children. S/he ensures thatthe necessary tests are conducted and recordsare kept. S/he provides assistance with theeducation offered by participating in theintegrated education of the children in need ofspecial needs education, if any (Regulation onPre-school Education InstitutionsOkul ÖncesiEğitim Kurumları Yönetmeliği, Article 28).





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Career guidance Career guidance

The tutor teacher has the responsibilityto plan, organise and accomplish the activitiesfor the counselling and guidance classes – based on the existing guiding lines, onconsultations with the parents and the pupilsand according to the pupils’ age andparticularities. Mostly for pupils attending finalgrades of a given education level, the activitiesaccomplished during the counselling andguidance classes include meetings and debateswith representatives of educational institutionsand local employers, visits to various

institutions, application and interpretation ofpersonality and aptitude tests etc.

Education institutions send on regularbasis detailed information on their educationaloffer, usually through their teachers/professors.On these occasions the schools managementsorganise meetings with all the pupils attending agiven final grade. Specifically for T/VET, thepractical training of the pupils performed on acontract basis at different local employers hasan important role in their vocational guidance.During the practical training pupils get in touch

directly with the employees, acknowledge thework conditions provided understand therequirements of the work and the requestedlevel of initial training get first-hand informationon the income and on other details. Theefficiency of this guidance is proved by the factthat an important number of the T/VETgraduates get their first job in the same firmswhere they accomplished their practical training.Training-employment and school-industryrelations are also ensured through theconsultative bodies working at the level of theschool and of the county.

Although there are no regulations availableconcerning the career choices or guidance ofthe early childhood education pupils, theteachers generally advise parents about theacademic achievements or limited areas of theirchildren so that parents can take consciousactions in career choices of their children in thefuture educational phases.

It is important to say that 3 (three) terms/words are used in the specialized literature, aswell as in the curricular practical training to name the interventions regarding the vocationalcounseling and career guidance:

Career Gu idance

Career Coun sel l ing

Career Educ at ion

These terms are not synonyms, but they are often used in order to name the same thing.The concept of Career Guidance is the ˝umbrella˝ concept, comprising the greatest variety of

activities, from information and evaluation to career counselling and education.





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

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

Both partners country, Romania and Turkey, rely on a legal frame regarding the vocationalcounselling and career guidance services, as a basis for a systematic implementation. The careercounselling services are implemented at different levels and within different dimensions by:

ROMANIA - Vocational counselling and careerguidance services

TURKEY - Vocational counselling andcareer guidance services

1. THE NATIONAL EDUCATION MINSTERY and

its subordinated institutions:

1. MINISTRY of NATIONAL EDUCATION

and its subordinated institutions:

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

In Turkey, career guidance services arecarried out in various contexts by MONE, bythe Turkish Employment Organization(ISKUR) which is an affiliated institution ofthe Ministry of Labour and Social Security(MLSS), by universities, by the privatesector, and by trade unions and employerassociations.

MONE and ISKUR provide most of thecurrent services.

The National Education Summits that submitrecommendations for the development of theTurkish national education system firstaddressed the topic of guidance in 1961;guidance has been a topic of interest at allsubsequent summits.Furthermore, National Development Planshave articles and items in guidance servicesin lifelong guidance for all age levels.

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

THE RESOURCES AND EDUCATIONAL ASSISTANCE CENTRES IN THE DISTRICT (Rom.CJRAE) count on psychopedagogical assistanceservices as well as school counselling and

professional guidance services, all carried outthrough the district centres and thepsychopedagogical school cabinets. These centres

The guidance and psychologicalcounselling services in MONE integrateeducational, career and personal/socialguidance services.

Career guidance services at schools arethus mainly provided by the school’sguidance and psychological counsellingservice.

Guidance and Research Centres in citiesundertake coordination responsibilities withrespect to guidance services, includingcareer guidance services. The Provincial

Directorate for National Education SpecialEducation and Guidance Services Branch,the Provincial Directorate for National





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function in the headquarters of the Rom. CJRAE,and the psyhopedaogical school cabinets functionwithin schools having about 800 students or at least

400 pre-shool pupils or within groups ofschools/kindergartens.Within the district centres/

psychopedagogical assistance cabinets, a schoolcounsellor (teacher) carries out this activity (a PhDgraduate in one of the following domains: Socio-Pedagogy, Psychology, Sciences of Education,Sociology and Psychology, Philosophy,Communication Sciences), i.e.: psychopedagogicalteacher/special needs psychopedagogical teacher,sociology teacher, psichological teacher,pedagogical teacher. This means that the school

counsellor is an educational specialist who plansand carries out education counselling activities bothindividually and in groups aiming at adapting thestudent to the school background problems/issues.

The psychopedagogical assistance cabinetshave the following attributions:

- informing and counselling the preschoolstudents/ students, the parents and the teachers ondifferent problems/ solutions: knowledge and self-knowledge, adapting the students to the schoolbackground, adapting the school system to thestudents` needs, optimising the relationships

school-students-parents; - offering services for preventing and

diminishing all the factors which cause behaviordisorders, risky behavior or psychologicaldiscomfort;

- a psychopedagogical investigation of all thechildren and students;

- organising some career guidance, careercounselling and career education programmesfor all the students;

- proposing some optional courses regardingthe students` personal development;

- offering counselling services and courses forparents;

- offering methodological counselling for theinvolved teachers;

- elaborating psychological studiesregarding the undergraduate students` optionstowards their professional qualifications withinthe vocational and high school educationsystem.

The beneficiaries of the psychopedagogicalassistance services are students belonging to all

the preuniversitarian school levels, as well asparents and teachers. All the methods and techniques used are

borrowed from both the educational as well as the

Education, and MONE’s DG for SpecialEducation Guidance and CounsellingServices are the structures that ensure

provision of these services. MONE iscurrently the main career guidance serviceprovider.

GUIDANCE SYSTEM IN TURKEY AREPROVIDED AS BELOW:In education sector:1. Guidance practitioners2. Classroom teachers3. Specialists in career guidance centers

In employment sector:

1. Psychologists2. Job counsellors3. Vocation

CounsellorsTARGET GROUPS IN THE PROVIDEDGUIDANCE SYSTEM ARE:In education sector:1. Students at all levels2. Parents3. Teachers4. Administrators

In employment sector:1. Students in secondary school, high schooland universities2. Young graduates3. The Unemployed4. Job seekers5. Soldiers6. Disadvantaged groups7. Parents8. Teachers9. Counsellors





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psychological training:

a psychological test by applying tests andquestionnaires;

fill-in counseling sheets; role-plays; meetings with different specialized people

from various activity domains; informing visits to high schools and

faculties; organising educational fairs; debates; analysing the students` school results; interviews; analysing the occupational profiles; realising psychological studies; delivering informing materials; realising personal promotion products (CVs,

cover letters, educational portfolios, callingcards);

volunteering activities.

B. SCHOOL: SCHOOL:

a) through the vocational and careerguidance classes (the form-teaching class) which,besides the organising and administrative aspects

are the main counselling tool regarding the careereducation. These classes are carried out by theform-teacher.

b) career counselling ensured by eachstudying subject (within the 6 curricular areas ofthe Romanian school system: Language andCommunication, Human Being and Society,Mathematics and Sciences, Arts, Technologies,Physical Education and Sports), relatively reducedand information-centered. These classes arecarried out by teachers belonging to differentcurricular areas.

Within the school units in which there is aPsychopedagogical Assistance Cabinet, the VCCGactivities held are carried out through great teamefforts between the school counsellors(counselling- teachers) and the form-teachers.

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

Psychological Counseling and Guidancein our Psychological Counseling andGuidance Department in schools, guidance

and counseling programs are developedand implemented appropriate for thedevelopmental needs of our students. Theprograms are prepared by taking intoconsideration the properties of the stagesthrough which each individual will pass inthe maturation process.

Counselors work with all the students,not only the ones who have problems.Works, conducted in Guidance andCounseling Department are aimed atdeveloping basic social skills of the students

and letting them acquire self-confidence andproblem-solving skills. Also, our students areassisted in determining and actualizing theirpersonal objectives and they are guided indecision-making process for their future. Viathe explanation of effective timemanagement and study skills, academicdevelopment of our students is supported.

Student-Based ProgramsOrientation programsStudent recognition programs/activitiesStudent guidance programs/activities Academic achievement improvementprograms/activities





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Psychological counselinga. Individual counseling

b. Group counseling

Conferences and social activitiesVocational and career counselingIndividualized education programs for thegroups with different learning characteristics.Teacher-Based ProgramsOrientation programsHomeroom teacher programsConsultation/CounselingIn-service training programsParent-Based Programs

Parent recognition programs/activitiesConsultation/Counseling

Conferences and social activitiesa. School system introduction programsb. Conferences about student developmentc. Parents skills training programs

Information giving via bulletinsCooperation with School Parent Association

a) The Curricular Area: School

Counselling and Guidance

The Curricular Area: School Counselling

and Guidance

In the Romanian preuniversitarian schoolsystem, the coordination of all the class activities isdone by the class primary teacher or the form-teacher, named by the school unit manager, andchosen from all the teachers of the class. The form-teacher is supposed to carry out activities as aneducational support and career education for all thestudents in their class.

The activities as an educational support inthe career education for all the students in a classare carried out by a form-teacher, regarding theterms of the curriculum plan, namely:

- During the VCCG class, if the class isforeseen within the curriculum plan: a compulsoryschool subject during the secondary school system,an optional school subject during the 3rd and 4thgrades of the primary school system;

- Outside the school classes in thesituation in which the VCCG class is not foreseenwithin the curriculum plan - during the high schoolsystem;

All these activities comprise different topicsestablished by the form-teacher, and referring tothe school syllabuses of the School Counselling

All elementary school counselors inTurkey are required to teach the followingobjectives from the three major domains:academic development, career developmentand personal/social development from the“Standards for School Counseling Programsin Virginia Public Schools.”

FIRST GRADE Academic

· Understand the importance of individualeffort, hard work, and persistence.· Use appropriate communication skills toask for help when needed.· Work cooperatively in small and largegroups towards a common goal.

Career· Understand the concept of job and career.· Understand the importance of teamwork inworking towards a common goal.

Personal/Social· Understand how to make and keep friends





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and Guidance curricular area, in accordance to thestudents`age and needs/ requests. At the sametime, these activities sustain as well different

themes about the traffic education, the students`education and training regarding crimes and civilianprotection, the education for earthquakes and othernatural calamities, in conformity with theestablished terms.

Also, the form-teacher carries extra-schoolactivities, which are generally set after havingidentified all the students` needs and taking intoaccount their age. For a better, continuous andefficient communication, the form-teacher carriesout different activities in order to ensure thenecessary educational support and counselling for

the students` parents.The School Counselling and Guidance

curriculum was established by the National Ministryof Education in 2006. By that time, most of theprimary and form-teachers had not been trained yeton the psychopedagogic or counselling domain.Thus, a vast programme of continuous learning forall the primary and form-teachers has been helduntil the end of the year 2007, in order to make thiscurriculum applicable. As the programme graduallybecame a ˝waterfall˝ training programme, its qualitylevel constantly decreased and, in the end, it was a

formally training programme.In conclusion, we can state the fact that not

all the primary and form-teachers have thenecessary qualifications to sustain a SchoolCounselling and Guidance activity/ class, and, inthis way, these classes merely remain someorganising and administrative activities for thestudents class or they are ˝unofficially˝ replaced byother school subjects (especially by the schoolsubject that the respective class form-teacherteaches).

In what the primary and secondary schoollevels concern, all the studying contents/topics arestructured on thematic modules which emphasizeeach of the objectives according to the SchoolCounselling and Guidance curriculum set in 2006,namely:

Objectives Thematic modules

Developing the self-knowledge skills and apositive self-esteem

Self-knowledge andpersonal development

Developing the

interrelationship skillsfor different contexts/situations

Communication and

social skills

and work cooperatively with others.· Identify resource people in the school andcommunity and understand how to seek

their help.

SECOND GRADE Academic· Demonstrate individual initiative and apositive interest in learning.· Use appropriate communication skills toask for help when needed.· Work cooperatively in small and largegroups towards a common goal.

Career

· Understand that behaviors such aspunctuality, courtesy, proper dress andproper language are essential to current andfuture success.

Personal/Social· Exhibit the principles of character, includinghonesty, trustworthiness, respect for therights and property of others, respect forrules and laws, taking responsibility for one’sown actions, fairness, caring, andcitizenship.

THIRD GRADE Academic· Use appropriate communication skills toask for help when needed.· Work cooperatively in small and largegroups towards a common goal.

Career· Understand the relationship of individualeffort, hard work and persistence toachievement.

Personal/Social· Understanding common customs andtraditions.· Understand the importance of short termand long term goals.

FOURTH GRADE Academic· Demonstrate time management andorganizational skills.

· Apply study skills necessary for academicachievement.





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Communication andsocial skills

Information andlearning management

Developing exploring

and career planningskills

Career planning

Practising managementskills regarding aquality lifestyle

Quality lifestyle

Starting with 2012, a vast reorganisation ofthe school syllabuses began in order to focus upondifferent skills development as well as anintegrative approach of all the school subjects.Thus, in the school curriculum for the preparatoryclass, as well as for the 1st and 2nd class a new

school subject was introduced: The PersonalDevelopment class, studied 1h/week.

This school subject comprises differentstudying activities, which focus on developing thestudents` skills of self-knowledge and their ability ofexpressing themselves positively about theirinterests, needs, abilities, emotional experiences,interpersonal communication and socialcommunication, as well as reflections uponlearning.

In this way, all the studying contents

foreseen in the school syllabuses are structured onthematic modules which emphasize each of thegeneral skills, namely:

General Skills Thematic modules

Manifesting theinterest for the self-knowledge and havinga positive attitudetowards themselvesand the others

Self-knowledge and ahealthy lifestyle

An adequate self-expression of theiremotions wheninteracting with otherchildren and knownadults

Emotional and socialdevelopment

Using all thenecessary skills andattitudes specific to thecontext/ situationallearning

Specific aspects of thestudying organisationand life preparation forthe small student

In what the high school system isconcerned, all the studying contents foreseen in theSchool Counselling and Guidance curriculum are

Career· Recognize the benefits of both individualinitiative and teamwork.

· Identify hobbies and interests.

Personal/Social· Understand decision making and problemsolving strategies.

FIFTH GRADE Academic· Recognize personal strengths andweaknesses related to learning.· Understand the choices, options, andrequirements of the middle school

environments.

Career· Recognize that the changing workplacerequires lifelong learning.· Identify career choices through exploration.

Personal/Social· Understand change as a part of growth.· Identify the emotional and physical dangersof substance use and abuse.· Use strategies for managing peer pressure.





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

General Skills Thematic modulesExploring all thepersonal resourceswhich can influencecareer planning

Self-knowledge andpersonal development

Integrating theinterrelationship skills,in order to have apersonal andprofessionaldevelopment

Communication andsocial skills

Using adequately allthe information for theirown activity

Information andlearning management

Elaborating thepersonal andprofessionaldevelopment project

Career planning

Practising themanagement skills fora healthy lifestyledevelopment

Quality lifestyle

b) Counselling ensured by each school

subject

Counselling ensured by each schoolsubject

This type of counseling is the project“Education and Career Guidance” focused on.Through this project we aim to awaken the interestof each teacher, no matter what subject he teaches,to give greater emphasis on professional andschool counseling, to discover and use theopportunities offered by each subject in order to

help the students choose the right educational pathor the right career. We try to develop certain skillsof teachers so as to help students discover thebond between their subjects and real life, todiscover their interests, needs, personal skills, tochoose an education or a career path according tothese, to insist on developing the skills that arereally useful and needed in choosing their future.

So, what we try is to make the activity ofschool counseling and career guidance not anoccasional or circumstantial one, but to become theresponsibility of each teacher who also has toassume social duties, out of school.

By the help of this project our partnerschools started to give much moreimportance to the career guidance inlessons. The teacher of the subject givessome career guidance activities related tothe topic. It is a good way to make studentsboth think about their careers and learn their

subjects at the same time.





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C. COUNSELING AND PROFESSIONAL

GUIDANCE CENTRES constituted within each

HIGHER EDUCATION INSTITUTION with the role

of offering counseling for choosing the professionalroute and placement of the students on the labor

market.

COUNSELING AND PROFESSIONALGUIDANCE CENTRES

Counseling Department (tr: RAM) helps

students find ways to better understandthemselves, and deal more effectively withthe challenges they face. The departmentalso guides parents in supporting theirchildren, provides informational sessions forteachers and offers feedback to studentsregarding their academic performance.

D. Career guidance treatments arepresently concluded within the partnershipsbetween the schools and the NGO and/or otherinstitutions, and through projects financed by

structural funds, which have as a main goal thestudents` career guidance.

Career guidance in Turkey is generallyserved by schools itself by their counsellors.Besides RAM (Guidance and CounsellingCenters) which is the other common supplier

for this service.

2. OTHER PARALEL ORGANS of ensuringcareer guidance services:

OTHER PARALEL ORGANS ofensuring career guidance services:

A. Work and Social Protection Ministry,

through the Information and Career Counseling

Centers, founded within the County Employment

Agency, that are additional to the educational

system for career guidance and counseling;

Guidance and Counselling Centers(RAM): The Students Guidance andCounselling Centre provides services thatwill aim at:- assisting people to maximize their overallgrowth, academic and personal-social

problems, and challenges for all rounddevelopment.- assisting the students to identify andrecognize their interest, values, abilities andcapacities, skills and positive personalitytraits and to match these with their chosencareers.

B. The Youth National Agency, through the

Information and counseling centers for young

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

under the coordination of the County Departmentfor Youth;

Turkish Employment Agency established for aiding activities of protecting,improving, generalizing of employment andpreventing unemployment, and for executingunemployment insurance services hasobtained a structure that enable it toimplement active and passive labour forcepolicies alongside its classical services offinding jobs and employees within anextended mission area.• A General Council, in which socialparties have a majority and representativesof public and universities can alsoparticipate, has been formed in order to aidcreating the employment policy of Turkey, by

adopting an organization model open toparticipative and social dialogue.• Executive Board including





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representatives of workers, employers,merchants and craftsmen has been formedas the organ of the institution which

possesses the supreme administration anddecision-making abilities, authority andresponsibility.• Provincial Employment Boards havebeen formed so as to improve local initiativein regional development and determine localemployment policies in provinces.• Establishment of PrivateEmployment Agencies has been permittedso that they render both domestic andoverseas activities of finding jobs andemployees, and the monopolistic authority of

the Institution in this field has beenabolished.• In order to deliver active services inprovinces, Regional Directorates have beenabrogated and Provincial Directorates havebeen constituted.• As career vocation, Employment andVocational Expert has been generated inorder the missions of the Institution to bedelivered actively and to provide qualifiedpersonnel employment.

C. The National Center of Resource forCareer Guidance (Euroguidance);

Eurodesk and National Agency,through the Information and counselingcenters for young people, for youngpeople under the coordination of the CountyDepartment for Youth;

D. The National Association for School

and Professional Guidance;

NGO’s which deal with career guidance.

E. The Institute of Educational Sciences -

the School and Professional Orientation

Lab;

Ministry of Education, Guidance ServicesGeneral Directorate.





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

5.1. A school office for psycho-pedagogical counseling

ROMÂNIA TURKEY

1. What is the school cabinet for psychopedagogical assistance?

The school cabinet forpsichopedagogical assistance (S.C.P.A.) is aspecial designed room in an educationalinstitution (kindergarten, secondary school orhighschool). It is used for the counsellingactivities after the classes, according to an

established program.There is an S.C.P.A. in all the preuniversity

educational institutions in which there areenrolled at least 400 children or 800 pupils. Ifthe number of pupils is lower then they can gota school cabinet for psichopedagogicalassistance in another school.

The school cabinet forpsichopedagogical assistance orCounselling Department is a room atschools in an educational institution (primary,secondary school or highschool).

Counseling Department helps students

find ways to better understand themselves,and deal more effectively with the challengesthey face. The department also guidesparents in supporting their children, providesinformational sessions for teachers and offersfeedback to students regarding theiracademic performance.

2. Facilities of the school cabinet for psychopedagogical assistance

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

- furniture;- relaxing colour of the walls and

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

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

The school cabinet for psichopedagogicalassistance is aimed to create a positive attitudeof children/pupils towards their own self,towards school, family and society2.

General objectives:„1. Offering psichopedagogical assistance

for a harmonious, complete and freedevelopment of pupils in order to form anautonomous and creative personality.

1.1. Developing self consciousness

and positive attitude towards themselves.

General objectives of The schoolcabinet for psichopedagogical assistanceis to:

Possess knowledge of the historicalbackground of school counselingprograms.

Understand the philosophy andfunctioning of school counselingprograms.

Possess the ability to design and

implement a program evaluation.

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





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1.2. Developing social responsibilitiesand acquiring social interacting skills.

1.3. Developing proper attitude and

behaviour for being in good physical andmental health.1.4. Developing efficient learning

techniques and teaching-learningmanagement.

1.5. Developing the skill of career planning.2. Counselling for parents and teachers

who have difficulties in their interaction with theirchildren. Adapting to school.

3. Ensuring quality and eficiency of thespecific activity of the school cabinet for

psychopedagogical assistance.4. Initiating and developing educational

projects adapted to the needs of the school3.”

Know the roles, duties, andresponsibilities of a school counselor.

Possess the knowledge to make

referrals inside and outside the schoolsystem.

Possess the knowledge to function ona child study team.

Be knowledgeable of the diversitywithin the school environment and beable to recognize the needs ofchildren from special populations.

Be able to function as a consultant toother school personnel.

Be familiar with the legislation andpolicies relevant to school counseling.

Understand the process ofcoordinating the guidance curriculumwithin the structure of the total schoolcurriculum.

Know how to function as an advocatefor the students.

Know how to present guidance-related programs to school personneland parents.

Understand and be able to implementthe Nebraska Comprehensive

Guidance and Counseling ProgramModel.

Possess knowledge of standardizedtests commonly utilized by schoolpersonnel.

Possess knowledge of careerexploration and decision-making.

Be able to work with families on atherapeutic and educational level.

Possess skills to provide groupguidance and group counseling in theschools.

Understand the legal and ethicalissues of the school counselingprofession.

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

The psychopedagogical counselling in theschool cabinet for psychopedagogicalassistance is performed by a professionalschool counsellor having studies inSociopsichopedagogy, Psycology, EducationalSciences, Sociology, Sociology andPsychology, Phylosophy, CommunicationSciences.

As in Romania, the psychopedagogicalcounselling in the school cabinet forpsychopedagogical assistance is performedby a professional school counsellor havingstudies in Sociopsichopedagogy, Psycology,Educational Sciences, Sociology, Sociologyand Psychology, Phylosophy,Communication Sciences.

3 ibidem





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The school counsellor:- Sets the working schedule for the school

cabinet for psichopedagogical assistance;

- Presents an activity report everysemester during the school council, referring tothe number of pupils, parents, teachers whohave benefited of counselling services and ofpsychopedagogical asistance, as well as theremedial measures recommended for solvingcrisis situation;

- The school counsellor must showprofessionalism, communication skills, activelistening, empathy, patience, analitical spirit, theability to solve problems, the evaluation ability,understanding,optimism, management skills,

honesty, morality, tact, emotional balance,perseverance, responsibility, creativity,tolerance, respect, mediation skills, negotiationskills, confidentiality4.

The school counsellor has to protect thepupil’s interests.

„The relationship between a counsellor andthe pupils is based on two main principles:

1. All persons are special andvaluable because they are unique. (…)

2. Every person is responsible forhis/her own decisions (one of the aims of

counselling being to teach pupils tomake responsible decisions and to dealwith the consequences of theiractions)5”.

Educational counselling is confidential.

The school counsellor:School counselors should spend most of

their time in direct service to and contact with

students. School counselors' duties arefocused on the overall delivery of the totalprogram through guidance curiculum,individual student planning and responsiveservices. A small amount of their time isdeveloted to indirect services called systemsupport. Schools should eliminate or reassigncertain inappropriate program tasks, ifpossible, so school counselors can focus onthe prevention needs of their programs.

5. Who are the beneficiaries of counselling in the the school cabinet forpsychopedagogical assistance?

Kindergarten, pupils, teachers and parentscan benefit of counselling in order to improvetheir own abilities for:

- „Improving interpersonal relationshipschild-child, child-teacher, child-parent;

- Learning efficient assertivecommunication;

- Developing creativity, improving pupils’selfconfidence;

- Diminishing shyness;- Reducing internalization;- Overcoming adaptation and learning

difficulties;- Preventing impulsive or agressive

Target groups:- Students at all levels- Parents- Teachers- Administrators- Students in secondary school, high schooland universities- Young graduates- The Unemployed- Job seekers- Soldiers- Disadvantaged groups- Parents- Teachers

4www.cmbrae.ro/wp-content/uploads/ANALIZA_CALITATEA-ACTIVITATII-DE-CONSILIERE_2005.pdf

5 www.stefanodoblejacv.licee.edu.ro





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tendencies;- Overcoming a crisis situation (parents’

divorce, a disease or the death of a

family member etc.)

6

.”

- Counsellors

6. What does counselling mean in the school cabinet for psychopedagogical assistance?

Counselling in the school cabinet forpsychopedagogical assistance means:

Pupils’counselling

Meetingswith

teachers

Meetingswith parents

regarding7:

Self

knowledge

Knowing the

pupils

Knowing their

children Self image Understan-

ding pupils’needs

Understan-ding

children’sneeds andbehaviour

Adaptationand socialintegration

Supportingtheir

development

Identifyingthe risk

factors infamily, school

and socialintegration

Schoolsucces

Assuringbalancebetween

school needsand pupils’possibilities

Improvingtheir

relationshipwith their own

children

Developmentcrisis

Identifing thecause ofschool

inadaptation

Supportingschool ineducatingchildren

Solving andovercoming aconflict

Optimizingthe school-pupil

relationship

Acquiringefficientlearning

techniques

Carreerguiding

Special attention is paid to carreer

The beneficiaries need to haveassistance to identify their problems, and findproper solutions in both their academic fieldand their life. Besides this, students generallywant to have career guidance and thesuitable faculties to study in regarding of theircharacter. The service lay a bridge forstudents and parents to choose the most

suitable field to study.

The role and basic functions of the schoolcounsellor in career guidance is to:

Understand the need to balance themultiple roles assumed by individualsthroughout their career development.

Understand and integrate intopractice that making a living is onlyone component of one’s identity.

Understand that individuals, theirvalues and the environment areinterdependent.

foster career management strategiesby helping individuals develop theskills to effectively manage theircareers.

Help individuals understand that

career management is a lifelongprocess.

Help individuals understand howsocietal trends play a major role incareer management.

Promote individuals’ independenceand self-confidence.

Increase individuals’ awareness ofopportunities and options.

6 http://www.ueb.ro/dppd/Lector_univ.dr.Simona_Glaveanu_Consiliere_si_orientare_DFP.pdf

7 ibidem





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guidance. This helps pupils know themselves(their own preferences, values, interests,abilities, skills, personality traits) taking them

into account when deciding what job they willchoose. Pupils are offered infos aboutuniversities and faculties in order to keep theminformed (What does a particular job mean?,What qualities does the emplyee need?, Whateducation?, Which are the selection criteria to afaculty in order to practice a particular job?).

Pupils are helped to decide for themselveswhat they are going to do in the future, beingaware of their choice.

Counselling meetings can be individual orgroup meetings.

Counselling also implies the following:- supervising pupils in their activity (during

the classes and outside, during breaks, atlunchtime, on the playground, extracurricularactivities);

- developing projects and campaigns atschool level;

- collaboration with different governmentaland non-governmental institutions (speechtherapy centres, kilogram’s protection centres,neuropsychiatry centres for infants, socialassistance centres etc.) in order to oprimize

pupils’ lives; - fill in Counselling and Career Guidance

Reports for pupils Ist-VIIIth grade, pupilsselection, interviews with Ist graders/pupilstransfers, primary and secondary level;

- improving communication and relatingabilities;

- adapting to changes;- psychological tests at request and

knowing intelectual skills, abilities and interests;- preventing and diminishing negative

moods, counselling in crises situations;- group counselling, personal

development workshops on various topics – atrequest;

- educational alternatives regarding freetime, volunteering8.

Agree on possible outcomes.

Work out steps needed to make andimplement a decision so individualsachieve goals.

High school years are full of growth,promise, excitement, frustration,disappointment and hope. It is the time whenstudents begin to discover what the futureholds for them. Secondary school counselorsenhance the learning process and promoteacademic achievement. School counseling

programs are essential for students toachieve optimal personal growth, acquirepositive social skills and values, setappropriate career goals and realize fullacademic potential to become productive,contributing members of the worldcommunity. The professional high schoolcounselor holds a master’s degree andrequired state certification in schoolcounseling. Maintaining certification includeson-going professional development to staycurrent with educational reform and

challenges facing today’s students.Professional association membership isencouraged as it enhances the schoolcounselor’s knowledge and effectiveness.

7. Promoting the services offered by the school cabinet for psychopedagogicalassistance

For the well-functioning of the school cabinetfor psychopedagogical assistance it isnecessary to present its services, the

professional skills and the collaboration withspecialists. The offer is advertised through:

To promote the services offered by theschool cabinet for psychopedagogicalassistance:

- to improve strategic recognition ofguidance and counselling through

8 www.cnprsv.ro





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78

- fliers;- posting them in a visible place in school;- presenting the offer at parents’

meetings;- presenting the offer at counsellingclasses9.

The schedule of the school cabinet forpsychopedagogical assistance has to answerthe needs of the parents, the pupils and theteachers.

relevant planning, policies andprocedures;

- to improve an integrated approach to,

and shared understanding about,guidance and counselling;- improvement of professional learning

and development and appropriateappraisal strong relationships andcommunications;

- increase self review of their guidanceand counselling provision, so schoolleaders and trustees will know if theirguidance and counselling provisionwill meet the needs of their students.

5.2. A Counseling and Guidance Course

ROMÂNIA TURKEY

Preparatory Class, 1st and 2nd Class

Personal Development is scheduled as aschool subject within the curricular area SchoolCounselling and Guidance Course, belonging tothe curriculum-plan for the primary schoolsystem, namely 2hs/week for the PreparatoryClass and 1h/week for the 1st and 2nd class,respectively.

The main objective of this school subject isdeveloping the necessary skills and attitudes forintegrating students into the socienty.

The Personal Develpment syllabus, adoptedthrough the Educational Ministery Order no.3418/19.03.2013, is ellaborated according to thecurricular plan aimed at skills development.

Hereby, within the scool syllabus there canbe identified general skills (student`sacquisitions gained throughout the entire study

time period), specific competences ( derived from the general competences, developedthroughout the entire school year ) and contents(student`s necessary acquisitions, organised in3 principal domains):

PreparatoryClass

1st Class 2nd Class

General Skills

I. Manifesting interest for self-knowledgeas well as having a positive attitude

towards oneself and the others

Based on the decision of the Board ofEducation with number 192 and dated14.07.2005 ,In the weekly course schedulesof the primary and secondary schools,compulsory lesson hours are allowed fromthe first year until the end of eighth grade forguidance and social events.In order to ensure coherence betweenPrimary and Secondary ClassroomGuidance Program “classroom guidanceprogram” has been revised in 2006. Each school is in charge of conducting theevents and activities within the framework ofschool Psychological Counseling andGuidance (PDR) program preparedaccording to school charecteristics and theneeds of school students.

School counseling and guidance service iscarried out under the coordination ofcounselors in every school.

THE STRUCTURE OF THEPROGRAMME

When planning the structure of theprogramme personal - social, educationaland vocational guidance fields are based.

7 competency areas are determinedrelevant to 3 main development areasabove to be applied for the grades the

grades 1 to 12:

9 http://www.ueb.ro/dppd/Lector_univ.dr.Simona_Glaveanu_Consiliere_si_orientare_DFP.pdf

10 The Personal Develpment syllabus, adopted through the Educational Ministery Order no. 3418/19.03.2013.





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79

Domain

1. Self-know ledge and a healthy life-style

Subdomain 1.1. Self-knowledge and a positive attitudetowards oneself and the others

ContentsWho am I?PhysicalcharactericsBodyschema:identifying andnaming humanbody parts

Who am I?Personalcharacterics:simple,strengths andweaknessesnoticeablewithin theschool and

leasureactivities

Me and theothersSimilar and

differentcharactericsbetween oneslfand the othersregardingsimple criteria:

physicalaspects, sex,age, types ofclothing (sports,ellegant,traditional etc.)Diversity.Each humanbeing is unique;individualfeatures/differences

1.2. Personal hygiene

Objects anddaily activitiesfor personalhygiene

Personalhygieneregulationswithin theschool and athomeHome andclassroomhygiene

Hygieneregulationswithin differentcontextsImportance ofhygieneregulations forhealth, studyandinterpersonalrelationships

II. An adecquate self-expression ofpersonal emotions when interacting withchildren and familiar adults

2. Emotio nal and s ocial development

2.1. Emotional exaltment and manifestation,wellness

Basicemotionsnamed throughwords (joy,sadness, fear,

fury) in familiaractivities/contexts

Basicemotions (joy,sadness, fear,fury) andsimple

nonlinguisticelements(facialexpressions,

Basicemotions (joy,sadness, fear,fury) expressedthrough one`s

personalbehaviour

1. Adapting to the school and theenvironment

2. Educational Success

3. Self-acception4. İnterpersonal relationship 5. Family and society6. Safe and Healthy Life7.Educational and Professional

Development.The program includes activities for each

competency area for elementary andsecondary education.

An active participant in the activities ofstudents and researchers who issues anindividual case, a has been taken as the

basis.Student-based approach has been

taken into account that makes the studentsas an active participant and probleminvestigators.

School guidance counselor Is requiredto give the necessary support to theclassroom teachers, prepare the SchoolGuidance Program, provide the support ofthe other stakeholders and supply thenecessary materials and evaluation tools.

COMPETENCIESORIENTATION FOR THE SCHOOL ANDENVIRONMENT

EDUCATIONAL ACHIEVEMENT

SELF ACCEPTANCE

INTERPERSONAL RELATIONS

FAMILY AND SOCIETY

SAFE AND HEALTHY LIFE

EDUCATIONAL AND PROFESSIONALDEVELOPMENT

DISTRIBUTION OF THE COMPETENCESIN SCHOOL GUIDANCE PROGRAM IN 7COMPETENCY AREAS

(1st and 2nd Grade)

Recognizes classmates, teachers,administrators and other employees

1

Expresses their feelings aboutschool

1

Realizes the way of school 1

Realizes own rules of differentenvironments

1

Recognizes the importance ofhaving the course materials

1

Explains the dreams of upper 1





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80

gestures,physicalstance) aswell as

paralinguisticelements(voiceintonation)

2.2. Efficient school communication

Communication rules withinthe schoolactivity

Communication

with one`sclassmates andteachers

Basic Communication skillsSimplelinguistic,nonlinguistic

andparalinguisticmessages

Activelisteningelements:visual contact,physical stance,voice

(intonation,accent, pitch)

2.3.Simple interactions with familiar humanbeings and objects

Favouritehuman beingsand objectsCharacte-ristics

Friendship. A goodfriend`scharacte-risticsWhat doesa good friend

mean?

Necessaryskills andacceptedbehaviourwithininterpersonalrelationships

Respectwithininterpersonalrelationships

III. Making use of all skills and attitudesspecific to school context learning

3. Specific aspects regarding learningorganisation and life preparation in small

students

3.1.Routines and engagements

Basic rules of

new routinesregarding thepreparatoryclassesactivities

Tasks for

the schooland homeactivity: typesof tasks,deadline, taskending.

How do we

use the time?Daily activityprogrammeEffort/relaxationalternance(work-time/freetime).

Alternanţaefort/relaxare(timp delucru/timp liber) Time

importanceduring learning

3.2. Skills and learning attitudes

classes

Refers to the positive characteristicsthat he sees in himself

1

Refers to the importance lenientbehaviors to people with disabilities 1

Recognizes the importance ofsharing

1

Recognizes the importance of timingin communication

1

Knows what to do when facedbullying

1

Understands that anger is a naturalemotion that can be experiencedfrom time to time

1

Protects him/herself from situations

that pose hazards

1

Prepares educational and vocationalplanning file

1

Recognizes the professions ofparents and the other employeesaround

1

Obeys to the class and school rules 2

Queries the change in feelingsabout school

2

Realizes the responsibilities 2

Recognizes that errors can be done

and it is natural

2

Recognizes the positivecharacteristics he sees in others

2

Requests appropriately 2

Communicates paying attention tothe importance of timing

2

Explains the importance ofprotecting their personal limits

2

Recognizes to help the importanceof people with disabilities whenneeded

2

Recognizes the importance of

solidarity in friendship

2

Expresses positive and beautifulaspects of friends

2

Refers to behaviors to react whenencounters bullying

2

Refers to the importance ofcooperation in the family

2

Consumes the nutrients required forhealthy growth

2

Expresses what s/he likes and s/hedoesn’t like

2





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81

Simpletechniquessupportinglearning Rules forlearningorganisation

LearningimportanceSimpletechniques formonitoringlearningacquisitions

Learningconditions:favorablefactors/resources-stressfactors/obstacles(tools, people,contetxs)

3.3. Exploring professions

Hobbies andfavouriteactivitiesPersonal

portfoliocontaininglearningresults/evidences

Well-knownprofessions:naming, mainactivities,

tools andtechniques,workshops

What areprofessionsgood for?Social utility

of professions:finishedproducts,benefits foroneself and forthe wholecommunity

Specific skills represent different stages indeveloping general skills and are actuallycorrelated with learning activities such as:- games; - drawings; - labels; - exposing one`s picture at different ages; - pair/ small groups discussions/debates; - riddles, poems, songs;- film watching; - practical activities; - organising certain events; - going visiting; - taking part in contests; - organising exhibitions/ expositions etc.;

3rd and 4th Classes

Within the curricular area for the 3rd and 4thclasses, School Counselling and GuidanceCourse is scheduled 0-1h/week, where theteachers can choose this optional course/classin order to help students become responsible,˝to bring their own contribution to the school,family and their friends` life, to change learningactivity into a continuous process, to create theirown futur e, actually˝ 11.

The thematic contents are structured on 5

thematic modules, which emphasize each

DISTRIBUTION OF THE COMPETENCESIN SCHOOL GUIDANCE PROGRAM IN 7

COMPETENCY AREAS(3rd and 4th Grade)

Recognizes the result of fulfillingtheir responsibilities

3

Protects tools and equipment of theschool

3

Explains the relationship between 3

11 Ibidem.





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82

curricular objective:

3rd Class 4th Class

Curricular ObjectivesI. Developing self-knowledge skills andhaving a positive attitude towards oneself

and the others

Thematic Modules

1. Self-know ledge and perso nal

development

1.1 Self-knowledgeContents

Personal space,privacy need related to

the self-imageCultural and ethnicaldiversity. Why are peopledifferent?

Interests andpersonal skills:

individualcharacteristics

1.2 Self-transformation,

growth, development

Preparation for a

changeand the 5thclass

II. Developing interrelating skills withindifferent contexts

2. Comm unic at ion and social abi l i t ies

2.1 Communication 2.1 Social skillsCommunication:speaking, listening, non-linguistic behaviour. Howto become a goodlistener (look, mime,gestures, physicalstance, positive attitudeto the speakers).

Taking group roles

2.2 FamilyRoles within the family.Relationship with one`sparents.

Relationshipsbetween the familymembers. Values andtraditional practicesgiven by the family-critical aspects whichshould be debated withthe parents (related tochildren education,relationships with theircolleagues andteachers).

III. Developing skills to the information use

in the learning process3. Information and learning m anagement

success and study

Explains the importance of usingtime effectively

3

Free time is evaluated inaccordance with the interest 3

Realize his/ her interests 3

Realizes strong and weak parts ofhimself/ herself

3

Recognizes his/ her behaviors andits effects on others

3

Realizes what to do when ostracizedby friends

3

Knows what to do in the mocksituation

3

Protects own personal boundaries 3

Recognizes the importance oflistening in communication

3

Behaves sensitive to protect theenvironment and nature

3

Explains the different characteristicsof each profession

3

Give examples from variousprofessions

3

Fulfills responsibilities 4

Participates in the selection processin the school

4

Refers to the factors that affectsuccess in exams 4

Uses time efficiently 4

Realizes own learning styles 4

Collects information from varioussources

4

Explains the advantages of groupwork

4

Explains the activities which s/he issuccessful.

4

Expresses feelings and thoughts 4

Finds solutions when faced bullying 4

Finds solutions when discriminated 4Recognizes that there is a feeling ofanger which can be controlled.

4

Expresses anger in a reasonableway

4

Expresses the importance offriendship

4

Give examples of jobs in the localvicinity

4





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83

3.1. InformationManagement

3.1 Efficient learning

Selecting informationcriteria

Learning (to a smallextent) – optimal

conditions for anefficient learningDeveloping skills foran efficient study:organising learningcontents, dosingeffort/relaxing timeperiodsLearning discipline: involvement,perseverance,responsability, takingwork engagements. Internal and externalconditions: learningbackground (space,background), personalhealth estate Efficient learningmeans/ techniques:TIC

3.2. Efficient learning

Planning learning:weekly objectives, dailyschedule, working plan,

establishing deadlines IV. Developing skills for exploring and

career planning

4. Career plannin g

4.1 Exploring favouriteactivities

4.1 Exploring priorities

Individual and teamactivities- advantagesand disadvantages Specific terms forcarrying out an activity

Priorities andobjectives regardingactivities (personaldiary, daily and weeklyactivities lists)

V. Practising management skills for havinga healthy lifestyle

5. Li festy le qual i ty

5.1 Personal lifestyle qualityRelevant situations forchildren who needdecision-taking (e.g.:violent behaviours andaccidents caused bythese ones withinschools or in socialbackgrounds).

Arguments fordecisions taken (e.g.accidents in thetransport means, ontrips or whensightseeing etc.) Alternatives forproblem-solving,involvements





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84

5th – 8th Classes

During the 5th-8th cÎasses, School

Counselling and Guidance Course is taught bythe form-teachers.School Counselling and Guidance Course is

scheduled 1h/week in the common schoolframe-work, according to The PersonalDevelpment syllabus, adopted through theEducational Ministery Order no.3638/11.04.2001.

All the activities carried aut within this schoolsubject aim at contributing to the students`personal development in order to successfullyreach students` professional integration into the

social background. All the learning contents foreseen/ scheduled

in the curricular area.School Counselling and Guidance Course for

the 5th-8th classes are easily adaptable tostudents, community and society`s needs.

5thClass

6thClass

7thClass

8thClass

Curricular Objectives

I. Developing self-knowledge skills andhaving a positive attitude towards oneself

and the others1. Thematic Mod ules

1.1 Self-knowledge

ContentsSelf-esteem: what isself-esteemand in whatkind ofsituations it

ismanifested Positiveattitudetowardsoneself

Self-esteem.Labelling. Howcanself-esteem

beimpro-ved.

Self-trust,personalsuccess

Self-evaluation:interests,strengths,weakness,personalcharacte-

ristics

1.2 Change/ Transformation, growth,development

Preadolescencecharacteristics:

physicalchanges,personality

Change,growth,development:

childhood, puberty,adolesce

DISTRIBUTION OF THE COMPETENCESIN SCHOOL GUIDANCE PROGRAM IN 7COMPETENCY AREAS

(5th and 8th Grade)

Benefits from the educational andsocial opportunities surrounding

5

Explains the characteristics of aneffective group members andleaders

5

Uses appropriate working methodsto their learning styles

5

Explains how a top-class dreamsand expectations would be

5

Explains the factors that areassociated with educational success

5

Explains how behavior is affected byemotions

5

Explains how to cope with peerpressure

5

Knows what to do when faced withpersonal, social and educationalproblems

5

Gives examples about how to rejectproperly

5

Understands his/her friends 5

Evaluates the communication withothers

5

Recognizes positive behaviorsneeded to live in peace

5

Explains the importance andnecessity of voluntary work for thecommunity

5

Recognizes the impact of massmedia on society

5

Explains the importance of study forpeople and society

5

Explains the importance of settinggoals

6

Explains the criteria in determininggoals

6

Sets short, medium and long termgoals

6

Has hobbies 6

Indicates the importance of free timeactivities in achieving the futuregoals

6

Self-assess success and failure interms of cause factors

6

Realizes the thoughts that affect 6





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85

develop-ment,relationships with

colleagues, expecta-tions.

nce,youth,maturity,aging-

noticeable generalcharacte-ristics.

II. Developing interrelating skills withindifferent contexts

2. Comm unic at ion and soc ial ski l ls /

abi l i t ies

2.1 Emotionsmanagement

2.1 Social skills

Relationships betweenevents,thoughtsandgeneratedemotions.How canweemotionallyovercomedifficultsituations?

Self-

controlimportance.Self-

controltechniques.

How can

werecognisea leader?

Individu

al andsocialresponsabilitywithinschool ,family andcommu-nity

2.2 Socialskills

2.2 Communication

Importanceof eachmembercontributionto thegroupactivitytheybelong to.

Advantages of groupcollabo-ration.Solidarity.

Agressivevs. non-agressivebehaviour

Whatdoesefficientcommunicationmean? Communicationskills:

listening,positivefeedback,askingquestionsTaking

care andgivingsupportwithin thefamily Culturaland

ethnicaldiversity.Intercultur ality

Prejudices andstereotypes: impactoncommunication

success in exams

Evaluates the results of the errorsand searches for solutions

6

If necessary, refuses 6Explains the elements to beconsidered in the problem solvingprocess

6

Explains the consequences of angerreveal

6

Uses relaxation and breathingexercises when angry

6

Understands the teacher’s feelingsand thoughts

6

Recognizes the importance of usingmass communication tools

appropriately

6

Explains the relationship betweenvocational courses at school

6

Recognizes the impact on thesuccess of test anxiety

7

Explains the importance of self-knowledge via testing and non-testing techniques applied in theschool

7

Collects information about entranceexaminations to secondary schools

7

Recognizes the physical change 7 Appreciates himself in situations tobe successful

7

Realizes his/her talents 7

Realizes the conflict situations 7

Evaluates conflict resolutionmethods that s/he uses

7

Understands the family members’thoughts and feelings

7

Describes how communicationbarriers can be overcome

7

Explains the importance and

necessity of rules governing sociallife

7

Explains the school life’s impact ofbeing a good citizen

7

Recognizes the impact of harmfulhabits on human lives

7

Recognizes the role of attention inthe choice of profession

7

Recognizes the importance ofcareer choice

7

Recognizes the effects of the

decision on the future plans

8

Implements the stages of thedecision-making process

8





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86

III. Developing skills to the informationuse in the learning process

3. Information and learning m anagement

3.1 Information management

Modalitiesofinformationidentifica-tion. Rolesofinformationregardingthe

acquisition,learningandfamiliarization process

Informa-tionregardingselectioncriteria-advantages andlimits.

Timemanagementelements

Informingsourcesregardingspecializations,profilesfromhighschools/

vocationalschools(publications,websites,databases,educational offerswithinfairs);advantages and

limits ofusing TICin order toinformabout the9th classoptions Analysing criteriaof theinformationregarding

educational offers:relevance,upgrading, com-plexity,accuracyetc.

3.2 Efficient learningFavourable/unfavourable factorsfor anefficientlearning

Learning activity;Characte-ristics ofanefficientlearning

Creativitystimula-tingtechniques

Explain the factors affecting theacademic achievement from thephysical standpoint

8

Knows the factors affecting successin exams 8

Determines whether the level of testanxiety is to reduce the performanceand get help if necessary

8

Realizes that the emotional andphysically changes is a natural partof adolescence

8

Recognizes the importance ofcriticism in self-improvement

8

Prepares CV for the job applications 8

Benefits from the results of the

techniques implemented in schools

8

Determines the tasks that can bedone after the Primary

8

Realizes ability’s role in the choiceof profession

8

Refers to the education andpersonal characteristics required bythe profession's interests

8

Collects information about theprofessions of the future

8

Evaluates general secondary

education programs in achievingprofessional goals

8

Evaluates vocational technicalprograms in achieving professionalgoals

8





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87

IV. Developing skills for exploring andcareer planning

4. Career planning

4.1. Career exploration 4.1.Career

planning Characteristics of anactivity-engagements,responsabilities,working

place,specialequipment,schedule

Occupa-tionsevolution

Job,occupation andcareercharacteristics

Educa-tionalprepara-tionnecessaryfor anoccupa-tion/job

Analysing criteriawhenchoosinga career.

Apersonal,well-informedandresponsible decisionregarding

careerchoosing .

Perso-nalportfoliofor the5th-8thclasses:drawings,questionaires

resultsand self-assessment listsregardinginter estsand skills,obtaineddiplomasandcertificates, resultson

differentvolunteer shipactivities,suggestions,reccommandations9th

class Application Forms – filling up

modalitiescomple-tare

V. Practising management skills forhaving a healthy lifestyle

5. Li festy le qual i ty

5.1 Socialrelationshi ps quality

5.1Personallifestylequality

5.1Socialand

workingbackgrou

ndrelations

hipsquality

5.1.Personallifestylequality





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88

Group affiliation.Group`srole in

identifyingandaccomplishingpersonalinterests.

Decision-makingsituations. High-risk

problem-solving.(e.g.abuse orexploitationrelationships) and/orcrisis(accidents/naturalcalamitiesetc.)

Respectingregulation

Social,culturalandeconomic

al factorsregardingprofessionalinterestsandcareerevolution Person

alsteretypes andcareer

planning

Determinativefactors ofpersonal

development Stress

efficientadaptation; supporting sourcesin stresssituations; stressmanagement in

evaluationsituations Crisis

situations;emotionalandbehaviourreactionsin criticalsituations(naturalcalamities, violence,accidentaetc.) andreactionmodalities; humantrafficking.

5.2.Personallifestylequality

Choosong best

options(safetyseatbelt Alerespectingtraffickregulations,respectingfire-precentionregulations, fge-reaalterna-

tiveioptime(rst-aid





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89

regulationsetc.)

Working tasks can be done individually, inpairs or in team, carrying out different activitiessuch as:• role play, simulation, • brainstorming, • art-creative methods,• exercises,• interests and skills questionaire, • conversation, discussion, debate.

Learning contents unfold, as well, generalaspects regarding community and volunteershipimplication, where students themselves can take

roles as an active and responsible citizen.

9th – 12th Classes

As far highschool system regards, thecurricular area School Counselling andGuidance Course includes:

- general skills;- values and attitudes; - specific skills; - contents; - methodological suggestions.

School Counselling and Guidance Course aims at spporting the youngs through a socio-professional insertion, through making themaware about the connections bewteen what theylearn and all skills and knowledge acquaired inorder to put all the information into real lifepractice12.

9thClass

10thClass

11th Class 12thClass

General Skills

1. Exploring personal resources with highinfluence on career planning

Thematic Modules

1.Self-know ing and perso nal development

Contents

1.1 Self-knowing Personalresourcesmanagementtechnique

s; taking

Self-trustFactorsinfluencing self-trust

Qualitiesandpersonalvalues

Person

Personalself-assessment

–carrying autmodalities

DISTRIBUTION OF THE COMPETENCESIN SCHOOL GUIDANCE PROGRAM IN 7

COMPETENCY AREAS(9th and 12th Grade)

Learns about regulations at school 9

Exhibits a positive attitude about

school

9

Benefits from educational and socialopportunities in and around school

9

Determines the factors leading tosuccess and failure.

9

Develops strengths andweaknesses in the educational field.

9

Explains the efficient studyingtechniques

9

Evaluates study habits in terms ofefficiency

9

While creating their goals for thefuture in schools, benefits fromimplemented technical tests’ results

9

Recognizes the values 9

Cope with physical and emotionalchanges during adolescence period

9

Analyzes interpersonalcommunication, in terms ofelements and types

9

Evaluates the factors to beconsidered in terms of effectivecommunication.

9

Evaluates communications, which 9

12 Ibidem.





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90

alsuccess

responsabilitiesandassuming

consequences Strategi

esregardingadult-lifepreparation andengagement

1.2

Changeandgrowth

1.2 Personal resources

Management

Adolescence:physical,mintalandemotionaldevelopmentcharacter istics

Types ofpersonalresourcesOptimal use

of personalresources

Educationalprogrammes forpersonalresourcesmanagement

II. Integrating interrelashionship skills for apersonala and professional development

2. Communication and social skills

2.1 Communication

Respec-tingalternative points-of-viewRights

andresponsibilitiesbetweenfamilymembers;sexequality

Collabo

ratingbeha-viours inaffiliationgroups Addap-tingmodalitiesforchangingsituationsLeadersqualities;developing leaderqualities

Efficientcommunicationmodalities

Efficientcommunicationwithin thefamily:how to doit

2.2Emotionalself-control

2.2Emotionsmanagem

ntEmotional

self-controltechniques

Practisingemotionalself-control

he founded, in terms ofcommunication barriers.

Explains anger caused by physical,

emotional and intellectual effects

9

Evaluates the methods used to dealwith anger in terms of the impacts

9

Use constructive ways to deal withanger

9

Explains effective conflict resolutionsteps.

9

Evaluates the conflict resolutionstage used in daily life are in termsof the effectiveness

9

Cope with peer pressure. 9

Acquire the necessary habits for a

healthy life.

9

Sorts factors that affect the fieldselection.

9

Explain how career selection willaffect the his/her future

9

Recognizes the importance of self-knowledge in the field selection

9

Establishes a relationship betweenthe profession and interests,abilities, values and personality withselected field

9

Assesses himself and his conditionsin a realistic manner in fieldselection

9

Explains the relationship between jobs and the field selection

9

Gathers information about the fieldwhich he can choose at school

9

Rearranges educational andvocational planning file

9

Benefit from educational andvocational planning files whileselecting field

9

Chooses a field appropriate to hisinterests, skills, values andpersonality

9

Effectively participates in the groupwork

10

Explains the importance andnecessity of cooperation in groupwork

10

Explains the aims for the future 10

Evaluates decisions in terms ofeffective decision-making steps

10

Uses effective decision-makingelements in his decisions

10

Explains the impact of values on hislife

10





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91

in differentsituations

III. A correct and practical use of theinformation for success gaining

3. Information and learning management

3.1 Information management Informational andcommunicationalresourcesregardinglearning,work and

career

Information searchon theInternetregardinglearning,work andcareer E-

learning asanalternativeeduca-tionalsystem;onlinelearning:advantages andlimits

Resourcesregardingcollectinginformation oneducational or

professionaloptions Selecting criteriaregardinginforma-tionsources

Rel-evantresourcesregardinglearning,work andcareer

3.2 Learning Management

Types oflearningTypes

andperformance levels inlearning Schoolrequests

Schoolsuccess;schoolperformance:characteristics,favourable/unfavourable factors Differentlearning

styles forachievinglearningsuccess

Schoolsuccess-personalandprofessionalsuccessrelationship:analysingcriteria forapersonal/

professionalsuccess Role ofschoolsuccessinreachingfurtherpersonalandprofesssionalsuccess:students`percep-

Criticalthoughtand self-control onpersonallearning Long-lifelearning(characteristics,nationaland

Eurpeanrule)

Recognizes that how an individual'sself-perception affects his behaviors

10

Realizes others' opinions about

himself how it affects individualperception

10

Understands the importance ofdeveloping healthy relationshipswith the opposite sex friendships

10

Appreciate others' achievementsand positive behavior

10

Behaves flexible and tolerant ininterpersonal relationships

10

Defines where he can get help whilefaces with physical, verbal andemotional violence

10

Defines where he can get help whilefaces with physical, verbal andemotional abuse

10

Uses effective conflict resolutionstep

10

Resists inappropriate requests topersonal values, beliefs andattitudes by using communicationskills

10

Becomes aware of social andeducational problems he or peersmay face

10

Applies to unit where he can askhelp when faced with educationaland personal-social problems.

10

Recognizes the impact of the massmedia on personal and social values

10

Protects himself from harmful habits 10

Explains how to act in emergencysituations

10

Distinguish situations that requireadult assistance and peer support

10

Explain the role of values in career

choice

10

Recognizes the relationshipbetween values, talent, professionalsatisfaction and personality traits

10

Collects information about thetraining required by the interestedcareer

10

Collects information about thepersonal characteristics required bythe interested career

10

Evaluate the effects of prejudicescareer at choice

10

Researches institutions andvocational courses that preparepost-secondary education and work

10





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92

tion,teachers`percep-tion,

decision/makingfactors,publicopinion

IV. Project ellaboration on personal andprofessional development

4. Career planning

4.1Career

planningand

development

4.1 Career planning 4.1 Alterna-

tiveeduca-

tion

Career :definition Factorsinfluenting careerchoosing

Careerplanningaftergraduatingcompulsorysch oollevels: objectives,resources,obstacles,actions

Alternativeoptions(consequences,advantages,limits):continuingeducationalpath undersuperiorhighschoollevels/professionalinsertion;Resources necessaryreching theproposedobjectives

Economical, social,technologicalchange;theirinfluenceson careerdynamicity Options

andresourcesof reachingshort andlong-termcareerplanning

Post-compusor ylearning:post-highschools,short/long-termuniversitariansystem,adulteducation, entryconditions, gra-duatingstudydiplomasandEuropeancorrespondeciesdiplomas

4.2Personalmarketin

gelements

Personalportfolio

Collects information on professionalinformation resources

10

Benefits from professional sources

of information

10

Learns about vocational andacademic program options forHigher Education

10

Determines the objectives for thefuture, taking into account social andeconomic resources of thecommunity

11

Evaluates the accessibility of thegoal set for the future

11

Collects information about entranceexaminations to higher education

institutions

11

Makes study plans for preparingentrance examinations to highereducation institutions.

11

Evaluates his study plan forentrance examinations to highereducation institutions in terms ofapplicability

11

Determines his own exam tactics forentrance exam to higher educationinstitutions

11

Evaluates daily life problem-solvingmethods in terms of effectiveness

11

Uses effective problem-solvingsteps

11

Indicates the importance of love inhuman life

11

Establishes a connection betweenpersonal freedom with the rulesgoverning social life

11

Analyzes the suitability of wrongmessages and models presented inmass media in accordance with

individual and social values

11

Acts in accordance with the rulesgoverning social life

11

Evaluates his own behavior in termsof sensitivity towards natureconservation and the environment

11

Participates in volunteer work for thecommunity

11

Indicates his/her rights 11

Specifies the common healthproblems facing the world

11

Refers to the ways of the worldcommunity and the protection of theinterests of common healthproblems

11





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andpersonalplan forfinishing

superiorhighschool level;integrating andcorrelating priotitiesand aims(educational,professional,family) in

order toobtainpersonalandprofessionalsuccessCV,coverletter, jobinterview-formalrequests,Europeanstandards Europassdocu-ments:EuropeanCV,linguisticpassport,diplomasuppl-ment,qualificationdiploma

V. Practising management skills for havinga healthy lifestyle

5. Quality lifestyle

5.1Social

relationships

quality

5.1 Personal life quality

Factorsimproving

Qualitylifestyle; quality

Community

Careerandprofessiona

Explains the causes and symptomsof stress

11

Evaluates the response in terms of

efficacy used under stress

11

Uses appropriate methods to copewith stress

11

Collects information about thegrowing importance and decliningoccupations

11

Collects information about theconditions of higher educationprograms

11

Collects information about coursesand organization that prepares themfor professions

11

Uses the mass media in reachingprofessional goals

11

Evaluates the conditions of thevarious higher education institutionsin achieving professional goals

11

Finds information about theadmissions process of national andinternational trainings

11

Obtains information aboutscholarships and dormitories benefitfrom higher education

11

Explains the effects of the economicand social needs of the professions

11

Collects information about wherethey can do an internship

11

Learns about occupations in whichthe validity of the international labormarket

11

Explains the factors affecting theacademic achievement beforehigher education institutionsentrance exam

12

Assess their feelings about the

exam in terms of their effects on testperformance

12

Uses ways of coping with examanxiety

12

Indicates the importance of hobbiesin human life

12

Refers to contribute to thepersonality and career of the culturalheritage

12

Accepts people as they are 12

Respects the people's private lives. 12

Explains the elements to beconsidered in the importance ofmate choice and mate choice

12

Recognizes the changing roles of 12





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socialrelatioships quality

Factorsdamaging socialrelatioships quality(e.g.domesticviolence)

Optimalsocialrelatioships

lifestyle as aresource inpersonal/prof essional

activity

implication as apromoting

modalityforcareerdevelopmentandlifestylequalityimprovement

l impact onlife quality Lifequality in

crisissituations:how can acriticalsituationinfluence aperson`slife quality;interventionmodalitiesin criticalsituations

5.2.Optionsqualityregar-ding

career

5.2.Social and working backgroundquality relationships

Careerchoosingfrom theperspective of theintended

lifestyle

Exploitation throughwork, sexualexploitation-negativeconsequence

s on youngpeople`s

Volunteer ship:definition Communit

y actionsin criticalsituations:naturalcalamities(floods,earthquakes) traffic,railway,aerial,nuclearaccidents;kidnaps;terroristsacts

Examspreparation andfailuremanagem

ent

5.3.Chanceequalityregar-ding

careerdevelop

ment

Gene-ral

dimension incareer

women and men in family life

Becomes aware of social problemsand solutions

12

Exhibits the characteristics of goodcitizenship 12

Evaluates jobs in the local area 12

Determines the jobs that will suit himafter secondary school

12

Recognizes the importance ofproductivity for society

12

Explains the need for a successfulworking life skills and experience

12

Determines short and long-termprofessional goals

12

Evaluates his own characteristics in

terms of employment, maintainingand developing

12

Recognizes the importance ofbusiness ethics and professional life

12

Collects information about the labormarket, working area and conditions

12

Explains the relationship betweenlifelong learning and career

12

Writes CV for various purposes 12

Explains the job interviewtechniques

12

Collects information on employerand employee rights andresponsibilities

12

Explains the importance of finding a job in the professional experienceand business success

12

Defines the places to do internship 12

Benefits from "educational andvocational planning file" whenchoosing a higher educationprogram

12

Evaluates institutions and courses

which prepares students for work

12

Evaluates the programs andconditions of Higher Education

12

Recognizes the importance ofrealistic assessment in choosinghigher education programs

12

Evaluates the appropriateness ofthe higher education programsrelated to personal preferencesaccording academic and vocationalpreferences

12





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developing andplanning;genre

stereotypes careerbarriers

Interactive working strategies arereccommended for carrying out methodologicalactivities:- brainstorming;- debate;- problem-posing;- role-play;- simulation;

- case-study;- critical thought techniques;- metaphorical exercises;- values clarification techniques etc.





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5.3. An analysis of the school subjects

5.3.1. Horizo ntal com petenc ies

13

1. The ability of using creative thinking in the process of knowledge (to prove

creative thinking):

1.a. using, evaluating and permanently improving own strategies in solving problems;

1.b. elaborating action models and making adequate decision models in a dynamic

world;

1.c. forming and using skills of critical judgment;

1.d. using various argumentation techniques in different social contexts;

1.e. developing a receptive, non-critical, non-appreciating attitude, generating multiple

associations, different versions and solutions;

1.f. developing fluidity (the skill of easily activating knowledge from the memory in adivergent way and in various forms);

2. The ability of adequately using different types of communication in real

situations):

2.a. forming and using skills of social, verbal and non-verbal communication;

2.b. knowing and efficiently using the codes, the languges and the conventions which

belong to the terminology of various domains of knowledge;

2.c. forming the ability of understanding ( to understand and to understand oneself) and

to make others understand various messages in various situations;

2.d. developing the ability of identifying and distinguishing the relevant information from

the irrelevant in various domains of knowledge;3. The ability of integrating communitary values (to understand the meaning of

belonging to various types of groups and communities):

3.a. participating to the social life of the class, the school and the local community they

belong to ; understanding and evaluating the interdependence between identity and alterity,

between the local and national leve, between the national and global level;

3.b. developping a positive attitude towards solving the problems which affect the local

and nationalcommunity;

4. The ability of adapting to various social situations (to prove the ability of

adaptation to various situations):

4.a. using a large variety of languages and instruments to send ideas, experiences andfeelings;

4.b. knowing various social roles and their implications towards the daily life;

4.c. proving the ability of team-work, respecting the other ‘s opinions;4.d. expressing the willingness to follow a target through various means;

4.e. using flexible thinking and behaviour but also admitting their own limits;

4.f. developing a positive thinking towards new things, towards changes, in the context

of a socio-economic life in a full process of transformation;

5. The ability of building and promoting a quality life (to contribute to the

building of a quality life):

13 Product developed within POSDRU/87/1.3/S/62350 „ Model of advisory focused on Advisory and Education Student’s Career” -

Beneficiary: Teacher Training Center of Mehedinţi Conuty .





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5.a. developping a positive attitude towards themselves and the others: tolerance,

responsability, rigor etc.;

5.b. forming and expressing an opinion for a healthy and balanced life;

5.c. accepting and promoting a natural environment favorable to life;5.d. knowing and respecting the fundamental human rights;

5.e. expressing aesthetic judgement about various aspects of natural and aesthetic

reality;

5.f. forming an open sensitivity towards artistic and aesthetic values;

5.g. developing and promoting an ecological attitude both towards their own person and

the environment;

6. The ability of integrating the IT in the social life in an adequate way (to

understand and to use IT adequately):

6.a. using IT equipment in their quality of communication tools;

6.b. knowing and using technology met in daily life;6.c. understanding the ethical consequences of science technology development upon

humans and the environment;

6.d. forming the habit of efficiently using IT in an adequate and ecological way area both

for a personal and professional purpose;

7. The ability of investigating and valorization of their own experience (to

develop the abilities of investigation and value their own experiencle):

7.a. developing a methodology of intelectual work and the ability of exploration the

surrounding reality;

7.b. acquiring a culture of physical and intellectual effort, as an expression of the desire

of personal and social achievement;

8. The ability of building/planning a career (to build a set of individual and social

values and to guide their behaviour and career according to these criteria):

8.a. proving the competence of sustaining their own options;

8.b. understanding the way in which the social and cultural environment (family, social

norms, linguistic codes, historical traditions etc.) influence both their and other people ‘s own ideasand behaviour;

8.c. knowing and analyzing the opportunities offered by vocational profiles, according to

individual skills;

8.d. making personal action plans and finding motivation for life-long learning;

8.e. identifying and giving value to their own action resources, educational and

profesional resources, educational and profesional opportunities by reaching the career objectives

established in their own professional path.





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5.3.2. An analysis of the syl labus in the Romanian educ at ional system

DOMAIN: MUSICAL EDUCATION

Proposer: Dondoe Liana Poema

Teacher at the „Traian” General School, Craiova

Horizontal Competence Methods andTechniques

Contents/Proposed Topics andActivities

1.f. Developing the fluidity (of theability of easily activatinginformation from the memory in a

divergent way and in variousforms);

- Exercises of memory andattention;- Exercises of intonation;

- Exercises of oral, writtenrecognition;

Contests with gropus of studentshaving as topics:- Favourite singers of folk, dance

or cult music;- Famous biographies;

4.c. Demonstrating the capacityof working in a team, byrespecting each and everyone' sopinions.

- Exercises – vocal cultureplay;- Exercises of beating thetime and directing;

- Participating at choral activities;- Participating at school festivals,contests and cultural-artisticmanifestations,

2.a. Forming and using theabilities of social, verbal and non-verbal communication.

- Musical games- Rhythmic exercisesassociated or not withbody movements;

-Vocal, individual and groupinterpretation of songs belongingto various musical genres (folk,dance, cult, religious);

2.c. Forming the ability ofunderstanding (of understandaingthe others and oneself) and makethe others understand differentmessages in various situations;

- Melodic exercises ofintonation and recognisingmelodies;- Exercises of phrasingand varying,

- Singing at the same time with theartist;- Classifying the musical worksthat have been sung and heard,according to their thematiccontent;

4.d. Expressing the intention offollowing a goal by variousmeans;

- Exercises of vocaltechnique: respiration,emission, phrasing;

- Presenting the songs withinfestivals,

7.b. Acquiring a culture ofphysical and intelectual effort, asan expression of the desire ofpersonal and social development;

- Jrhythmic games;

- Dancing while listening;

- Improvisations of rhythmicmovements according to thecharacter of the song;- Marking the rhythm of the songswith percussion instruments:triangle, drums, tambourines.

4.a. Using a variety of languagesand tools in order to transmitideas, experiences and feelings;

- Exercises of instrumentaltechnique;- Exercises ofdifferentiating the vocaltimbre from the

instrumental one;

- Vocal interpretation withinstrumental accompaniment- Enriching the singing withinterventions at different musicalinstruments;

5.e. Formulating esthetic ideasregarding different aspects of

- Musical audition - Identifying within the auditionsthe specific timbre of certain





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natural and social reality; - Exercises of recognisingthe timbre of somemusical instruments;

musical instruments from thesymphony orchestra and folkmusic;

3.a. Participating to the social lifeof the class, the school and thelocal community;

- Auditive demonstration;- Inquiry-interview amongthe students about theheard singers;

-”Philharmonics in the school”lesson-concert in the MusicClassroom of the „Traian” GeneralSchool sustained by instrumentistsf rom the „Oltenia” Philharmonics; - Presenting the biography ofsome famous singers;

5.f. Forming a sensibility openedtowards the esthetic and artisticvalues;

- Musical audition;

- Vocal and instrumental

demonstartio;- Systematic observationon an individual or grouppaper;

-”Are you afraid of classicalmusic?” - participating to educativeconcerts sustained by the

Phylharmonic Orchestra and the Academic Choir where they cansee a parade of musicalinstruments and of singers;

8.c. Knowing and annalysingdifferent opportunities offered bydifferent vocational departmentsdepending on the individualaptitudes;

- Role-play;- Simulation („acting” a lifesituation very similar to thereal one);

- Auditioning some shows of operaand ballet at the Opera House ofCraiova;

- Meeting singers and instrumentartists;

1.c. Forming and using somecritical judgement abilities;

- Methods of oralcommunication:conversation, debating,problemization;

- Demonstartion throughaudio-visual means;

- Annalysing some concertsaccording to the student's owncriteria: expressing thepreferences;

- Evaluating the personal ideas inthe strict (according to the plan) orfree commenting of the heardmusical pieces;





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Subject: Personal Development

Planned by teacher Alexie Elena

Secondary School „Traian” Craiova

Horizontal skills Methods and techniques Contents/Topics and activities

2.c. forming the comprehensioncapacity (understanding, self-understanding) and help othersunderstand different types ofmessages;

Communication methods:- oral expository (explanation,description, storytelling, lecture,instructing);- coversational (dialogue,debate, questioning),

- written, oral-visual (TV/radioteaching, video techniques);

- Thematic debates: ”What job isright for me?, ”What motivates meto learn?”, ”Uder what conditionscan I be effective?”; - Organizing discussions withnotables or professionals at

school;- Analyzing different works(autobiographies, diaries, books,news items, TV and radio shows,documentaries, economic journals, advertising journals etc.)which relate to the subject of”Counselling and orientation”;

8.b. Understanding how the

social and cultural background

modifies behaviour andinfluences ideas;

Research methods:-first-hand (observation,experiment, case study,inquiry);-indirect (graphicaldemonstration, modelling);

- Spending a few hours at theworkplace of a parent or inanother company to familiarizeoneself with the real workingconditions;

4.c. Proving teamworkcapabilities and exchangingideas;

Action methods:-real (exercises, practical work,projects, creative activities);- simulated (roleplay, learningsimulators);

- Computer games about”Occupations”; - Lego – building “The city of thefuture”;- Thematic projects: ”I choose acareer”, ”Me and my career”,”Work and working conditions”;

- Practical activities ” A handful oftrade, a handful of gold.”(construction, decoration, collage,sewing, food preparation etc.);- Roleplay with the theme: ”It’sknown every job has its role!”; - Crossword puzzle about”Occupations”; - Mazes: ”The way toschool/hospital/post office”; - Educational games: ”Thepyramid of occupations”, ”The

wheel of jobs”, ”What do youknow about…”, ”There are somany jobs children love”,





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4.a. Using different types of

languages and tools to conveyideas, skills and feelings;

”Peasant’s on the field”; - Crossword on professions ;- Tangram technique: ”Towers”,

”Crafts and craftsmen” (collage); - Riddles and poetry recitationcontest;- Conversation: ”Tools aren’ttoys”; - Modelling activity – “Tools” - Making compositions using theacquired practical techniques -”Work is a gem, if you enjoy it!”; - Memorization: ”How do jobssmell?” by Gianni Rodari; - Compilation of statistics on the

most popular trades in recentyears, based on tables / charts;- Multidisciplinary optionalsubject: ” Choosing a job - Key toSuccess”, ”Get ready, make yourway to success!”;

6.a. Employing IT equipments

as communication tools;

4.f. Building a positive attitudetowards change in today’sdynamic economy and society

Rationalization Methods(algorithmic methods,programmed schooling,computerassiste instruction);

- Educational programmes:”Today’s hobby, tomorrow’scareer!”, ”Choose a career!”; - Self-knowledge activity: ”How Isee myself/How my peers see me

?”, ”Identificarea intereselorprofesionale”, ”Decision making”; - Filling and interpretation of aquestionnaire to identify the styleof decision;- Participation in activities ofinformation and guidance: ”OpenDay”, ”Job Fair”;- Promoting internshipprogrammes through partnershipswith public institutions, firms andNGOs ; organizing recruitment ofstudents for internshipprogrammes at their request;- organizing specialized campsfor painting, sculpture, music,dancing, origami etc.);

- simulation of various life andwork situations;





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SUBJECT: FRENCH LANGUAGE

Author : teacher Oprea Elena Alina

„Traian Vuia” Highschool Craiova

Horizontal Competence Methods and techniques Contents/ Topics and activities

1.d. Using variousargumentation techniques indifferent social contexts.

- Question and answer exercises. - Fill in exercises,clozed texts, wording;- Building aparagraph exercises;

- Writing exercises for elementary levelbased on a plan and onsupport questions;- Exercises in whichstudents tell each otherabout different activities;- Dialogue, guidedor free conversation,interview, role play. - Debates,

descriptions, comparison,narration;- Presentation underthe form of a monologue;- Writing mail – formal/informal(messages, letters, e-mail,greeting cards, postcards,invitations, requestinginformation);- Writing exercises: paragraphs, summaries;

• Describing objects, people,situations;

• Telling a story orally;

• Paragraphs;

• Newspaper articlesfocused on different thematicareas;

• Formulas and otherfunctional texts; • Exchanging spoken or writteninformation concerning: factualinformationincluding personaldetails; instructions, explanations,advice, social arrangements;relating events or activitiesconnected with daily life situations;• Descriptions of people, places,processes, activities, situations. • Oral /written presentation,relating stories/narration; • Frequently used formulas;

• Letters, questionnaires, minutes,C.V-s.;

2.c. Developingcomprehension skills(understanding others andoneself) - making othersunderstand different messages invarious situations;

- Identifying exercises;- Differentiating exercises;- Reading orlistening for generalcomprehension exercises;-Exercises that helpstudents identify the mainideas (oral or written);

• Authentic texts ofintermediate level: audio / video conversations, or read loudly bythe teacher , oral reports, generalinformation texts, press articles;• Narrative and descriptivetexts/paragraphs;• Oral presentations (ofaverage difficulty and length) onfamiliar topics;• Variable length texts, which also

contain unknown vocabularyitems: formal and informalmessages, utterred by people





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103

around; audio-video recordings ontopics of interest, radio and TVprograms, talk-shows; telephone

conversations, including telephonemessages.

2.d. Developing the ability toidentify and distinguish betweenthe relevant and the irrelevantinformation in various fields ofknowledge;

- Comprehensionexercises (understandingthe ideas of a written ororal text, structureddialogue, conversation,description, discussion,report, chart, presentation,narratives);-Matching paragraphs

exercises – authentic orliterary texts;

• Texts of various types(medium length) containinggeneral information from varioussources;• Audio-video recordings ofnews bulletins;• Literary texts;• Texts which are suitablefor the group profile;

• Audio /video adaptations ofliterary texts (excerpts from filmsand documentaries);

4.a. Using a variety oflanguages and tools tocommunicate ideas, experiencesand feelings;

-Pairwork and groupworkexercises: dialogue, faceto face or telephoneconversation interview,letter, replying to letters;- Role play,discussion;- Groupwork Șordering ideas/ sentences;

- Designing aninterview - exercises;- Writing exercises/letters according to certainsteps to follow;- Writing down notesexercises;- Group projects;- Face to face interaction/in pairs or small groups;long distance interaction(on the phone,throughletters or by exchangingmessages);- Interaction in front of anaudience (presentations);long distance: mail, on thephone;- Contexts: informal socialsituations, familiarsituations, arguments;informal meetings andprofessional contacts;

- Exchanges of views:arguments supportingideas / personal opinions;

• Structured dialogues;• Everyday conversation;• Exchanges of views;• Personal messages/ letters;• Products/ servicespresentations, on a given topic,spoken at normal speed;• Communicative functionsrequired to improve those skills: to

introduce oneself / his/hercolleagues, the environment,initiate/ carry on and conclude aconversation, give /ask actualinformation about people, objects,places, events, personalexperiences, describe people,objects, places, activities, personalexperiences, to report activities/events, make a wish /tocongratulate ask /give refusepermission, to express prohibition,to express agreement /disagreement, asking /givingexplanations, request /offersomething (an object /support /afavour etc.) politely; to giveinformation or describe people,places, objects, ask for orexpress points of view, personalopinions, expressing moods andfeelings, to give advice, makesuggestions, give instructions,

encourage somebody, report anactivity/a project, summarize anoral message, a da/a cere





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104

preferences, assumptions,predictions; face to faceinterviews or by telephone;

- Conventions andlanguage: how to begin,end or carry on aconversation; nonverballanguage; how to politelyinterrupt a conversation;using the appropriatevocabulary according tothe social or personalcontext or vocabularyappropriate to a certainfield/domain;

informaţii practice; approachsomeone; identify /describeplaces, objects, people, place an

event in time, to report an event/action /a series of actions, tomake a speech on a certain topic,to express admiration, interest,gratitude, to support a point ofview, give instructions, directions,require repeating and rephrasing amessage, express a point of viewby identifying relationships of thetype cause-effect, hypothesis-conclusion, summarize a story,conversation, to emphasise a part

of a message /to insist, to expressquantity.

8.b. Understanding how thesocial and cultural environment(family, social norms, codes oflanguage, historical traditions)influence one’s ideas andbehaviour as well as those of theothers.

-- Identifying exercises;- Differentiating exercises;- Reading orlistening for generalcomprehension exercises;- Exercises that helpstudents identify the mainideas (orally or written);

Topics of the studied texts relatedto the occupational field:

- Being familiar with of significantaspects of professional life(activities and occupations);- Individual and professionaltraining projects; - Significant aspects, concerns, projects related to jobs and the

professional future;- Jobs and occupations – relevantissues;





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SUBJECT: ENGLISH LANGUAGE

Author: Irina Dorovschi „Traian Vuia” Highschool Craiova

Horizontal Competence Methods and techniques Contents/Topics and activities

2.c. Building upcomprehension skills(understanding or self-understanding) and the ability tomake others understand differentmessages in various situations;

- Writing personal letters;- Oral presentations;- Description of objects,people;- Story telling oral /written;-Dialogue;- Everyday conversation;- Role play;

- Interpersonalrelationships;

- Daily life activities;

2.b. Being aware of and using

efficiently and correctly codes,

conventions of language,

terminology belonging to different

fields of knowledge;

- reading andcomprehension exercisesbased on generalinformation texts;- Reading or listening forgeneral comprehensionexercises;-Exercises that help

students identify the mainideas (oral or written);- Group projects;- Role-play;

Countries and cities - Travelling; Aspects of contemporary life(social, literary, technical,environmental);

5.a. Having and expressing

the choice of a healthy and

balanced life;

Group projectsOral presentationsConversation

Personal life (food, health,education, leisure activities);

1.c Training and use of critical

judgment skills;

-Writing oral and written

presentations;-Interviews;-Writing dialogues,conversations;-Comprehension exercisesbased on audio-videorecordings of tv or radionews reports;-Role-play;

Mass-media;

8.a. Proving the

ability/competence to support

your own choices;

-Debate;-Dialogue;- Role play

Aspects connected to jobs/occupations and professionalfuture;

8.a. Understanding how the - Reading andcomprehension exercises

Teenagers’ world (culture,arts,sports);





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106

social and cultural environment

(family, social norms, codes of

language, historical traditions)

influence one’s ideas andbehaviour as well as those of the

others.

based on generalinformation texts;- Reading or listening for

general comprehensionexercises;- Exercises that helpstudents identify the mainideas (orally or written);- Group projects;

The cultural life and the world ofarts (film, music, exhibitions);

SCHOOL SUBJECT: HISTORY

Author: Teacher Vădeanu Liviu “Traian Vuia” Highschool, Craiova

Horizontal Competence Methods and techniques Contents/ Themes andactivities

1.f. The development of fluidity(the skill of activatingknowledge in a divergent wayand under different forms);

- Role play and simulation of ahistorical event;

- Free discussions;

-Problem-solving techniquesbased on the stimulation ofcreativity: thinking hats,starbursting, 6/3/5 method,Philips 6/6 method, Frisco,synectics;

- Methods of stimulating criticalthinking: S.I.N.E.L.G, mindmaps;

-Describing a historical contextusing role play;

-Filling-in a conceptual map by

using interdisciplinaryelements;

-Creating a glossary ofhistorical terms and concepts;

-Exchanging ideas withstudents from other schools,who developed similar projectsbased on history.

2.a. Developing and using bothverbal and non-verbalcommunicative skills;

-Using active and participativemethods of oral communication(discovery techniques, problemsolving, role play, debates,brainstorming etc.);

-Modeling;

-Oral communication in both

formal and informal contexts;

-Group work;

-Crosswords involvinghistorical terms;

-Extracting essentialinformation from a historicalsource;

-Creating chronologicaltimelines, models and

mouldings based on historicalthemes;





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107

-Expressing one’s opinionfreely;

- Presenting the results of thestudents’ work;

- Involving students in radio orTV shows;

3.b. Developing a positive

attitude and solidarity towards

solving problems that affect

both the local and national

community;

-Case studies on respectingand abusing human rights;

-Using different sources ofinformation in order to developa group project based on howwe see the others;

- Debates and discussions withlocal authorities and otherparticipants who deal with allthe necessary means ofsupporting similar activities;

4. The ability to adapt todifferent social situations;

- Diagnosis methods;

-Techniques involving makingdecisions: “Multi-voting”;

-Organising school campaignsof promoting students’ rightsand responsabilities;

-Creating exhibitions( at schoolor in other public institutions) incollaboration with teachersfrom the Art and TechnologyDepartment;

- Disseminating the results ofthe students’ work on a specialweek designed for extra-curricular activities;

5.g. Encouraging a positive

attitude towars the students

themselves and the

environment;

-Methods based on theexploration of reality: projectsand investigations;

- Designing a project based ondifferent themes such as familyhistory, school history,town/village history, raisingawareness of ecological issuesby studying the changes thathave affected the surroundingarchitecture and scenery,preserving the cultural heritagein order to improve the qualityof life;

6.d. Developing the ability of

using technology properly,

effectively and ecologically in

order to achieve success both

personally and professionally;

- Using technology-basedteaching skills and materialssuch as: audio-video materials,recordings, video cameras,downloading files, creatingaudio-video archives (with thehelp of teachers from theInformatics and TechnologyDepartment), storing,modifying audio-videomaterials, editing, transcrips,

creating recording files with thepurpose of storing andarchiving information etc;

- Writing an essay based onextracting specific informationfrom the interviews taken withthe help of teachers from theLanguage Department;





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7.a. Developing intellectualskills and the ability to explorethe surrounding reality;

-Using active methods ofcommunication (discoverytechniques, problematization,

role plays, debates,brainstorming etc.);

-Special meetings withsurvivors of the traumaticevents of the XX century;

- Publishing a book or a specialedition of the school magazineincluding the interviews takenby the students (with the helpof teachers from theLanguages Department, Artand Technology Departmentand Student CounsellingDepartment);- Field trips;

8.e. Identifying and taking full

advantage of the resourcesand of the existent educational

and professional opportunities

in order to achieve the

established professional

objectives of each student.

-Using observation and

discussion in order tounderstand how an archive isorganized: documents, archivefiles, cyrillic alphabet;

-Writing an essay based on the

importance of the archiveddocuments studied as a follow-up activity after visiting SJANDolj (The National ArchiveDepartment in Dolj County);

- Advising students to choose aproper career and encouragingthem to continue their higherstudies after visiting theUniversity of Craiova on aspecial occasion held by the

Professors teaching there;

- Including a cross disciplinaryoptional subject in the syllabus“Career and Education throughHistory” ;





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SUBJECT: ROMANIAN LANGUAGE AND LITERATURE

Author: teacher: Dima Julieta Andreea

,,Ştefan Odobleja’’ College, Craiova

Horizontal Competence Methods and techniques Contents/Topics andactivities

1.b Developing appropriate

models of action and decision

making in a dynamic world.

Simulation:- designing a tv news editionthrough dramatization, role play. Brainstorming-ul:- choosing a theme that will

provide a broad and attractiveframework in order to acquiretargeted competences.

Theme 1.Project: designing a tv newsedition Actions:-creating a group who takes

the lead;- conducting interviews toselect human resources. - establishing the Editorialgroup;-appointing the leader, theeditor in chief;- identifying current, generalinterest issues,- sharing work tasks … -choosing the topic of thenews bulletin;- creating a suitableadvertisementfor the byusing titles and attractiveslogans both suitable andappealing;

2.a. Devising and usingsocial communication skills,both verbal and non-verbal;

Oral communication methods:-interview;-debate;-stating an issue.

Methods which imply exploring

reality:-project;-watching films;-research.

Theme 2.The debate: Organize ameeting to discuss the mostimportant titles of newsedition. Actions:

-choosing 2 or 3 majortopics;- selecting guests on theshow representing differentfields: specialists, analysts well known people;-making invitations andpresentating topics for thedebate;-having the actual debate-drawing conclusions.

2.b. Knowing and usingefficiently and correctly thecodes and conventions of

Techniques in making decisions:-identifying the main ideas;-an inventory of the ideas for or

Theme 3.Dissemination andevaluation of the results.





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language terminologybelonging to different fields ofknowledge;

against;-presenting relevant arguments.- drawing conclusions.

Solving exercises:-correcting spelling mistakes orpunctuation for every news;

Actions:-identifying any difficulties- S.W.O.T. analysis;

- a plan which involvesimprovement and correctionmethods;- self evaluation;

7.b. acquiring a certain

discipline of the physical and

intellectual exercise which

expresses the desire of

personal and social

achievement.

Expressive reading:- the use of nonverbal and paraelements.

Working visit.

Theme 4.Doing the job of a journalist. Actions:- visiting a local TV newsstation such as TVR 3Craiova orTele ,,U’’ -the video recording of theproject in theme 1.

DOMAIN: TECHNOLOGICAL EDUCATION

Proposer: Cercelaru Margareta, teacher

The „Nicolae Romanescu” General School, Craiova

Horizontal Competence Methods and Techniques Contents/Proposed Topicsand Activities

2.c. Forming the ability ofunderstanding (to undersatandand to understand oneself) andmaking the others understanddifferent messages in varioussituations;

2.d. Developing the ability of

identifying and separating the

relevant information from the

irrelevant one in different

domains;

The Project – complexmethod used in order toevaluate the „Technology ofInformation” module.

In this case, the theme of thepoll refers to the content of the„Professional Domains”module, its results representingimportant and interestingstarting points in the school and

professional guidance of the 8th

graders.

Carrying a poll

Objectives-revaluating the specialisedterms in communication;- using the informationalsources and the processingmeans in order to take over, totransform and to present theinformation;- developing the ability of

cooperating in order to achievean application;

Working period of time: sixweeksWorking steps1. Deciding upon themembers of the groups. Theactivity develops within mixedgroups of five students.2. Deciding upon the themeof the poll for each group.

The theme is selected from alist made by the teacher andcompleted with students'





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111

3.a. Participating to the social

life of the class, of the school

and of the local community they

belong to;

6.a. Using computerised

equipment as tools for

communicating;

proposals. Proposals of themesfor the poll:a) Professional guidance

for the 8

th

graders;b) The 8th graders'preferences regarding theschool subjects;c) Means of spendingspare time;d) Realtionships betweenteenagers and parents;e) FriendshipsThe polls will be achieved on agroup of 8th graders.3. Deciding upon the

activities within every group.Each group receives a workingsheet of paper. The groups willfollow the theme plan written onthe working paper.

The Working PaperGroup no.....Members of the group......Topic: Carrying a pollWorking period of time: sixweeks

The plan of the topic:- writing down thequestionnaire;- multiplying the questionnaires,distributing them among the 8th graders, collecting the filledquestionnaires;- collecting and organising thedata;- manual processing of thedata;- organising the reportcomprising the centralising andthe interpreting of the results.4. Deciding upon the role ofeach student within the group- individual activities: asking atleast two opened or closedquestions that are to becomprised within thequestionnaire; collecting,organising and manualprocessing of the data;

organising and graphicallyrepresenting the results inaccordance with the innitialquestions.





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7.b. Acquiring a certain cultureof the physical and intellectualeffort, as an expression of thewiil of personal and socialachievement;

- collective activities: writing thequestionnaire, multiplying,distributing and collecting the

questionnaires; centralising theresults; writing the report.5. There is chosen arepresentative of each groupthat is to present the ideas ofthe group. After debating, the students ofeach group will choose arepresentative of the group.6. The activity is finished bypresenting a report. Eacggroup chooses the method of

presentation (posters, pictures,writing-paper etc.).Example of questionnaireregarding the spending of thespare time.The title of the poll: How do wespend our free time?

1. How much spare timedo you have after doing yourhomework? (more than 7 hours;5-7 hours; 3-4 hours; 1-2 hours;I don't have any spare time).

2. How do you spend yourfree time? (reading; listening tomusic; watching TV; helping myparents with housework; playingon the computer; practicingsports; meeting my friends;walking; other activities).

3. What do you likereading? (scientific books;historical books; romancebooks; detective books; S.F.books; others).

4. What programmes doyou like watching on TV? (news,amusement, politics, films,others).

5. What type of music doyou like listening to? (gipsymusic, dance, house, rap,symphonic, folk, another).

6. Do you constantlypractice a sport? (yes; no; ifyes, which one?).

7. Have you ever gone tothe theatre, except the caseswhen you went in an organisedway with your classmates? (yes,





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no)8. What about going to the

cinema? (yes, no).

9. Which are the mainactivities of your group offriends? (going in a club; goingto parties; walking; going toInternet-cafes, others).

10. Do you have a constanthobby that occupies your freetime? Which one? (yes; no).

Abilities that are beingevaluated during the project:the correctness of the working

methods, respecting all thesteps within the plan, thecorrectness of the calculations,the adequate representation ofthe results in graphical forms,the accuracy of the drawings,the quality of the presentation,the interpretation of the results,the generalisation of theinformation).

The teacher has a role ofcontinuous evaluator. It is to be

checked the participation ofeach member of the goup aswell as the use of the personalfeatures of the students:cooperation, initiative, creativity,flexibility and being open-minded to new ideas,perseverence).

ConclusionsThe choosing of topicsproposed by students, theaccurate filling of thequestionnaires allow the resultsof the poll to offer a real imageof the class as a group, of theteenagers' problems and of theway these are beingapproached. By assumingdifferent roles within the group,approaching the problems thatcome up during the activity,expressing and sustaining one's

point of view and by listening tothe others' opinions, this activityalso develops socialcompetences.





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5.3.3. An analysis of the syl labus in the Turkish educat ional sys tem

SCHOOL SUBJECT: 2nd Grade – Social Sciences

Institution: 24 Kasım Primary School

Skills for career Methods/Approach Topics/proposed activities

4.a. using flexible thinking

and behaviour but also

admitting their own limits;

5.c. accepting andpromoting a naturalenvironment favorable to life;

- Drawing

- Role-play

- Self management (using timeand space effectively) is usedto develop personal skills. Eachstudent draws a picture of hisdesk and its place in the

classroom.

8.b. proving the

competence of sustaining

their own options;

8.c. knowing and analyzing

the opportunities offered by

vocational profiles, according

to individual skills;

- Drama

- Role-play

- Inter-active activities

- An effective use of resources(planning and production) isintended to improve the careerawareness.

5.b. forming and

expressing an opinion for a

healthy and balanced life;

-Role- play

-Demonstration

-Debate

-Conversation

-Learning by guessing

-Brainstorming

- Providing Security andProtection (Health Protection).

4.b. knowing various socialroles and their implicationstowards the daily life;

- Drama

- Role-play

-Conversation

-Learning by guessing

-Debate

- The development of thecritical thinking skills.

- The protection anddevelopment of cultural values.





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SCHOOL SUBJECT: 3rd Grade – Social Sciences

Institution: 24 Kasım Primary School Skills for career Methods/Approach Topics/proposed activities

5.c. developing a positive

attitude towards themselves

and the others: tolerance,


- Drawing

- Role-play

- Question and Answer

exercises

- Debate

- Conversation

- I'm Growing Up, Changes.

7.c. acquiring a culture of

physical and intellectual effort,as an expression of the desire

of personal and social

achievement;

- Drama

- Role-play

- Inter-active activities

- Conversation

- Do my emotions affect my

body?

8.b. understanding the way in

which the social and cultural

environment (family, social

norms, linguistic codes,

historical traditions etc.)

influence both their and otherpeople ‘s own ideas andbehavior;

- Group work

- Individual study

- Demonstration

- Debate

- Conversation

- What has changed in myfamily’s life?






influence both their and other

people ‘s own ideas and

behavior;8.c.knowing and analyzing the

opportunities offered by



- Drama

- Role-play

- Simulation

- Information gap

-Why do I need to choose this job?

5.c. accepting and promoting

a natural environment

favorable to life;

- Narration

- The inducement

- Deductive

- Group discussion

- Simulation

- What will the weather be liketomorrow?





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SCHOOL SUBJECT: 5th Grade – Maths



1.a. using, evaluating and

permanently improving own

strategies in solving problems;

-narration-review-discussion-sampling-application-conversation

- Organizing data by doingschemas;

1.a. using, evaluating andpermanently improving own


-narration-review-discussion-conversation-information gap-sampling-application-problem solving

- Symmetry;



vocational profiles, accordingto individual skills;

8.d. making personal action

plans and finding motivation

for life-long learning;

-debate

-review

-question-answer

-discussion

-sampling

-application

-problem solving

- Atatürk’s attribution to Mathsand geometry, famousmathematicians in our country;

1.c. forming and using skills ofcritical judgment;

-conversation-narration-review-discussion-sampling-application-problem solving

- Probability;





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SCHOOL SUBJECT: 5th Grade – Music



3.b. developing a positive

attitude towards solving the

problems which affect the

local and national community;

Lecture

Singing-playback

Playing musical instruments

Application

The national anthem;

8.b. understanding the way inwhich the social and cultural



historical traditions, etc.)


people ‘s own ideas andbehaviour;


plans and finding motivationfor life-long learning;

8.e. identifying and giving

value to their own action

resources, educational and

professional resources,

educational and professional

opportunities by reaching the

career objectives established

in their own professional path;

Question-answer

Lecture

Singing-playback

Famous musicians and theircareer;

1.f. developing fluidity (the skillof easily activating knowledge

from the memory in a

divergent way and in various

forms);

Lecture

Singing-playback


Application

I'm learning new sounds, newmusic sheets;

1.e. developing a receptive,

non-critical, non-appreciating

attitude, generating multiple

associations, different

versions and solutions;

Lecture

Singing-playback


Application

Different rhythms in differenttunes;





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SCHOOL SUBJECT: 9th Grade – Biology

Institution: Yahya Akel Science High School


5.d. developping a positive




- Discussion- Research-Search- Drawing- Role-play- Group work- Conversation- Debate

- Common features of the livingthings;

7.d. acquiring a culture ofphysical and intellectual effort,

as an expression of the desire


achievement;

-Discussion-Research-Search-Research-Narration-Debate-Sampling

- Body features of the human;

8.c. understanding the way

in which the social and

cultural environment (family,

social norms, linguistic codes,


influence both their and otherpeople ‘s own ideas andbehaviour;

- Individual study- Demonstration- Debate- Conversation- Information- gap-Learning by guessing

- A biologist’s life;








behaviour;8.c. knowing and analyzing




- Narration- Brainstorming- Role- play- Demonstration- Debate- Conversation- Learning by guessing- Storytelling

- Information gap

-My environment;

5.c. accepting and promoting

a natural environment

favorable to life;

- Narration- Brainstorming- Role- play- Demonstration- Debate- Conversation

- Learning by guessing- Information gap

- Current environmentalproblems and human beings;





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SCHOOL SUBJECT: 9th Grade – Counseling

Author: Mersin National Educational Directorate








influence both their and otherpeople ‘s own ideas andbehavior;








-Group Counseling

-Parents support

Parents attendance;

5.a. developing a positive




- Individual Counseling

-Group Counseling

-Monitoring

-The Ship

-Consultancy

School guidance andcounseling service throughplanning studies, determinationof the needs.The PDR documents used inthe standardizedTeachers Consulting;

8.a. understanding the way in






people ‘s own ideas andbehavior;

8.b. knowing and analyzing





-Group Counseling

-Monitoring

-The Ship

-Consultancy

- Family Education;

- Introduction To The NationalOccupational InformationSystem;

7.a. developing a

methodology of intellectual

- Individual Counseling The absence of continuousassessment of students with





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120

work and the ability of

exploration the surrounding

reality;

7.b. acquiring a culture ofphysical and intellectual effort,



achievement;

-Group Counseling

-Monitoring

-The Ship

-Consultancy

academic failure;

SCHOOL SUBJECT: 9th Grade – History



1.a. using, evaluating and

permanently improving own


NarrationIndividual StudiesPreparing and solving puzzlesBrainstormingDebateConversationLearning by guessing

Storytelling

A puzzle of history;

2.a. forming and using skills of

social, verbal and non-verbal

communication;

NarrationIndividual StudiesPreparing and solving puzzlesBrainstormingDebateConversationLearning by guessingStorytelling

Strips of time;

3.a. participating to the social

life of the class, the schooland the local community they

belong to; understanding and

evaluating the

interdependence between

identity and alterity, between

the local and national leve,

between the national and

global level;

Narration

Essay writingResearchReviewDiscussionBiography WorkIndividual StudiesDebate

Memory of the societies;

3.a. participating to the sociallife of the class, the school

and the local community they

NarrationEssay writingResearch

Evaluation Of Historical Events;





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121

belong to; understanding and

evaluating the

interdependence between

identity and alterity, betweenthe local and national leve,

between the national and

global level;

ReviewDiscussionBiography Work

Individual StudiesDebate

SCHOOL SUBJECT: 12th Grade – Counseling

Author: Mersin National Educational Directorate



2.a. forming and using skills of

social, verbal and non-verbal

communication;

-Individual Counseling

-Group Counseling

-Monitoring

-The Ship

-Consultancy

- Conducted In SchoolGuidance Activities Related ToPresentation And Evaluation;

8.a. proving the competence

of sustaining their own

options;






influence both their and otherpeople ‘s own ideas andbehaviour;








-Group Counseling

-Parents support

- Parents attendance;

5.a. developping a positiveattitude towards themselves



-Group Counseling

- School guidance andcounseling service throughplanning studies, determination





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responsability, rigor etc.-Monitoring

-The Ship

-Consultancy

of students' needs. The PDRdocuments used in thestandardized Teachers

Consulting;

8.a. understanding the way in







behaviour;8.b. knowing and analyzing





-Group Counseling

-Monitoring

-The Ship

-Consultancy

- Family Education;- Introduction To The NationalOccupational InformationSystem;

7.a. developing a

methodology of intelectual

work and the ability of

exploration the surrounding

reality;7.b. acquiring a culture of

physical and intellectual effort,



achievement;


-Group Counseling

-Monitoring

-The Ship

-Consultancy

- The absence of continuousassessment of students withacademic failure and failure toinvestigate the reasons for theabsence of teachers, students

and their parents, who wereinvited at school, the maininformation exchanging thenecessary redirects to be done;





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5.4. Samples of lesson plans regarding the career guidance for students

LESSON PLAN

Class: 8th Teacher: Mariana Mărculescu Curriculum Field: Math and scienceSubject: MathChapter: Problems that are solved by using equationsLearning content / topic of the activity: Problems in which percent are involvedLesson Type: Practicing capabilitiesObjectives:

Cognitive:- To name previously learned mathematical concepts: the ratio of two quantities of the same kind,

a ratio;- To determine the percentage out of real numbers to understand the meaning and properties ofratio percentage and know how to apply them in solving problems;- To solve exercises for determining a number when p% of it is known;- Solving by using reports and proportions some problem situations and the interpretation ofresults;- To demonstrate the ability to work in a team, respecting everyone's opinions;- Developing a methodology for intellectual work and the ability of exploration of the surroundingreality;

Emotional - attitudinal:- Developing an open and creative thinking, develop initiative, independence in thought and actionto have the availability to address various tasks;

- Development of the spirit of observation;- Development of aesthetic and critical spirit, the ability to appreciate the rigor, order and elegancein solving problems or building a theory;

Psychomotor:- Training to use mathematical concepts and methods in addressing everyday situations or to solvepractical problems;- Training motivation for studying mathematics as a field related to social and professional life;

Teaching Strategy:Resources procedures (methods and techniques of work):

- conversation, explanation, demonstration, practice, group work.Material resources:

- Mathematics – manual- Auxiliary- Working sheet

Organization forms:- on groups

Type of assessment: working sheetsDuration: 50 minutesVenue: classroomReferences:

Radu Dana, Radu, E., Manual clasa a VIII-a, Ed. Teora, Bucureşti, 2013; Gheorghe I., Dorel L., Matematică clasa a VIII -a, Ed. Paralela 45, Piteşti 2013;

Fianu, M., Perianu, M., Clubul Matematicienilor, Ed. Art, Bucureşti, 2013; Programa şcolară Nr.5097/09.09.2009;





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LESSON PROCEDURES

STAGES DESCRIPTION OF THE ACTIVITIES1. Organizationalmoment / Preparation

of the class for theactivity

(3 minutes)

The teacher checks the frequency.Preparing the materials needed for the lesson.Creating the proper environment for the lesson.

2. Checkinghomework(2 minute)

The given homework is checked.

3. Reactivating theknowledge(5 minutes)

Update of the theoretical knowledge on the percentage ratio,calculating a percentage of a number, percentage increases or decreasepercentage.

4. Introductory talk(2 minutes)

The teacher presents to the students the importance of calculating apercentage of a number in everyday life and the types of issues that willbe addressed in the lesson - appendix 1.

5. The announcementof the content and the

objectives(1 minute)

The teacher presents the students the lesson objectives: the calculationof the price of an item after a rise or a cheaper by one percent theinterest calculation of a deposit in a bank and the calculation of thepercentage of the cheaper or more expensive items.

6. Learning leading(24 minute)

The students solve the tasks from Appendix 2.

7. Providing feed-back

(8 minutes)

The students are given the Appendix 3. They work individually. Ifthere are tasks that cannot be performed individually are solved at thewhite board.

8. Homework /Explanations in order

to continue the

activity at home(5 minutes)

Students will be given as homework some exercises from the textbook.





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INFORMATIVE CONTENT

ANNEX 1PERCENTAGES

- Percentages are used in trade, mathematical statistics, bank operations etc.- What does “a blouse is made of 40% cotton and 60% elastic ”, „our planet is made of 70%

water”, „wine contains 4% alcohol” mean?

100

1, is written 1% (it’s read “1 percent ” or “1 procent”)

100

3 = 3%

Q p p p

%,100

Percentage ratio the ratio which has 100 as denominator.

100

p - percentage ration

Transforming a ratio into a percentage ration

Ex:

100

12

25

3

%18100

18

200

36

Representing the percentages in graphics





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126

Representing percentages in circular diagrams

Finding p% of a number

Ex. 1: find 15% of 200 kg;

)(30200100

15kg

Ex. 2: In a factory, there are 1800 workers. 60% of them are in their 20s. How many workers(under their 20s) work in the factory?

10801800

100

60

Finding a number when knowing its p%

Ex. 1: There are 10 girls in a class, which represents 40% of all the students. How many studentsare there?

2510100

40 x x (students)

Ex. 2: Of 2500 workers of a factory, 500 are men. How much (percent) is the number of men ofthe number of workers?

%20%5002500100

x x

Creşteri cu x%

Ex. 1: More confectioners have agreed on preparing 600 cookies.They have prepared 30% morethan their agreement. How many cookies have they prepared?

780600100

30600

Ex. 2: The price of a product has increased with 20% of the price it initially had. The product is now600 lei. Calculate the initial price of the product.





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127

500600100

20 x x x

Percentages of percentages

Ex: It is known that 21% of an amount of milk is cream, and 23% of an amount of cream is butter.Find out of how many kg of milk you can obtain 96.6 kg of butter (exercise taken from the algebramanual, 1989).

21% l = s

23% s = u

6,96%21%23 l

l = 2000 (liters of milk)

Examples of percentages uses

1. Sales comission – it is the amount paid by the employee to the people working in the salesdepartment (to motivate them to sell more). Generally, the comission is 10% of the sale.2. Discount – it is a price discount applied by different shops.3. Commercial addition – it is the difference between the selling price and the purchasing price.4. Bank interests – banks attract money from their clients by their bank accounts, the clients’deposits being major source of funds.

ANNEX 2

1. Find out: a) 15% of10 =b) 10% of 25% of 1200 =

2. Write the ratio of these numbers: a) 5 and 16b) 2,4 and 6,3

3. Find out how much percent is 60 of 240.

4. Find out the number knowing that 30% of it equals 531.

5. 10% of a company’s capital, that is 7000 lei, are used for transportation. What’s thecompany’s capital?

6. A coat is 250 lei. How much money will the buyer pay if at the price a 24% of VAT is added.

7. After a 10% discount, a product costs 99 lei. What is the initial price of the product?8. Teo has made a deposit of 350 euro with an interest of 8% per year. What amount of

money will Teo withdraw after one year?9. A vehicle covers a distance in 3 days.

In the first day, it covers 25% of the distance, the second day 60 % of the rest and for the third day162 km are left.

a) What was the total distance it covered?b) What distance did it cover in the second day?c) What percentage is the distance covered the second day out of the total distance?





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128

ANNEX 3

WORKSHEET

1. Transform the percentages: 40% and 12,5%.

2. Transform in percentages:

5

8 ;

7

125 ;

2. Find out:a) 15% of 120 =b) 25% of x = 400;

3. A vehicle had to cover 4000 km. The first day, it covered 20% of the distance, the second day75% of what it covered the first day, and the third day the rest. Find out how many km it coveredthe third day.

4. A bank gives an annual interest of 10%. Find out what amount of money will a student have after3 years if he makes a deposit of 1200 lei (the interest accumulates).

5. The price of a product is 250 lei. Find out the price of the object after an increase of 20% and adiscount of 15%.

6. The price of a product after a rise of 20% has become 2400 lei. Find out the initial price.

7. A student has spent 20% of the money he had the first day, and the second day 10% of all themoney. Knowing that he has 140 lei left, find out the initial amount of money.





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LESSON PLAN

Grade: 6th B, DTeachers: Daniela Toma, Nadia Şutelcă Curricular area: Language and communicationSubject: Romanian Language and LiteratureChapter: The epic genre. The sketchLesson title: "Dl.Goe..." de I. L. Caragiale - dramatizingLesson type: capacities practiceLesson aim: growing the ability to play and build a dialogueHorizontal competencies developed by integrating career counseling and guidance the studentswithin the school subjects.Competence to adapt to different social situations (to demonstrate the ability to adapt to different

situations):- the use of a variety of languages and tools to send ideas, experiences and feelings;- the knowledge of different social roles and their implications on daily life;- to demonstrate the ability to work in a team, respecting everyone's opinions;- expressing the will to pursue a goal through different means;- the use of flexibility in thinking and behaviour, and recognizing their limits;- developing a positive attitude to change, to change, in the context of socio-economic life in fullprocess of transformation;Specific skills:2.1. to achieve proper chain of ideas in an oral message;2.4. to use the stress and intonation to highlight the purpose of communication;2.7. to sustain a verbal exchange into a group conversation using the correct literary language and

expressive possibilities of the spoken language;3.2. to notice the role of the dialogue in the characterization of the characters;Operational objectives:Cognitive: - to highlight the role of the expressive dialogue;- to request and provide information in a clear, precise and polite way;Emotional objectives:- to show interest in tasks;- to interiorize the this knowledge and integrate them into the correct expression skills;Psychomotor objectives:- to act complexly by applying the model (in whole or in part) under other circumstances;

Teaching strategy:Resources procedures (methods and techniques of work): - Conversation;- Role play;- Working with text;Type of assessment:- systematic observation;- self-evaluation;

Timing: 50 minutesLocation: classroomBibliografie:

Ion Luca Caragiale, Momente şi schiţe. D-l Goe, Editura Hyperion, Bucureşti, 2003;





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LESSON PROCEDURES

STAGES DESCRIPTION OF THE ACTIVITIES 1. Organizationalmoment / Preparation


(13 minutes)

The students prepare for the activity: costumes, props, stage layout.

2. Learning leading(27 minutes)

The students act D-l Goe... de I. L. Caragiale – MR GOE by Ion LucaCaragiale – a famous playwriter.


(10 minutes)

Students are asked to reflect on the facts presented, on the child's

behavior, on the attitude of the ladies, the mistakes made.Then they are invited to provide similar examples of everyday life.





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131

LESSON PLAN

Grade: 5th Teacher: Daniela Velicescu Institution: Gymnasium School ”Traian”Subject: EnglishLesson title: ”What Do I Want To Be?”Specific skills:

Linguistic To use adequately different types of communication in real situations:

- proving their capacity of working in teams, groups or pairs, respecting eachother’s opinion;

- expressing their will in achieving their goals through different ways/paths;

- developing a positive attitude towards new and changing social-economical life; Pragmatic

To plan and build a career (to build a set of individual and social values and guide theirbehaviour and career according to them);

- proving their competence of sustaining their own options;- reaching their own set of objectives regarding career;

Objectives:

To recognize and understand the message of a text.

To talk about themselves, about the people and about the activities around them.

To select conversational patterns and ask questions according to the conversational situation.

Techniques:

reading dialogues;

written exercises;

conversation;

explanation;

Visual aids:

poster;

worksheets;

realia;

Forms of activity: whole class;

groupwork;

pairwork;

Evaluation: solving exercisesDuration: 50 minutes





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LESSON PROCEDURES

STAGES DESCRIPTION OF THE ACTIVITIES

1. Organizationalmoment / Preparation


(5 minutes)

Preparing the materials, attendance, checking homework.


Reactivating the knowledge is made by conversing with the students.


objectives(3 minutes)

The teacher presents the students the objectives of the activity.


Students are trained in recognition activities of a message around a text,conversations about themselves, about people and the activities aroundthem etc.


(5 minutes)

The teacher makes question to the students regarding the content of thelesson.


to continue theactivity at home

(5 minutes)

Exercises.





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LESSON PLAN

Class: 7th Teacher: Liana Crăciunoiu - Duță Curricular area: Physical Education and SportSubject: Physical EducationChapter: Basic movement skills and abilitiesLearning content / topic of the activity: Technical and artistic trainingLesson Type: skills developmentSpecific skills:

- to perform basic movements associated with musical gesticulation;- to acquire the necessary basic mechanism for a choreographic interpretation of a text in

musical rhythm;- to show team spirit, cooperation, fair play;

Objectives:- to tact rhythmic exercises given by teacher;- to execute properly the sport dance steps according music background;- to present a cha-cha choreography, waltz and structure according music background

(individual, pairs and group);- to adopt good posture specific dance style;- to show team spirit, cooperation, fair play;


- observation; - exposure (explanation);- conversation; - demonstration; - practice; - game;

Material resources:- CD player; - Whistle;

Organization forms: - frontal;

- pair;

Type of assessment: continues Duration: 50 minutes Venue: gym References:

Viorel Dan Năstase - Initiation sport dance; Marioara Popescu – Mirage of Dance; Adina Stroescu - Gymnastics; Tudusciuc I. - Artistic Gymnastics;





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LESSON PROCEDURES

STAGES DESCRIPTION OF THE ACTIVITIES 1. Preparation of theclass for the activity

(2 minutes)

- Assembly, alignment and greeting;- Check students, equipment and health;- Presentation of the lesson topics;

2. Preparing the bodyfor effort

(6 minutes)

Variants of walking, running and jumping exercises (walking on toes, onheels, running, playing the ankles, legs swinging back added step,crossover step jump step jumping, running accelerated).

3 Selective influence ofthe musculoskeletal

system

(7 minutes)

Complex of exercise for an harmonious physical development for thehead-neck, arms, torso, legs (bending, arching, bending, twisting,lunges, jumping), with music background.

4. Development ofreaction speed of

execution(8 minutes)

Performance cha-cha choreography in music as 4/4: Time Step, CloseBasic Movement, New York, Spot Turn to Left and to Right, Hand toHand.

5. Learning steps(12 minutes)

Learning steps of Sirtaki - Greek dance (famous from the movie:Zorbas – The Greek).

6. Development ofresistance of legs

muscles(10 minutes)

Viennese waltz choreography accor ding music (tempo ¾): working inpairs.

7. Restoring the bodyafter exercise(3 minutes)

Slow jog, exercises for relaxation of muscle of arms and legs, exercisefor inspiration /expiration.

8. Assessments andrecommendations

(2 minutes)

Feedback on how the students have performed specific steps.Emphasizing compliance rhythm, melodically, and proper bodyposition.





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LESSON PLAN

Grade: 10th Teacher: Oprea AlinaCurricular area: Language and communicationSubject: FrenchUnit /Chapter: Unit 8, Le terroir retrouvé The content of learning/The theme of the activity: Le voyage- mode d’emploi Lesson type: Teaching and learning

Specific skills:- The reception of oral or written messages in different communication situations;- Identifying the global meaning of a message;

- Identifying the key information in authentic texts;- Identifying details in oral/ written messages (authentic);

Operational objectives:- Developing vocabulary about tourism and travelling;- Understanding a report about foreign tourists who came on a visit in France;- The ability of adequately using different types of communication in real situations;- Developing the ability of identifying and distinguishing the relevant information from the irrelevantin various domains of knowledge;

Teaching strategy: Methods and techniques: methods and techniques for speaking comprehension,

intonation recognition, repeated listening of the audio document, repeated viewing of the videodocument, reading, explanation, dialogue, problem solving, euristic conversation.

Teaching aids:- Worksheets;- Computer; - OHP; - CD Le nouvel Édito;

Students’ groupings: - whole class; - individual work;

- group work;

Evaluation: formative assessmentTiming: 50 minutesPlace: the festivity hall of the schoolBibliography:

E. Heu, M. Abou-Samra, M. Perrard, C. Pinson, Le nouvel édito, B1, Éditions Didier;





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LESSON PROCEDURES

STAGES DESCRIPTION OF THE ACTIVITIES 1. Preparing the classfor the lesson (activity)

(2 minutes)

Greeting, checking who is present or absent, getting the materialsready, checking the homework.

2. Focusing theattention / introductory

talk / icebreakingexercise (preparatory)

(3 minutes)

The Teacher gives the Students a definition:“Action de se rendre dans un lieu relativement lointain ouétranger; séjour ou périple". They are asked to find the word that matches it.Students conclude that it is the word voyage.

3. Presentation of the

content and of theobjectives(5 minutes)

The teacher announces the students the title of the lesson, “Le voyage

- mode d’emploi", and presents them the specific and operationalskills covered in the lesson:Specific skills:- The reception of oral or written messages in different communicationsituations;- Identifying the global meaning of a message;- Identifying the key information in authentic texts;- Identifying details in oral/ written messages (authentic);Operational objectives:- Developing vocabulary about tourism and travelling;- Understanding a report about foreign tourists who came on a visit inFrance;

- The ability of adequately using different types of communication inreal situations);- Developing the ability of identifying and distinguishing the relevantinformation from the irrelevant in various domains of knowledge;


At this stage of the lesson the students are given the first worksheetand are explained the unknown words. The words are divided intocategories: voyager, les dépenses, les personnes, les lieuxtouristiques, les activités, l’hébergement, l’organisation du séjour, lecamping, caractériser un hôtel, les vacances en plein air, le climat .Then they are asked to solve exercises 1, 2, 3, 4 and 5.

1. Complete the text using the following words: voyage organisé,

réservation, basse saison, agence de voyage, offre de dernièreminute, croisière.

2. Here are the luggage contents of 4 passengers. Imagine whattheir destination is and the activities they do there.

3. What would you do in these situations? Match each situationwith an action.

4. The teacher uses a listening document. Listen to the reactionsof the hotel clients and match them with situations they havebeen spoken.

5. Match each definition with the right type of climate.

5. Providing feed-back(15 minutes)

The Students will revise the new vocabulary in a speakingcomprehension activity on a video document. The document is called:Les touristes étrangers sont de retour (The foreign tourists are comingback).





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The Teacher gives the Students the second worksheet. First they havethree minutes to read some questions and then they are asked towatch a video document twice with a four- minute break. After they

have finished watching it they have five minutes to write down theiranswers.(Vous allez regarder un document vidéo. Vous aurez tout d’abord 3minutes pour lire les questions ci-dessous, ensuite vous regarderezdeux fois l’enregistrement avec une pause de 4 minutes entre les deuxvisionnages. Après le deuxième visionnage, vous aurez encore 5minutes pour compléter vos réponses.) Answer the questions: tick or fill in the right answer.

1. Which of the subjects is mentioned in the report? Tick the rightanswer.

2. Watch the report. Decide if the information is true or false.3. Fill in the text with the missing information: 2009 / 0,5 / 4,1 / 3

4. Match each character with the right opinion. After the Students have finished answering, the Teacher plays againthe video document, the subtitled version, in order to justify theanswers. The Students are asked to translate the subtitle and this wayit is checked if they have learnt the new vocabulary.(Répondez aux questions en cochant la réponse ou en complétant laréponse demandée: 1. Quel sujet est abordé dans le reportage? Cochez la bonne case.2. Regardez le reportage. Dites si les informations sont vraies,

fausses.3. Complétez le texte avec les données qui manquent: 2009 / 0,5 /

4,1 / 3

4. Associez à chaque personnage l’opinion qui lui correspond.)

6. Homework /Explanations in order tocontinue the activity at

home(5 minutes)

Students are asked to solve exercise 6 from the vocabulary worksheet:expression oral. You are working in a travel agency and you are organizing a trip forthree people: the first one loves museums, the second one wants to dosports and the third one wants to lie in the sun. Choose a destinationthat suits all of them. Name the activities each of them could do.(Vous travai l lez dans u ne agence de voyage et vous organisez unvoyage réunissant une personne qui aime les musées, une autre quiveut faire du sport et la dernière qui a envi é de se reposer au soleil.

Choisissez une destination qui convienne à tous. Vous indiquerez lesactivités que chacun pourra faire.)The Teacher marks the Students.





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WORKSHEETS

Compréhension orale

Titre du document vidéo : Les touristes étrangers sont de retour Vous allez regarder un document vidéo. Vous aurez tout d’abord 3 minutes pour lire les questionsci-dessous, ensuite vous regarderez deux fois l’enregistrement avec une pause de 4 minutes entreles deux visionnages. Après le deuxième visionnage, vous aurez encore 5 minutes pour complétervos réponses.

Répondez aux questions en cochant la réponse ou en complétant la réponse demandée.

1. Quel sujet est abordé dans le reportage? Cochez la bonne case. Les vacances des touristes étrangers

Les possibilités d’hébergement Le tourisme dans la région Centre L’embarras du choix entre gîte et hôtel Les fêtes d’hiver

2. Regardez le reportage. Dites si les informations sont vraies, fausses.

Vrai Faux

1. La clientèle qui fait vivre le secteur dont il est question estcelle européenne. 2. Ce secteur se porte bien.

3. Jean Paul est d’origine française. 4. Liliane préfère l’hôtel. 5. Marie accueille pour la première fois des Canadiens.

3. Complétez le texte avec les données qui manquent : 2009 / 0,5 / 4,1 / 3

… le nombre de nuitées dans les campings a augmenté de __________% lorsque les hôtelsenregistrent une hausse de seulement________% mais après une chute de de plus de ________% en __________.

4. Associez à chaque personnage l’opinion qui lui correspond.

Sabrina Melloult c’est la formule idéale de se retrouver enfamille.

Le journaliste Les gîtes attirent donc de plus en plus demonde.

Jean- Paul on veut que les gens se sentent bien.

Liliane Le principal enseignement c’est le retour dela clientèle étrangère.

Marie c’est convivial et on voit un peu comment lesgens vivent.





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GRID OF CORRECTION (GRILLE DE CORRECTION)

Titre du document : Les touristes étrangers sont de retour Vous allez regarder un document vidéo. Vous aurez tout d’abord 3 minutes pour lire les questionsci-dessous, ensuite vous regarderez deux fois l’enregistrement avec une pause de 4 minutes entreles deux visionnages. Après le deuxième visionnage, vous aurez encore 5 minutes pour complétervos réponses.

Répondez aux questions en cochant la réponse ou en complétant la réponse demandée.

1. Quel sujet est abordé dans le reportage? Cochez la bonne case. Les vacances des touristes étrangers Les possibilités d’hébergement

x Le tourisme dans la région Centre L’embarras du choix entre gîte et hôtel Les fêtes d’hiver

2. Regardez le reportage. Dites si les informations sont vraies, fausses.

Vrai Faux

1. La clientèle qui fait vivre le secteur dont il est question estcelle européenne.

X

2. Ce secteur se porte bien. X

3. Jean Paul est d’origine française. X

4. Liliane préfère l’hôtel. X

5. Marie accueille pour la première fois des Canadiens. X

3. Complétez le texte avec les données qui manquent:2009 / 0,5 / 4,1 / 3

… le nombre de nuitées dans les campings a augmenté de 4,1% lorsque les hôtels enregistrentune hausse de seulement 0,5% mais après une chute de de plus de 3% en 2009.

4. Associez à chaque personnage l’opinion qui lui correspond.Sabrina Melloult Le principal enseignement c’est le retour de

la clientèle étrangère. Le journaliste Les gîtes attirent donc de plus en plus de

monde.Jean- Paul c’est la formule idéale de se retrouver enfamille.

Liliane c’est convivial et on voit un peu comment lesgens vivent.

Marie on veut que les gens se sentent bien.





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LESSON PLAN

Grade: 12th Teacher : Cristiana Popescu Curricular area: TechnologiesSubject: CDS WEB learningThe content of learning/The theme of the activity: Project presentation Ways of exploringcareer opportunities - Career in Web Design; Lesson type: checking and assessmentSpecific skills: To identify the appropriate programming techniques for solving a problem andtheir creative application.Operational objectives:Cognitive:

- To design a web interface (website) taking in consideration a certain architecture, pageorganization and browsing;

- To draft a project as a site on a theme of their choice in which to submit a passion or acareer they would like to follow;

Affective – attitudinal:- To be aware of the social, economic and moral impact of informatics;

Psychomotor: - To use computers properly;

Teaching strategy: Methods and techniques: - Conversation;- Debate,

- Example,- Brainstorming; Teaching aids:- Computers;- text editors;- browsers; Students’ groupings:- Whole class;- Individual;

Evaluation (assessment):- summative;

Timing: 50 minutes;

Place: The informatics labBibliography:

- Ionel Simion, Proiectarea paginilor Web, Editura Teora;- Lenuţa Alboaie, Sabin Buraga, Servicii Web - concepte de bază şi implementări , Editura

Polirom;- Elizabeth Castro, HTML pentru World Wide Web, Ghid de învăţare rapidă, Editura Corint,

2003;- Rich Darnel, Totul despre HTML, Editura Teora, 2005;





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LESSON PROCEDURES




(2 minutes)

Greeting, checking who is present or absent, getting the materialsready.


talk / icebreaking

exercise (preparatory)(3 minutes)

Each student tells his first name and a feature that describes theproject achieved.



The teacher announces the theme, the aim and the objectives ofthe activity.

4. Checking theStudents’ learning (theprojects)/ Guiding theassessment activity

(28 minutes)

- Each student presents the project achieved, explaining the themethe way it was achieved, and the information sources.- Debate: the students will be encouraged to express their ownideas, to listen to everyone’s opinion, to ask the others questionsabout their projects and also to identify the people that have thenecessary qualities for a web developer.

5. Additionalexplanations (5 minutes)

At this stage of the lesson the focus will be on the concepts relatedto the user interface as an important part of the application. Theinterface should meet all the requirements of the project. Theemphasize will be on the importance of design in creating aninterface.The students will be presented the skills and abilities needed forthe web designer job.

6. Feed-back(9 minutes) There will be individual and collective feedback on the activity.The students will tell one important thing that they have learnt fromthis activity.

7. Homeworkassignment(1 minute)

To improve the quality of the project.





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LESSON PLAN

Grade: 11th Teacher: Mirela IsufCurricular area: Counseling and guidanceSubject: Psycho-pedagogical counselingThe content of learning: Career counseling - The relationship between career and professionalinterests;Specific skills:

To demonstrate the ability to support their own options (choices); To create personal action and motivational plans for continuous learning; To identify professional interests and occupations which are suitable for them;

Operational objectives: Cognitive:

- to rank their own professional interests;- to notice the relationship between professions and personal interests;

Affective- attitudinal: - to show interest for career counseling activities;

Psychomotor: - to use properly and ecologically the materials available;

Teaching strategy:

Methods and techniques:

- conversation;- example;- explanation;- administration of questionnaires;- the use of informative materials;

Teaching aids: - paper sheets;- writing instruments;- flipchart;- questionnaires;- answer sheets;

- information sheets;

Students’ groupings: - whole class;- individual;

Evaluation: continuous- formativeTiming: 50 minutesLocation: School Cabinet for Psycho-pedagogical AssistanceBibliography: Sălăvăstru, Dorina, ”Psihologia educației”, Ed. Polirom, Iași, 2004. Lemeni, Gabiela, Mircea Miclea (coordonatori),

”Consiliere și orientare – ghid de educație pentrucarieră”, Ed. ASCR, Cluj-Napoca, 2004.





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LESSON PROCEDURES

STAGES DESCRIPTION OF THE ACTIVITIES 1. Organizational

moment / Preparationof the class for the

activity(2 minutes)

The students are asked to get ready for the activity.

2. Focusing theattention /

introductory talk /icebreaking exercise

(preparatory)(15 minutes)

The students receive paper sheets and writing instruments and thenthey are asked to create a “passport for future” describing in a fewwords their actual lifestyle and the lifestyle they want to have 10years later (expressing preferences and/or rejections to certain

school and extracurricular activities, possible professions, leisuretime, family situation, etc.).



The teacher tells the students the theme and the aim of the activity,mentioning that people's preferences for certain activity fields arecalled professional interests; that they can be identified with the helpof the questionnaires; and during the activity they will discover whichtheir own professional interests are.


At this stage of the lesson students will be given a questionnaireabout interests and they are offered the time required to complete

them. Then they are asked to discover with the help of the answersheets their own ranks of personal interests. After that the teacher describes the 6 categories of professionalinterests (according to Holland's theory), and also gives examples ofprofessions which fit the categories.Students are provided with information sheets about professionalinterests and are asked to motivate the importance of therelationship between career and professional interests.


(7 minutes)

There is a feedback on the way the activity took place and the pupilsare asked to name a pleasant/ unpleasant aspect of the activity.


to continue theactivity at home

(3 minutes)

Students are asked to reflect on the things they learnt about theirprofessional interests and to talk to their parents about them.





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LESSON PLAN

Grade: 11th Teacher: Carmen Oprea Subject: ReligionUnit /Chapter: Liturgics conceptsLesson title: The significance of the settlement of the Holly Icons in the churchLesson type: Acquisition of new knowledgeSpecific skills: 1.3. Introducing the significance and the role of iconography in worship;2.b. The efficient and correct use of the codes, conventions and language belonging to differentfields of knowledge;2.2. The comparison of different opinions and arguments in debates on religious themes;8.b. Understanding how the social and cultural environment (family, social norms, codes of

language, historical traditions, etc.) influence their ideas and behaviours and those of others;8.c. Getting to know and analyzing the opportunities offered by different vocational branches,taking in consideration individual skills;Operational objectives: Cognitive: At the end of the lesson the students will be able to:

- describe the painting in the Orthodox Church;- to give arguments for the spiritual, artistic and pedagogical value of the religious painting;- identify the specific elements of the Byzantine painting;- establish the bond between the icon and the Gospel;

Affective- attitudinal:- to be actively engaged in solving the tasks given by the teacher;

Psychomotor:- to use properly the teaching aids;

Teaching strategy: inductive, directed, cognitive; Methods and techniques: - conversation;- explanation;- reading and interpretation of the biblical text;- problem solving; Teaching aids:- textbook;

- worksheets (individual and for groups);- flipchart; Students’ groupings: - whole class;- pair work;- group work;Evaluation: continuesTiming: 50 minutesLocation: the Orthodox ChurchReferences: Boghiu, Arhim, Sofian, Chipul Mântuitorului în iconografie, Editura Bizantina, București, 2001; Branişte, Ene, Liturgica specială, Editura Institutului Biblic şi de Misiune al Bisericii Ortodoxe

Române, Bucureşti, 1980;Branişte, Ene, Liturgica, Editura Institutului Biblic şi de Misiune al Bisericii Ortodoxe Române,Bucureşti, 1984;





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Branişte, Ene, Branişte, Ecaterina, Dicţionar enciclopedic de cunoştinţe religioase, EdituraDiecezană, Caransebeş, 2001; MUHA, Corneliu, Religie – Auxiliar didactic pentru elevi, clasa a XI-a, Editura Sf. Mina, Iaşi, 2009; ***

Biblia sau Sfânta Scriptură, Institutul Biblic şi de Misiune al BOR, Bucureşti, 2001;

LESSON PROCEDURES




(2 minutes)

The teacher greets the students.Together they say the prayer Our Father.He checks who is present or absent and Organizes the students.

2. Reactivating the

knowledge(3 minutes)

The teacher through questions asks the students to explain the

word icon, to explain why the veneration of icons is not idolatry, towhat Ecumenical Council was given the freedom of worshiping theicons. In pairs they are asked to complete the worksheet 1. After the timing for the activity is over the students are asked tocompare the result of their activity with the completed worksheetproposed by the teacher.



(2 minutes)

The teacher invites the students to talk about the Christian church,left by Jesus Christ, gained through His blood on the Cross.


objectives(2 minute)

The teacher announces the new lesson title and mentions the skillsreached during the class.


He asks the students to answer questions about the icon as thepainting in the church. The teacher presents the studentsinformation about the iconography, about architecture andByzantine painting.He talks to the students about the parts of the church, about the

icons and the paintings existing in each part of the church, aboutthe sacred objects, what they symbolize.The teacher explains the students that the religious painting is arevision of the history of the salvation.


The students are asked questions about the importance of thechurch painting in the life of a Christian Orthodox, about the orderin which the main areas (inside and outside) of the church werepainted.Then the students are explained if there are anymisunderstandings.

The teacher draws general conclusion on the topic discussed andemphasizes the important elements. One Holy and ApostolicChurch is the Church of Jesus Christ, which He promised that not





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even by the gates of hell will be defeated. The painting is alsocalled „The Bible in Photos” or „The Bible for illiterate people”.

The teacher makes general comments on the students’ work,mentioning the most active students and giving marks to the onesthat gave the most and the best answers.

7. Homework /Explanations in orderto continue the activity

at home(2 minutes)

The students are asked to make a portfolio that includes manyphotos with the painting from each side of the church.

Both: the students and the teacher say the prayer Cuvine-se cuadevărat. The teacher greets the students.





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LESSON PLAN

Grade: preparatory DTeacher : Dumitrescu AndaCurricular area: Arts and technologiesSubject: Visual arts and practical skilssTeaching unit: “From Earth to sun” Topic of the lesson: Decorating eggsLesson type: Forming and consolidationg painting skills;Specific competences:AVAP2.2 Expressing ideas and personal feelings, in simple applications, typical for visual arts;DP

5.1 Developing positive attitudes towards themselves and towards others: tolerance,responsability, rigour;MEM1.5 Making repeated additions/ subtractions by counting and objective representations in 0 -31;CLR3.2 Identifying the meaning of one or several pictures depicting happening, phenomena, familyevents;Operational objectives:

O1 – to use correctly the items for decorating the eggs;O2 – to respect popular traditions;O3 – to show positive attitudes towards themselves and the others;O5 – to analyse their own work and their colleagues’ works, taking into account the evaluation

criteria established during the class;Didactic strategies:

methods and proceedings:- the exercise;- the demonstration;- the explaining;- the conversation;- the discussion of a problem;

teaching means: rabbit puzzle, eggs, brushes, watercolours, musical background; forms of organisation:

- frontal;- teams;

- individual;Evaluation: sistematic observation, verbal appreciation, analysing the activity products.Duration: 30 minutesPlace of development: the classroom Bibliography:

- Cerghit, I., Metode de învățămȃnt , Ed. Polirom, Iași, 2006; - MECTS - Programa şcolară pentru disciplina Arte vizuale şi Abilităţi practice aprobată prin

ordin al ministrului Nr. 3418/19.03.2013;- www.didactic.ro;

http://www.didactic.ro/




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


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LESSON PROCEDURES

STAGES DESCRIPTION OF ACTIVITIES 1. Organizational moment(2 minutes)

The necessary conditions for a good development of thelesson are established.

2. Seizing attention(2 minutes)

Questions about Easter are made.Puzzle pieces with written exercises of CLR and MEM arepresented. After the correct solving, the image of theEaster Bunny is discovered.

3. Announcing content andobjectives

(2 minutes)

The theme of the lesson is announced and the aims arepresented in a way that is accesible to the students.


The sample is presented, the prepared materials arediscussed.The eggs are decorated, taking into account the giveninstructions.

5. Analysing, appreciatingand evaluating works

(2 minutes)

Students are required to make an objective evaluation ofthe works. Arguments are asked for the students’ appreciations.

6. Closing the activity

(2 minutes)

A general appreciation of the activity is made.





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LESSON PLAN

Class: 1st

Teacher: Alexie ElenaCurricular area: Counseling and guidanceSubject: Personal developmentLesson: Crafts and craftsmenLearning content / topic of the activity: The job-gold braceletLesson Type: practicing capacities Specific skills / reference objectives:- The competence to adapt to different social situations;- Investigative powers and valorization / valorization of their own experiences;Objectives: Cognitive:- To name professions based on an image;

- To form the jobs pyramid, according to given criteria;- To associate the image that suggests a job with the image of the tools needed for its

development;- To Identify a job / tool on given riddles;- To name the tools used in a given job;- To mime a job;- To puzzle the imagines of jobs;- To describe the from the jobs roulette; Emotional - attitudinal:- To cooperate in solving tasks;- To show spirit of competition; Psychomotor:

- To handle the intuitive material;- To make a puzzle from the pieces received;

Teaching Strategy:Resources procedures (methods and techniques of work): conversation, explanation, demonstration, practice, group work, the gallery tour, the bunch;

Material resources:- chips representing trades, riddles about trades, worksheets, pens, puzzle parts, laptop,

projector, wheel of jobs, time machine, post it notes, envelopes with letters;

Organization forms:- frontal;- on groups;- individual;

Type of assessment: systematic observation, oral assessment, peer evaluation incentives;Duration: 45 minutesVenue: classroom References:

1. Cosma, T., Ora de dirigenţie în gimnaziu, Ed. “Plumb”, Bacău, 1994; 2. Lemeni, G., Porumb, M., Consiliere şi orientare. Activităţi pentru clasele V -VIII , Editura ASCR, Cluj, 2011;3. Puia, M., Comşa, F., M., Îndrumar de dirigenţie, Editura Niculescu, Bucureşti, 2007.





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LESSON PROCEDURES


1. Organizationalmoment /Preparation of the

class for theactivity

(1 minute)

The educational space is arranged.The teaching materials are prepared.Children are divided by preferences and skills, into eight teams.

2. Reactivatingthe knowledge

(6 minutes)

It is played the Jobs Roulette. The students watch a PPT presentationwith the poem “THE SMEL OF THE JOBS”.

3. Focusing the

attention /introductory talk /

icebreakingexercise

(preparatory)(2 minutes)

The children are invited to travel by the Time Machine. The postman

brings letters for the children with different messages related to different jobs and gives them to the teacher. She opens the envelopes and readsthe messages to the children. In the envelopes there are also workingtasks that children are asked to solve.

4. Theannouncement ofthe content andthe objectives

(1 minute)

The teacher presents the working tasks and tells to the students that thewinners will be rewarded.

5. Learningleading

(30 minutes)

With the help of the jobs riddles the children make the Jobs Pyramidnoticing the criteria on which it was created. They also solve puzzles andlisten to different songs about jobs.


(4 minutes)

The students use post-it notes and write down the name of the job thatthey want to have in the future. The post-its are stacked on thewhiteboard and students are taking turns telling why they want that job.

7. Homework /Explanations in

order to continuethe activity athome

(1 minute)

As homework students have to make their family professional tree.The teacher announces the winners after solving all the tasks of the

lesson and gives the reward.





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INFORMATIVE CONTENT

PUZZLE





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152





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153

JOBS PYRAMID

JOBS ROULETTE





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Teaches students

The taxi is driven

by a ….

JOBS

Bonds metal objects

Hew wood or stoneand performs works

of art.

Performs various

roles

on stage and in

films.

Paints the houses

inside and outside

Cooks delicious

meals

Sick people go to

…

Films with

camcorder

A ship is led by

Fixes cars

Gets into space by

space shuttle

Teaches students





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JOIN THE TOOLS WITH THE PERSONS THAT ARE USING THEMColor the imagines





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JOBS PIRAMID





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LESSON PLAN

Grade: 1

st

B Teacher: Ciupitu Turceanu Eugenia Magdalena Curricular area: Counseling and guidance Subject: Personal developmentUnit: Let's learn anytime!Content: JobsLesson type: Revision, systematizationSpecific skills:The competence of integrating the community values (understanding the reason for belonging tovarious types of groups and communities):- be part of the social life of the class, school and local community they belong to;- understand and evaluate the connection between identity and otherness, between local and

national, between national and global;The competence adapting to different social situations (proving their ability to adapt to differentsituations):- getting to know various social roles and their implications in the daily life;- demonstration of the ability of team playing, respecting others’ opinion; Operational objectives:Cognitive:- to recognize the jobs within some sentences;- to identify with the help of some riddles certain jobs;- to give reasons why each person has to be prepared for a job;- to present their personal motivation concerning their favorite job;Affective- attitudinal:

- to have a good verbal communication with their mates;- to take part with great interest and pleasure in the activity;Psychomotor :- to stop doing some useless actions during the activity;- to move around the class in order to solve the tasks;- to have a correct body position while writing and during the entire class;Teaching strategy: Methods and techniques:- of communication: conversation, individual and group brainstorming, observation, explanation,problem solving;- active-participatory: bunches;- of action: exercise, independent work;- of evaluation: verbal appreciation, worksheets, self- assessment; Teaching aids:- cards showing different jobs, worksheets, riddles, drawings; Students’ groupings: - whole class, individual work, team work;Evaluation: oral tests, systematic observation, self- assessment, worksheets;Timing: 45 minutesLocation: classroomBibliography:

Breben, S., ,, Metode interactive de grup”, Editura Arves, 2002; Breben, S., ,, Activități bazate pe inteligențe multiple”, Editura Reprograf, Craiova, 2004;





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LESSON PROCEDURES


moment/ Preparation ofthe class for the activity

(3 minutes)

The teacher makes sure that the psycho-pedagogical climate issuitable for the activity and gets the materials ready.

2. Mentioning the subjectthat will be revised

(2 minutes)

Personal development.

3. The announcement ofthe content and the


The teacher tells the students the theme and goals of the lesson.

4. Revising of the contents(28 minutes)

Some things about different jobs will be revised.“- Each occupation is good if you like it.” - What do we understand by “job”? - Let's see what is the starting point of having a job.- Why do you come to school?- Why is it useful for us to come to school?- Only if we go to school we can have a job. In order to have a job

we need to work with certain materials, tools, instruments.- Why does each person need to be prepared for a job?- What jobs do you know?”

At this stage of the lesson the poem: “What a smell the jobs have”by Gianni Rodari will be recited.Students, dressed properly and carrying an illustrative object withthem, will say in turns riddles about jobs. After they get the right answer, they will show their own drawingwhich will confirm the right answer.

5. Extra explanation(2 minute)

The students will be asked to place the paper buildings createdduring the “Visual arts and practical abilities” class on a piece ofpolystyrene.


The students will create a mock of “My City” by setting thebuildings where people can develop their daily activities on apiece of polystyrene.





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LESSON PLAN

Class: Preparatory CTeacher: Stanciu Ileana Curricular area: Arts and technologiesSubject: Visual Arts and Practical AbilitiesChapter: How it`s made?Learning content / topic of the activity: The Model Lesson Type: training for skills and abilities Specific skills/reference objectives: AVAP2.2. Expressing ideas and personal experiences in simple applications specific to the visual arts;MEM3.1. The description of some phenomena /processes /simple repetitive structure of the immediate

environment, to investigate regularities;CLR1.2. The identification of various information from a short message, spoken clearly and slowly;DP4.1. The use of a variety of languages and tools to send ideas, experiences and feelings;Objectives:

O1 - to mix the pieces properly to make the shapes;

O2 - to stick the pieces correctly;

O4 - to work with the colleagues to make the work;

O5 - analise his own work and his colleagues` according to the marking criteria;


- exposure (explanation);- conversation; - demonstration;- practice;

Material resources: Tiny wooden pieces, music, glue, brushes, example work;Organization forms:

- frontal;- on groups;- individual;

Type of assessment: systematic observance, oral assessment, the analysis of the products of theactivity;Duration: 30 minutes Venue: classroomReferences:

- Cerghit, Ioan, 2006, Metode de ȋnvățămȃnt , Iași, Ed. Polirom;

- MECTS - Programa şcolară pentru disciplina Arte vizuale şi Abilităţi practice aprobată prinordin al ministrului Nr. 3418/19.03.2013;

- www.didactic.ro;







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LESSON PROCEDURES


1. Organizational moment /Preparation of the class for the

activity(1 minute)

The necessary conditions for the purposes of the lesson areprovided.

2. Focusing the attention /introductory talk / icebreaking


Riddles of jobs are read. The surprise quest is introduced. Ice-braking exercises.

3. The announcement of thecontent and the objectives

(2 minutes)

The topic and the goals of the lesson are announced in a wayaccessible to students.


The working materials are introduced. The students aredivided into working groups. The working way is explained.The model is made under the guidance of the teacher andthe surprise guest.

5. The analysis, theassessment and the evaluation

of the work (4 minutes)

The students are asked to evaluate the work . Arguments are required for the assessments made by

students.

6. Ending the lesson

(1 minutes) The overall assessment of the activity is made.





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LESSON PLAN

Grade: 1st Teacher: Stănculescu Alina Curricular area: Counselling and guidanceSubject: Teaching counsellingTeaching content/Theme of the activity: Exploring the careerTopic: „On Professions” Fundamental objectives: Gaining exploring and career planning skillsOperational objectives:

Students m ust :

O1: to recognize a profession after its specific items and pictures;O2: to link the specific activities of a profession with that profession;

O3: to bring arguments why he/she would like to have a certain profession when he/shegrows up;

O4: to be aware of the fact that each man has to be prepared for a profession;Didactic strategy:

Procedural resources (methods şi working techniques): Communication: conversation, individual and group brainstorming; Activ-participative: cluster; Action: exercise; Evaluation: verbal appreciation, autoevaluation;

Material resources: Pictures on the computer, worksheets, flashcards;

Forme of organisation:

-frontally, independently, in groups;

Duration: 30 minutesPlace of development: Teaching Assistance School CabinetBibliography:

Băban A., Consiliere educaţională – Ghid metodologic pentru orele de dirigenţie şiconsiliere, S.C. PSINET SRL, Cluj-Napoca, 2003; Ionescu M., Instrucţie şi educaţie, Vasile Goldiş, Arad, 2007; Jigău M., Consilierea carierei , Sigma, Bucharest, 2001; Tomşa Ghe., Consilierea şi orientarea în şcoală, Ed. Credis, Bucharest, 2001;

LESSON PROCEDURES


1.Organizationalmoment/ Presenting the

stimulus item(5 min.)

The teams of students (created by counting the students) arepresented and the names of the teams are chosen.Game: Let’s see if you know who... (Annex 1) –The game is

presented and the instructions are given.

2. Announcing contentand objectives

(5min.)

Theme and aims are announced.

3. Development of theactivity

(10 min.)

1. Discov er the place appropiate for the picture – The cluster(corelating the activity with the corresponding profession) (Annex 2)

Tasks are announed.Each activity within the cluster is read in turns.The students are asked to complete with stickers the cluster sheet





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made after the picture has been chosen.2. Free writing exercise – „Classification of favourite professions”. -The teacher explains the task (Annex 3).

- Each team has to bring 2 arguments.

4. Obtainingperformance

(10 min.)

„My parents’ professions”The talking penci – the students, sitting in a circle, say what are theirparents’ professions. The ones who don’t know them pass on the pencilto the next student.Game summary: It’s good for everyone to prepare for a profession thatwill help him/her to lead a decent life.

Restoring the emotional state at the end of the activity (Annex 4)

Informational content

Annex 1

Game: „Let’s see if you know who...”? (The imges will be shown on a or big flashcards)

1. ... drives computer?

2. ... puts out?

3. ... uses?

4. ... flies?

5. ... uses?





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Annex 2

Classi f icat ion of favouri te professions

1st Place : ____________________________

Why? ______________________________________________________________________________ ______________________________________________________________________________ _______________

2nd Place: ________________________

Why? ______________________________________________________________________________ ______________________________________________________________________________ _______________

3rd Place: ________________________

Why? ______________________________________________________________________________ ______________________________________________________________________________ _______________





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Annex 3

How are you feeling?

exciteddizzy

happy

confused

surprised optimist

sad suspicious bored





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LESSON PLAN

Grade: 3rd Teacher: Mirea Mariana Curricular area: Language and communicationSubject: RomanianLesson title: The professions - playLesson type: Acquisition of new knowledge Operational objectives:

- The ability of adapting to various social situations;- The ability of investigating and valorization of their own experience;

Cognitive:

- to understand the importance of jobs in human life;- to explain the operational steps of obtaining the final products;- to do the role-playing correctly;

Affective- attitudinal: - to show positive attitude towards work;

Psychomotor :- to mimic simple actions of the characters in the role-play;

Teaching strategy:Methods and techniques:

- heuristic strategy;- deductive;- the use of explanation;- role-play;

Teaching aids: the setting, the appropriate clothes (doctor, lawyer, judge, policeman, farmer,blacksmith); Students’ groupings: whole class, groups;Evaluation:

- continuous;- by observing the behaviour of the students;- by motivating personal preferences for a job;

Timing: 45 minutesLocation: the classroomBibliography:Cerghit, I. , Radu, I.T., Popescu, E, Vlăsceanu, L., Didactica-Manual pentru clasa a X-a – şcolinormale, Editura Didactică şi Pedagogică, Bucureşti, 1996;





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LESSON PROCEDURES

STAGES DESCRIPTION OF THE ACTIVITIES 1. Organizationalmoment / Preparation


(2 minutes)

The students get ready for the lesson, the setting.

2. Checking thehomework(3 minutes)

The teacher checks the homework.

3. Reactivating the

knowledge(5 minutes)

Taking in consideration the text ”Domnul Trandafir” written by Mihail

Sadoveanu, the students are guided to reflect on the beauty of being ateacher.



(5 minutes)

At this stage of the lesson the students are asked to listen to someproverbs and riddles about jobs, read by the teacher.



The teacher announces the students the title of the lesson andpresents them the specific and operational skills covered in the lesson.

6. Guiding the learning(17 minute)

The students present the play „The professions”.


The students fill in some worksheets where they motivate the job thatthey would like to have. „I would like to become a.....because.....”, ”I feelattracted by my parents’ job because ...”.

8. Homework /Explanations in order to

continue the activity athome(1 minute)

Make up a text of maximum one page where you present a job youwould like to have.





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LESSON PLAN

Class: Preparatory A Teacher: Stoian AidaCurricular area: Language and communicationSubject: Communication in Romanian Language

Visual Arts and Practical AbilitiesMaths and Environment

Chapter: How it`s made?Learning content / topic of the activity: JobsLesson Type: IntegratedSpecific skills / reference objectives:- The power to adapt to different social situations;- Communication in Romanian Language: Expressing oral messages in various communication

situations;- Math and Environment: Using numbers in simple elementary calculations;- Visual Arts and Practical Abilities: Making functional creations using simple materials and basictechniques;Operational objectives:- The knowledge of different social roles and their implications on daily life;- To demonstrate the ability to work in a team, respecting everyone's opinions;- To illustrate by drawing the products obtained by the baker, the printer and the carpenter;- To identify the number according to the number of goods illustrated;- To present the story of the grain of wheat, paper and wood;- On groups to make bread, a little book and wooden spoons dolls;


- observation; - exposure (explanation);- conversation; - demonstration;- practice; - problem solving; - game;

Teaching aids: sheets, crayons, wooden spoons, embroidery sheet, tricolor ribbon, thread, woolyarn, flour, water, yeast, salt, vases, photos of previous activities, files; Students’ groupings:

- frontal;- on heterogeneous groups;

Evaluation: project Timing: 30 minutes Location: classroomReferences:

Ana, A., Cioflica, S., M., Proiecte tematice orientative, Editura Tehnoart, Petroşani, 2007; Dan, S. et all., Metoda proiectelor la vârstele timpurii , Editura Mirton, Timişoara, 2005; Curriculum pentru învăţământul primar , M.E.C.T.S. , 2012;





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LESSON PROCEDURES




(1 minute)

Preparing working materials for the three groups previouslyestablished: bakers, carpenters and printers.


Open discussion about jobs they cherish and their importance tohumans.One student from each group will tell the story of wheat grain, paperand wood.



(4 minutes)

Reading the poem:

SCRISOARE DE INTENŢIE

Dragi părinţi, vă anunţăm Atunci când este muncit.

Că am dori şi noi s-aflăm Orice lucru ar putea

Câte-n lună şi în soare Să ne-ajute cu ceva

Despre muncă şi a ei valoare. Tema să o lămurim,

O vorbă am auzit: Că deşi are miros, Bucuroşi noi îl primim

Orice muncă-i cu folos. În echipă să lucrăm, Bunul este preţuit Valoarea să i -o dublăm.



I present to the students the working tasks and the objectives of thelesson.


Students will draw corresponding products of three crafts, they will writetheir name in capital letters, will count the products identifying thecorresponding number.

Each will give a product made by them: The bakers - bread, printers -books, and carpenters - wooden spoons dolls.


Communication activities: Children are placed in two concentric circles,singing "If you are happy and you know it". At the teacher`s signalshould stop and communicate to the colleague who met what he likedmost in the activity. It is repeated three times.


home

Preparatory graders have no homework.





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LESSON PLAN

Grade: 10th

Teacher: Irina Dorovschi Curricular area: Language and CommunicationSubject: EnglishUnit /Chapter: Make yourself at home The content of learning /The theme of the activity: Writing semi- formal emails Lesson type: Teaching and learningSpecific skills:

- Writing functional texts;- Adapting the message to the communicative situation based on the semi-formal style;- Developing the necessary skills for producing written messages;- Identifying details in written messages;

Operational objectives:

- Reviewing and learning new rules for writing emails in English; - Writing semi-formal emails;- Forming and using skills of social, verbal and non-verbal communication;

- Knowing and efficiently using the codes, the language and the conventions which belong to the

terminology of various domains of knowledge;

Teaching strategy: Methods and techniques:

- methods and techniques for producing written messages;- reading;- explanation;- dialogue;

Teaching aids:- worksheets;- board; - textbook; Students’ groupings: - whole class; - individual work; - pair work;

Evaluation: formative assessmentTiming: 50 minutesPlace: the classroomBibliography:

http://www.teachingenglish.org.uk/article/email-writing

LESSON PROCEDURES


1.Preparing the classfor the lesson(2 minutes)

The teacher greets the students, checks who is present or absent, getsthe materials ready for the lesson.

2. Checking homework(3 minutes)

One of the students reads aloud the solution to the activity they havebeen assigned as homework. The other students are asked to correcttheir homework while he/she is reading.

3. Focusing the

attention / introductorytalk / icebreaking

exercise (preparatory)

The teacher warms the students up by asking them what factors are

important for them when they choose a holiday destination (e.g.weather, accommodation, activities, costs, culture, food, history etc.).Next, they are asked where they usually get information about a holiday





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(5 minutes) destination (e.g. guidebooks, Internet, recommendations from friends).

4. Presentation of the

content and of theobjectives of the lesson(5 minutes)

The teacher announces that in this lesson they will be emailing a tourist

information centre in a city of their choice to get information about thatplace and also presents the Specific skills and the Operationalobjectives aimed in the lesson: Specific skills:

- Writing functional texts;- Adapting the message to the communicative situation based on

the semi-formal style;- Developing the necessary skills for producing written messages;- Identifying details in written messages;

Operational objectives:- Reviewing and learning new rules for writing emails in English;

- Writing semi-formal emails;- Forming and using skills of social, verbal and non-verbal

communication;

- Knowing and efficiently using the codes, the language and the

conventions which belong to the terminology of various domains of

knowledge;

6. Guided learning(30 minutes)

The teacher announces the students that before writing the emails,they are going through some rules of email writing. The students areasked what style they would use, if writing a letter to e.g. a prospectiveemployer; a close friend; a formal recipient- a tourist information centre.

Next, they are given out the cut out strips and are asked to group theminto a formal letter, a semi-formal email and an informal email and thento put the strips into the right order. The teacher further explains thatthey are going to focus on the semi-formal email because emailing hasbecome the main means of communication and so it is important toknow the conversations of this style of writing.

At this stage of the lesson students are given a copy of a semi-formalemail (worksheet 2b) as a copy of a good email and a copy of a bademail (worksheet 4).Comparing the two, together they will discover the rules of writing agood email.

The teacher asks the students in pairs to write an email to theinformation centre of the city of their choice asking for any informationthey require. They are informed that they can use the model email(worksheet 2b).When the students have finished, they are asked to read it aloud.

7. Organizingfeedback

(3 minutes)

The teacher corrects the most frequent and serious errors arisingduring the practice stages.

8. Homeworkassignment

(2 minutes)

The students are asked to answer another pair’s questions via e-mail,playing the role of the tourist information centre.





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INFORMATIVE CONTENT

Worksheet 1

Formal letter, to be cut up into strips.

----------------------------------------------------------------------------------------------------Dear Mr Jones,

----------------------------------------------------------------------------------------------------I am writing to enquire about your language courses in the summer. I am a university studentstudying to become a translator.

----------------------------------------------------------------------------------------------------I would like to know whether your school offers courses specifically for university level students as Iwould like to study techniques for essay writing in English. Could you also tell me how many hoursof lessons there are per week?

----------------------------------------------------------------------------------------------------With regards to accommodation, do you only provide homestay-style lodgings or are there anyother possible alternatives? I feel I wouldprefer to stay in shared accommodation with self-cateringfacilities.

----------------------------------------------------------------------------------------------------

Finally, I was wondering if any extra-curricular activities such as lectures or excursions are offeredat your school. If so, are these included in the price, or at an additional cost?

----------------------------------------------------------------------------------------------------I would be grateful for any information you can give me and I look forward to hearing from yousoon.

----------------------------------------------------------------------------------------------------Yours sincerely,

Jaana Nikkinen

----------------------------------------------------------------------------------------------------





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Worksheet 2a

Semi-formal email. To be cut up into strips.----------------------------------------------------------------------------------------------------Subject: Information about summer courses----------------------------------------------------------------------------------------------------

Dear Mr Jones,

----------------------------------------------------------------------------------------------------I’m a university student from Finland and I’m writing to get some information about your languagecourses this summer. I’ve got a few questions:

----------------------------------------------------------------------------------------------------1. Do you do a course for university students, which helps them with their essay writing skills?

----------------------------------------------------------------------------------------------------2. How many hours a week are the courses?

----------------------------------------------------------------------------------------------------3. What sort of accommodation do you offer?

----------------------------------------------------------------------------------------------------4. What after-school activities are there?

----------------------------------------------------------------------------------------------------5. Do you do any trips to other towns in the UK?

----------------------------------------------------------------------------------------------------I’m hoping to come over in June, so if you can get back to me as soon as possible, it would begreat. Thanks for your help.

----------------------------------------------------------------------------------------------------Best regards,

Jaana Nikkinen----------------------------------------------------------------------------------------------------





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Worksheet 2b

Model “good email”.

Dear Mr Jones,

I’m a university student from Finland and I’m writing to get some information about yourlanguage courses this summer. I’ve got a few questions: 1. Do you do a course for university students, which helps them with their essay writing skills?2. How many hours a week are the courses?3. What sort of accommodation do you offer?

4. What after-school activities are there?5. Do you do any trips to other towns in the UK?

I’m hoping to come over in June, so if you can get back to me as soon as possible, it wouldbe great.

Thanks for your help.

Best regards,Jaana Nikkinen

Worksheet 3

Informal email. To be cut up into strips.----------------------------------------------------------------------------------------------------Subject: Dani is back in Bournemouth----------------------------------------------------------------------------------------------------

Hi Jack,----------------------------------------------------------------------------------------------------Remember me, Dani from last summer? How could u forget, we had such a good laugh everyweekend, didn’t we? How’s it going? ----------------------------------------------------------------------------------------------------

Anyway, just writing to let u know that I’m coming back! I’m gonna be working in a hotel inBournemouth from June till September. Brilliant, eh?---------------------------------------------------------------------------------------------------- Actually, there was something else* Do u reckon it would be possible to have my old homestayfamily? We got on so well, and the mum was a fantastic cook! Dunno if it’s possible, but justthought I’d ask. ----------------------------------------------------------------------------------------------------Would be great to catch up sometime, so gimme a bell*I’ve still got the same SIM, so my number’sthe same: 0786 8757652.----------------------------------------------------------------------------------------------------Cheers, mate!

----------------------------------------------------------------------------------------------------Dani----------------------------------------------------------------------------------------------------





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Worksheet 4

„Bad email”.

Subject: Hello!Hi Jack!!!My name’s Jaana and I’M FROM FINLAND!!! I bet you haven’t had students from here B4 ;)

;-) That’s probably coz we’re so amazing at languages, that we don’t need any xtra help? exceptme – I need all the help I can get!! FYI: the problem really started when I was in primary school,

and my parents, who had been arguing non-stop since I was a little baby, got divorced and decidedthat I should be adopted as they couldn’t decide who should have custody of me. If I had been intheir situation, I think I probably wouldn’t have known either!! Anyway, this was all a bit traumatic,so all my school subjects suffered, especially English. HAHAHAAA ONLY JOKING!!!! :-) (Actually,don’t tell anyone, but I’m actually quite a good student? but if anyone found out, my reputationwould be ruined, so shhhhhh!) BTW do u do courses for uni students? How many lessons/week?Is there any extra stuff after school, SO I CAN MEET SOME COOL PEOPLE? How about trips?Give me all the info you can, man.

Jaana (although all my mates call me Jakki!!)





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LESSON PLAN

Grade: 11

th

Teacher: Dilek Yiğit Nacar Curricular area: Vocational subjectsSubject: Child development and trainingUnit /Chapter: 6th Unit 2nd ChapterLesson title: Educational toysLesson type: Practicing capabilities

Specific skills:- Recognising, designing and making educational toys;- Understanding the importance of toys on children;

Operational objectives:- Recognising appropriate educational toys;- Being able to prepare the stages of preparing educational toys;- Realising the points to be considered in making educational toys;- Demonstrating the ability to identify the basic features to prepare educational toys;- Creating educational toys for children;Teaching strategy:

Methods and techniques:- lecture;- question and answer;- demonstration;

- observation;- experiment;

Teaching aids: - textbooks;- computers;- projectors;- photographs;- posters;- handcraft materials;- brochures;- magazines;- stimulating board;- overhead projector;- photos, CD, VCD;- television;

Students’ groupings: - 3 students per group;

Evaluation: Post lesson questionnaire & making an educational toy;Timing: 120 minutes;Location: Classroom and workshop;





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LESSON PROCEDURES



activity(15 minutes)

The teacher gives information about educational toys.

2. Reactivating theknowledge

(15 minutes)

The teacher shows some pictures about the educational toysproduction steps.



(10 minutes)

The teacher shows some toys and gives information about them.



The teacher announce the production steps, time table, content andobjectives of the subject.

5. Learning leading

(40 minutes)

Students will going to design and make an educational toy. The toy will

educate young children through play, maintaining interest andenjoyment. It will be aimed at young children of the age range 1 to 3years. It will also help develop their hand / eye coordination skills.

The educational toy will fit on a table top comfortably and be easy tounderstand. It will be colourful and require a level of concentration inorder to use successfully.

The educational toy will be safe to use especially by young children.Parents will feel confident that the toy/game will help their child learn.The new toy will keep young children occupied and ensure that parentsfeel confident that it is helping their child learn.


The teacher talks about the stages again and shows the toys to theother students. At the end s/he evaluates the students orally and givesfeed-back.


home(10 minutes)

The teacher gives homework about writing summary of the experiment.





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LESSON PLAN

Grade: 10

th

Teacher: Hayri Derya USLUCurricular area: EnglishSubject: Gerunds & InfinitivesUnit /Chapter: 8Lesson title: Gerunds that go with verbsLesson type: Practice in four skillsSpecific skills: - Using gerunds in the right place;- Using the correct propositions with gerunds;Operational objectives: - Students will have a chance to see gerunds in grammatical constructions;

- To identify and understand the function of gerunds and gerund phrases; to use gerunds phrasescorrectly;- To use gerunds while speaking and writing;- To understand structures in listening and reading passages with gerunds;


- Role-Play;- Translation;- Repetition Drill;- Transformation Drill;- Pair- Work Fill- Ins;

- Parallel Writing;- Dialogues;- Word Order Exercises;- Interview, Grid Drill;- Dictation;- Expansion Drill;- Substitution Drill;- Silent Reading;- Reading Out loud;

Teaching aids: - Course-book;- Workbook;- Supplementary Materials;- Blackboard;- Classroom Objects;


Evaluation: Assessment Sheets Timing: 80 minutes Location: Classroom





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LESSON PROCEDURES



activity(10 minutes)

The teacher will greet the Students. He will ask about the previousweek, namely last week subjects.


(15 minutes)

The teacher will identify the subject and ask some questions as thefollowing using the “some important verbs we use to talk aboutactivities”: “I like….”Teaching the usage of “gerunds” as an object will be given inexamples.He will let them listen to a dialogue and fill in the blanks.



(15 minutes)

The teacher will let them make their own sentences about theactivities they like doing every day in their free time.



The teacher will announce what to do in two lessons and theobjectives and goals of the lesson.


He will have his students correct the mistakes in the text “Chess”he read it once paragraph by paragraph and let them read it loudly.If they make pronunciation mistakes he will correct them at theend.

In fourth lesson, the teacher will have his students listen to cd andthen fill in the blanks and answer the questions about the dialoguesthey are going to listen.

At the end the students will have a chance to pronounce “a”sounds.


Students do true-false exercises and study new words. Correct themistakes in a short text in their book.

The teacher summarizes the subject and asks questions to thestudents.


home

(5 minutes)

The teacher gives work sheets about the subject.





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LESSON PLAN

Grade: 9 th Teacher: Tülin Köse Curricular area: HistorySubject: Islam HıstoryUnit /Chapter: Unit 4/ Chapter 2Lesson title: Islam CivilizationsSpecific skills: - Learning characteristics of Islam Civilizations;- Comparing Islam Civilizations with other civilizations;

Operational objectives:

-The students learn to be tolerate about different cultures and religions.-The students get information about the idea of civilization and its contribution to human life.-The students learn how to evaluate events according to period it happens.-The students get the information about other cultures and religions in order to understanddifferences and similarities.


- Presentation;- Question and Answer;- Discussion;- Summarizing;

Teaching aids: - Course book;- Test books;- Maps;


Evaluation: Assessment SheetsTiming: 80 minutesLocation: Classroom

LESSON PROCEDURES




(15minutes)

The teacher writes the content on the board and inform studentsabout the importance of each title.


(10 minutes)

Explaining the terminology related to subject.

3. Focusing the The teacher summarizes the titles.





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attention / introductorytalk / icebreaking

exercise (preparatory)

(10 minutes)



The teacher explains the objectives of the lesson and the significantparts.


The students discuss the titles with the group.


The students ask questions to the teacher after discussion aboutthe unclear points.


home(10 minutes)

The teacher gives homework about the titles and asks the studentsto check the maps at home.





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LESSON PLAN

Grade: 11th Teacher: Ava DABAKOĞLU Curricular area: Food and Nutrition TechnologySubject: Basic Chemical Analyses in FoodUnit /Chapter: 7/3Lesson title: Food in Volumetric AnalysisLesson type: Total Acidity Determination in FoodSpecific skills: - Making the determination of total acidity;- Control in food in acidity and alkalinity;Operational objectives:

- Students will learn the meaning of total acidity;- Students will learn how to determine the acidity and alkalinity;- Students will learn the total acidity calculations in food;


- lecture;- question and answer;- demonstration;- observation;- experiment;

Teaching aids:

- balance;- flask;- funnel;- burette;- volumetric flask;- pipette;


Evaluation: Assessment SheetsTiming: 80 minutesLocation: Laboratory

LESSON PROCEDURES




(10 minutes)

The teacher asks the meaning and importance of acidity in food.


(10 minutes)

The teacher asks about Total Acidity Determination Policy whichwas taught in previous lesson.





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Food in the presence of phenolphthalein indicator of normality iscalculated by titrating the total acidity of a particular base and takingadvantage of the spent amount of base solution.

3. Focusing theattention / introductorytalk / icebreaking


The teacher summarizes the titles.



The teacher explains the objectives of the lesson and the significantparts.

5. Learning leading

(25 minutes)

The teacher gives the details of Chemical Substances Used,

Process Steps and Calculation of results. Then s/he shows theexperiment steps.


Students do the experiment and the teacher guides them. At the ends/he evaluates the students orally and gives feed-back.


home(5 minutes)

The teacher gives homework about writing summary of theexperiment.





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LESSON PLAN

Grade: 11th Teacher: Hasan ATABEYCurricular area: ScienceSubject: Acids and basesUnit /Chapter: 3 / 2Lesson title: ChemistryLesson type: experimental learningAim of the lesson: In this lesson, the students will learn the characteristics of acids and basesincluding the associated pH values. The students will conduct a hands-on activity that shows colorindicators for different pH values.Operational objectives:

- Use supporting evidence to predict if common household substances are acids or bases.• Determine the pH of the substances. • Describe the results of the investigation and characteristics of each substance. Teaching strategy: Methods and techniques:

- lecture;- question and answer;- demonstration;- observation;- experiment;

Teaching aids: Acids PowerPoint, Lab materials, aprons and gloves, high school chemistrytextbook, LCD projector, Interactive board and/or student response system.

Students’ groupings: 4 - 5 students per group;

Evaluation: Assessment SheetsTiming: 40 minutesLocation: Laboratory

LESSON PROCEDURES




(2 minutes)

The teacher should set up the lab activity before the studentsarrive. Students should have a strong background regarding the

periodic table including the location of metals, nonmetals and theions formed by each. Standard lab safety guidelines should bereviewed.


Present the powerpoint presentation allowing time for students totake notes, ask questions etc.



(3 minutes)

Lab introduction - The purpose of the lab is to create a standardpH indicator scale. Each pH level will be indicated by a specificcolor. The scale will then be used to measure the pH of severalhousehold products.


The teacher explains the objectives of the lesson.





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5. Learning leading(20 minutes) Give an overview of the lab procedure to ensure students areconfident with techniques used. Review safety procedures.Lab activity - Students will perform the lab procedure in groups of4-5 students of varying skill levels. Skilled students may performthe procedure and lower level students may collect data.


Be certain the lab materials are cleaned and put away uponcompletion of the lab per lab attachment.


home(3 minutes)

Students who need additional information/help may be directed tothis pH tutorial site (pH tutorial).

INFORMATIVE CONTENT

Vocabulary

Acid Definition: A substance that can donate hydrogen ions.Context: Lemon juice and other acids usually have a sour test, sting when touched, and reactstrongly when combined with metals.

Base Definition: A substance that can accept hydrogen ions.Context: Soap and other bases have a bitter taste, feel slippery to the touch, and do not reactwhen combined with most metals.

Indicator Definition: A material that has the property of changing color in the presence of an acidor a baseContext: Litmus paper is an indicator; it turns from blue to red in the presence of an acid and fromred to blue in the presence of a base.

Neutralization reaction Definition: The chemical reaction between an acid and a base that resultsin both substances losing their distinctive properties.Context: One substance that usually results from a neutralization reaction is a salt, an example ofan ionic compound.

pH Definition: A scale that measures the concentration of hydrogen ions in a solution.Context: In general, acids have a pH below 7; bases a pH above 7; and neutral solutions a pH of7.





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CH. VI. EXTRACURRICULAR PROJECTS FOR THE EDUCATION AND CAREERGUIDANCE FOR STUDENTS

1. Project’s title

JOB CLUB – Career is built in school14

Proponent: Mariana Mirea“Traian” School, Craiova

2. Project’s summary (includes project elements and their results)

The project was generated by the low involvement of the educational actors in advising and

educating students.Starting from this, the projects was suppossed to be an alternative way oftraining and expanding the abilities of promotion and personal marketing.

Within the project, there will be involvement in the forming and advisory activities from thehuman resource of the school, but also from the community one, having as a purpose theachievement of some educational partnerships on school-community axis.

The programme will give the students the possibility of getting acquainted to promotionelements and personal marketing, development and planning instruments for their career, thingsthat can take shape in the active searching of a job-CV, letter of intention, searching portals and soon.

Subsequent to the training activities, the students will be engaged in the elaboration of theeducational offer, that will be presented during the county fair of educational offer. On thisoccasion, they will experiment organizational abilities, team-work, problem solving, efficientcommnunication, risks and time management and so on.

The assessment body part of the project has the role of making the learning process efficientand making the students to get acquainted easier to the quality standards involved in writing andproject management.

3. Project’s explanation

The project’s need: low attending degree of all educational actors in educating student’scareer.

Low capacity of the school to provide advisory and education services of the career, able tointegrate students on labour market. The lack of connection between the educational offer and

labour market generates major difficulties in finding a job, the more so as the student leaves theeducational system without knowing the personal marketing capacities, which should be developedthrough activities integrated in the school’s educational offer.

School’s relationship with the community is a formal one, there being any actual inputs of thenumerous protocols concluded with different institutions and judicial ones in business and NGOs.Entailing upon the community resources in advisory and education services of students’ career is apriority objective, that can be achieved through involvement in projects and educationalprogrammes. The successful school graduates can be used as a resource, participating inmeetings with the students, exposing their experience and their professional track.

4. The purpose

Raising school’s participation degree and also familiy’s and local community’s in advising and

education students’ career, active involvement of the students in planning and development14

Product developed within POSDRU/87/1.3/S/62350 „ Model of advisory focused on Advisory and Education Student’s Career” -Beneficiary: Teacher Training Center of Mehedinţi Conuty .





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activies of their own career and personal marketing.

5. Specific aims SMART (Specific, Measurable, Achievable, Realistic, Timebound)

Aim no.1 – to develop the capacity of 50 % of school’s students to identify their needs, capacitiesand professional aspirations within a complex advisory programme of the career that involveseducational resources from school and community. Aim no. 2 – to develop for 25 % of school’s students habits of using the techniques and informationmethods about labour market’s offer for a job within the “job-club” programme. Aim no. 3 – To involve 15 students in development and organization the school’s educational offer.

6. Aim groups/Beneficiary (the ones involved directly and indirectly, the ones costs aremade for)

Aim groups studentsBeneficiary Engaging 50 % of the students in training

activities,Engaging 25 % of the students in „Job-Club”programme,10 parents sau representatives from bussinessand NGO, 10 teachers.

7. Activities’ graphic (everything we do to achieve the aims)

No. ofactivity

Activity name Period Implementation method Assignedresources

A1 Activitymanagement

September-October

1.1. setting the project: choosingthe team, setting the place,setting necessary resources,getting working instruments andso on;1.2. forming the training team;1.3. listing the participants:students, parents, teachers,community representatives,companies, NGOs, institutions;

1.4. establishing partnershipswith APL, companies, NGOs,institutions;

Project team-projectcoordinator,project assistant,class masters,mentors,communityrepresentatives.Consumables.

A2 Advisory careerprogramme

January-May 2.1. Self-knowledge-identificationand assessment of personalabilities-standard instruments oftesting skills and professionalinterests;2.2. skill and vocationalassessment, through individualcounselling;2.3. planning personal and

career development-SWOT,development career plan;

Mentors, classmasters.CSAP-place andequipment.Testinginstruments.Consumables.





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A3 Job-clubprogramme

January-May 3.1. personal and professionaldevelopment programme:communication, team work,

transaction techniques,information techniques;3.2. personal marketingprogramme: writing CV, letter ofintention, informing related tolarbour market, getting ready foran interview, simulation of aninterview;3.3. job seeking-job fair, mass-media, using the searchingportals of a job;3.4. non-formal education

activities on volunteer,development and personalmarketing;3.5. formal and informal meetingswith ex-successful graduates,that expose their professionaltrack;

Mentors, classmasters.Representatives

of the localcommunity- APL,AJOFM,business area,parents, ex-successfulgraduates andso on.CSAP-place andequipment.Consumables.

A4 Educationaloffer fair

March-May 4.1. forming the team, setting theduties within the team;4.2. realising a participatinganalysis of strong points of theinstructive-educative process-

students, teachers, parents,community representatives andso on;4.3. development of educationalschool’s offer -promotionmaterials, the way the stand isorganized.4.4. participating to theeducational offer fair ; interactivepresentation of the offer withinthe fair;

Projectcoordinator.Team-students,teachers,commnunity

representatives.Promotional andconsumablematerials.Educationaloffer.IT.

A5 Dissemination/Promotion

Permanent 5.1. Promoting the project andthe results within the school andwithin the commnunity-information campaigns,promotional materials and so on.5.2. presenting the experiencegathered during the practiceinternship-presentations ofstudents, parents andcompanies’ representatives;

Project team,localcommnunityrepresentatives,studentsengaged into theprogramme.Promotionalmaterials-folders,flyers, posters,media productsand so on.

A6 Monitoring Permanently Respecting the activity calendar,teenagers’ involvement,satisfaction degree of the

Projectcoordinator.





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8. Results, impact, indicators.The results of the project (outputs)- advantages/ results of eliminating or diminishing theproblem.

Specific aims of theproject

Quantitative andqualitative results

Indicator’s name Indicator’svalue

To develop capacity of 50 %of school’s students toidentify their needs, skills

and professional aspirationswithin a complex advisoryprogramme that involveseducational resources inschool and community.

Personaldevelopment plans

Percentage of studentsthat edit the professionaldevelopment plan

40%

Skill-vocationalassessment reports

Percentage of studentsheadedacademic/professional

50%

Educationalpartnerships withcommnunitaryresources

No. of educationalresources withincommnunity that takeplace at orientationactivities in career

10 %

To develop to 25 % of

school’s students skills ofusing techniques andinformation methods aboutlabout market andapplication for a job withinthe “job-club” programme.

Forming sessions No. of organized formingsessions

10 %

Personal marketinginstruments

Percentage of studentsthat edit personalpresentation instruments

25%

Simultatedinterviews

Percentage of studentsthat take place at asimulated interview

25%

Communityeducationalresources engagedin Job-Club

programme

No. of educationalresources withincommunity engaged inactivities

5 %

To engage 15 students indevelopment andorganisation of school’seducational offer.

Meetings debatingupon educationaloffer

No. of meetings 10 %

Educationalschool’s offer

No. of educational offers 1 %

Educational offerfair

No. of presentationssessions for theeducational offer

1 %

participants, the relationship withthe partners;

A7 Assessment Intermediate,

after eachactivity.

Assessment of achieving the

aims and indicators proposedwithin the project.

Team.





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Project’s impact (outcomes) It raises school’s capacity as an institution of providing advisory and education career

services, of actively engaging students in planning and developing their own career. By developing

the communication skills, team work, taking decisions, transaction techniques, informationtechniques within the job-club programme, students make an overview upon their future career,overview that allows them to follow a selective professional track, in accordance with this one.

School, as an institution, improves its image and manages to appeal as many communitaryresources as possible, both human and material, resources that are used to streamline theadvisory and education services of students’ career.

By actively involvement in development actions of educational offer, students develop theirpromotion and personal marketing competences, that will be subsequent used for following aneducational track which allows them to be active on labour market.

9. Assessment (measuring and comparing performances with the required standards,

giving out judgements regarding the registered progress in achieving the aims, what andespecially how these aspects will be underlined).

What it is assessed: Methods and evaluationinstruments:

Who assesses:

Achievieng the aims Assessment meeting, facilitateddiscussions

Project coordinator

Efficient usage of resources Working meetings Project assistant

Respecting deploymentdeadline of activities

Assessment meeting, facilitateddiscussions

Project coordinator Activities coordinator

Rolling each activity Direct discussions, observations,assessment questionnaires

Project assistant Activities coordinators Attendees to thecourseBeneficiaries of theworkable activities

Active involvement of thepartners in all project’s stages

Working meetings Project assistant

Relationship with the partners Assessment meeting, facilitateddiscussions

Project coordinator

Engaging students and

teachers into activities


Activities coordinatorsPromoting the project andpromotion materials’ quality

Working meetings, questionnaires,project’s journal

Project assistant

Project’s impact on school andcommunity level

Assessment meeting, facilitateddiscussions, project’s journal

Project coordinator





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1. The title of the project

Entrepreneurial Club – the key to success in tourism15

2. Summary of the project (includes project elements and results)

The purpose of this project is to develop entrepreneurial competences of teenagers in tourismwith the aim of their active involvement in the life of the local community.

The project will start with the selection of 10-15 students, aged between 14-17, with the aim ofincluding them in an entrepreneurial club during a school year. The selected students, as well asthe willing teachers, will benefit from a training course which will tackle about the entrepreneurialeducation during 40 hours.At the same time, the target group will get into contact withrepresentatives of the local community, experts in tourism and bussine in order to do educationalactivities specific to tourism.

3-6 bed and breakfast local hotels will take part in the entrepreneurial club, by means of theirrepresentatives. At these hotels, groups of 3-5 students will do a practical activity as “employees ofthe hotel”, “manager for a day” at the mentioned hotels and, at the same time, they will dev elop abussiness plan, either of a virtual hotel, or of the hotel chosen for the training activity. After a thorough knowledge of life in a pension, the target group will make “promotionalmaterials”in order to promote his own pension, and with support fr om local community, will makethe guide of pensions from the local tourist area. The oppinions along the development of projectas well as from activites run in the entrepreneurial club will be highlighted in the schools’magazine/newspaper.

The results from the entrepreneurial Club will be rewarded at the InternationalEntrepreneurship Fair when the laurels will be received by those who will have succeeded inmaking the most of their experience accumulated during the practice done in the pensions (the

best bussiness plan, the most attractive promo materials, the pension's web site).The originality of the materials will be evaluated by a competent jury who will includerepresentatives of the local authorities who already own tourism bussinesses in the area. At theentrepreneurial club, with the help of the local authorities, will be edited The Guide of TouristPensions in the area, being presented at the entrepreneurial (Fair) Market as a way to promotethe geographical and tourist area from the locality.

The Project “Entrepreneurial Club -the key to succes in tourism” will be made public by articlesin the press, posters and flyers. Also the project wil be monitored by 2 members of the teamproject who will prepare an agenda of events and will observe how well the actions of the projectare made according to the inital plan.

3. Project Justification Students’ Entrepreneurial competences, aged 14-19, are little developed about making

individual decisions for their career. The students are very little involved actively in the life of thelocal community and they don’t take advantage of the tourist services in the area - in order to learnabout tourism and to get a job in tourism after studies.

The project “THE ENTREPRENEURIAL CLUB- THE KEY TO SUCCESS IN TORUSIM” wantsto gain interest to promote its ideas, to be able to choose in the future, the wanted job for thoseinterested in tourism.

Also, to prepare them for the future, we are trying non-formal methods , to develop theirentrepreneurial education spirit, to make them responsible so that they are decided for the careerthey will practice later.

The entrepreneurship is a contemporary form of involving the teenagers in the community life







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and making them part in making decisions. The development of teenagers’ entrepreneurial abilitieshas positive effects both on their financial independence and improved quality of life of teenagers,and on the economical development of the local community.

4. The purpose

The development of the students’ entrepreneurial competences in touristic services towards theiractive involvement in the life of the local community and supporting their individual decisions fortheir career, according to local social economical reality.

5. Specified Objectives (defined steps in achieving the goal); SMART (Specific; Measurable; Achievable; Realistic; Timebound).

O1 – to include 10-15 students, aged 14 –17, in the developing entrepreneurial competences club,during a school year;O2 – to involve 3-6 tourism bussinesses in teaching activities specified to the tourism domain in a

partnership school- tourism bussiness;O3 – to involve 5-10 representatives of the local community, experienced in tourism and business,in teaching activities of the entrepreneurial education programme.

6. Target group/Beneficiaries (those involved directly and indirectly, those for whom is theexpenditure).

Target group/s 10 – 15 students, teachers;

Beneficiaries 10 – 15 students, teachers;10 – 15students; 5- 10 representatives of the localcommunity; managing staff of the 3-6 tourismbussinesses; parents;

7. The activities chart (All we have to do in order to achieve the aims, the desired results).

No. ofactivity

Title Period Method Resources

A1 ProjectOrganisation

Sept. - informing campaign in pilotschools about the entrepreneurialclub for developing the localtourism;- the announcement of the firstmeeting for those interested,

representatives of the school,local community, managers ofthe tourism businesses;- the creation of theimplementation team of theproject for each school ( theprincipal, the deputy principal,the counselor of the school, 1-2teachers, 10-15 students aged14-17);- establishing the selectioncriteria of students;

- selecting the studentsaccording to a enrollment formand an interview;

- promoting flyers;- meeting room;- counseling room; – theentrepreneurialclub venue;

- theimplementationteam in the pilotschool;- form;





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A2 Informing thebussiness localgroup

Doing thepartnershipschool- hostel

October -the 10-15 students will do aresearch in the community aboutthe local bussiness (number of

hostels, the number of privately-owned houses which offer tousticservices);- each pilot school will do apartnership with each of the 3-6hostels);- the 3-6 hostels will have anactive role in teaching activities;

- selected group;- hostels;- supplies;

A3 Trainingcourse –Entrepreneuria

l Education – 40 hoursa) forming thetarget groupb) organisingdirect meetingswith localexperts intourismbussiness

OctoberandNovember

- training course for developingentrepreneurial abilities will takeplace on a period of 2 months,

represeinting 40 hours;- 5-10 representatives of the localcommunity , pension managerswill be invited at direct meetingswith the target group to shareform their personal knowledge inbussiness and tourism;

- trainer inentrepreneurialeducation;

- representativesof the localcommunity;-pensionmanagers;-teachers;-students;-course materials;-venue;-supplies.

A4 Practice at thepension Doingpromotionalmaterials for apension (flyers,the menu, themenu of theday, the virtualtour

Practice:a) One day-tourismemployeeb) Pensionmanager for adayc) Doingpromotionalmaterials foryour own

pension, as wellas publishing itsvirtual tour

December

December-January

FebruaryMarch-MayMarch-May

-the students will visit thepensions/the hostels in the area,in partnership with the school;-each group of 3-5 students willchoose a pension where will dothe training;-each students will be hired by apension for a day, with welldefined responsabilities forhis/her activity (manager,receptionist, waiter, help-waiter,etc.); –students will analyse concreteclases from the pensionmanager’s activity and, at themeeting, will take part hotel andtourist pension managers;- during 15 days, each studentswill “manage” one of the partnerpensions, and, as an ending ofthe day, will present the budgetof the pensions for that day;- the students will visit the

surroundings in order to discovertourist and historical parts of thearea (visiting towns, interviewing

-humanrespources(students,teachers, I.T.teacher, pensionmanager, touristpension staff);-supplies;- space for thepractice; – tourist pensions;- the I.T. lab;





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d) Doing thebussiness planof the virtual

pension oradapted to thepensions inwhich thepractice tookplace

the locals, biographies, legendsand traditional stories);- each group will establish the

location, the charges, a photogallery, tourist attractions in thearea and will realize promotionalmaterials for each pension in thetown;- each group of 3-5 students willthe business plan of the pensionwhere he did his practice or of avirtual pension.

A5 School- touristguide centre

- publishingarticles aboutactivities run attheEntrepreneurialClub- the localpensions’ guide

October – May

March – May

- students will publish the schoolmagazine about the most

representative activities run at thEntrepreneurial Club, resultsobtained and personalimpressions;- the implementation team of theproject in school, together withlocal authorities and owners ofthe pensions will collaborate towrite a tourist guide, in whichthey will present the geographicaland tourist area, and thedescription of each pension in

the town.

- human resources(students,

teachers, I.T.teacher,representatives ofthe localauthorities)resurse umane;- supplies;- venue to write theguide of the localpensions;

A6 The Fair of theEntrepreneurial Club

June - the implementation team of theproject in school, together withthe mayor of the commune andthe owners of the tourist partnerpensions will organise apresentation fair with the resultsof the Entrepreneurial Club:flyers, posters, lists of menu, theweb-site of each local pension,the guide and cookery products;-Each partner pension willpresent its own publicity website,if any;-the City Hall will offer a prize tothe most representative site ofthe tourist pensions in the area,website realised by a student andthe named pension will promoteits services by means of thatwebsite.

- humanresources;- promotionmaterials;- touristpensions’guide;-venue for theEntrepreneurialFair.

A7 Assessment Intermediate,

after eachactivity.

The assessment of theachievement of the objectives

and indicators proposed in theproject.

Project team.





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8. Results, impact, indicatorsThe results of the project (outputs) – benefits/what is obtained by reducing the problem

Specific objectives of theprojects Quantity andquality results Indicator name Indicator value

To develop the ability of50% of the school studentsto identify needs, abilitiesand professional wishes in acomplex counseling careerprogrammewhich involveseducational resources fromschool and the community.

Personaldevelopment plans

Percentage of thestudents who write thepersonal developmentplan

40 %

Record ofvocational/slikksassessment

Percentage of thestudentsschool/profesionallyoriented

50 %

Educational

partnerships withcommunityresources

No. of educational

resources from thecommunity taking part inthe career orientedactivities

10 %

To develop 25% of thestudents in the school todevelop techniques andmethods of informationabout the work market offerand to apply for a job in theprogramme “the job club”.

Training sessions No. of organized sessions 10 %

Personal marketingtools

Percentage of thestudents who writepersonal developmenttools

25 %

Simulated hiringinterviews Percentage of thestudents who take part ata simulated hiringinterview

25 %

CommunityEducationalsupplies involved inthe programme JOBCLUB

No. of educationalresources involved in thecommunity activities

5 %

To involve 15 students indeveloping and organizing

the educational offer of theschool

Work meetings forthe educational offer

No. of work meetings 10 %

The schooleducational offer

No. of educational offers 1 %

Educational offerfair

No. of presentationsessions of theeducational offer

1 %

Project’s impact (outcomes) It increases the ability of the school as an institution which will furnish services in counseling

and education of the career, in order to involve the students into planning and developing his/herown career. By developing the ability to communicate, team work, decision making, negociatingtehniques, informational techniques furnished in the job-club project, the students will develop avision of the future career, which will allow a selective educational pathway in agreement with this.

The school, as an institution, will improve its image at the community level and succeeds inattracting many resources from the community, both staff as well as material, which will be used





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for making more efficent the counseling and educational services for the students careers.By active involvement in in the development actions of the educational offer, the students will

develop their self marketing and promotional skills, skills which will be later used for creating their

own educational pathway which later wil allow them to be activeon the work market.

9. Assessment (measuring and comparing the performances with the establishedstandards, issuing opinions towards the progress identified in achieving the objectives,and, more important, how we will underline these aspects).

What is assessed: Methods of assessment: Who assesses:

Aims achievement Assessment meetings, discussions Project Coordinator

Using resources afficiently Work Meetings Project Assistant

Respecting the deadlines Evaluation Meetings, discussions Project Coordinator Activities Coordinator

The development of eachactivity

Direct discussions, observations,evaluation quizzes

Project Assistant Activities CoordinatorsCourse AttendeesBeneficiaries of thepractical training

The active involvement of thepertners in all the activities

Work Meetings Project Assistant

The relations with the partners Assessment meeting, facilitated

discussions

Project Coordinator

The involvement of studentsand teachers in activities

Work meetings Project Assistant Activities Coordinators

Promoting the project and thequality of the promotionmaterials

Work meetings, quizzes, project journal

Project Assistant

The impact of the project inschools and local community

Assessment meeting, facilitateddiscussions, quizzes, project journal

Project Coordinator





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1. The Title of the Project

The Volunteering Club

16

2. The project Summary (it includes the project’s elements and outcomes)

Starting from the realities of the educational environment regarding volunteering, the projectaims at developing social and civic competences of the beneficiaries at the same time takingadvantage of the professional development values of this phenomenon.The informing activities regarding volunteering and its benefits, will be connected to trainingsesssions in the volunteering management, in the end the beneficiaries will develop specificcompetences and also the abilities of promoting and personal marketing.

The promoting campaigns for volunteering proposed by this subject will draw attention on thevolunteering actions, on the beneficiaries and the implications of this phenomenon. The specific

actions of volunteering , as an outcome of the project, will bring a positive image to the school inthe community and will strengthen the relationships with the other social partners.

The Volunteering Club will be the framework where the beneficiaries will be able to experiencethrough specific projects and programmes, volunteering actions in different fields of activity.Through these actions, the benficiaries have the oportunity to get accustomed to nonformalteaching methods, to different professional backgrounds, to rules and procedures.Connected assessment and monitoring activities will allow besides the usefulness connected tothe project the development of abilities to follow deadlines, self assessment and planning,interpersonal and institutional communication.

3. Project Justification

The need for the project was due to the weak knowledge and involvement of the educationalpartners in the volunteering phenomenon.

Regarding the volunteering activities in school and community, they are very scarce. What ismore, the knowledge of the people involved in the educational process- pupils, parents, teachers,the local community representatives are either limited or poor or deformed, fact revealed by arecent social study conducted in the educational environment by the Romanian Association ofCounseling and Support, on a representative group of pupils teachers and parents, localcommunity representatives in Mehedinti, during the VOLSEV 2011 programme of the ARCS YouthCentre.

As an institutional environment, the school doesn’t create a background necessary for the

development of the “volunteering culture”, not only with implications in the personal development ofthe beneficiaries, but also as an effective method of counseling and professional education. Thenonfinancial side of volunteering still counts in the people’s minds, fact that prevents the realperception of beneficiaries and the potential that this might bring.

Taking into consideration this framework, this kind of project, with continuous actions ofinforming, awareness and involvement of the educational actors in the volunteering actions, it ismore than welcomed. At the same time, through volunteering actions we can strengthen theinstitutional realationship between the different entities at the level of community- educational,NGO, business and administrative.







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4. The Purpose

The development of the civil and social competences of the educational actors (teachers,parents and pupils) taking advantage of volunteering regarding the school and community.

5. Specific objectives (distance defined in achieving objectives); SMART (Specific;Measurable; Achievablel; Realistic; Timebound).

O1 - to train in the volunteering field 5 teachers, 5 parents and 10 pupils from CE.O2 - to found a communitarian club of volunteering with an offer for personal and professionaldevelopment.O3 - to implement in the club a portfolio of educational projects of the civil and social competencesof the educational actors.

6. Target groups/Beneficiaries (those directly and indirectly involved, those for whom theexpenses are made).

Target groups - educational actors (teachers, parents and pupils).Beneficiaries Direct: 5 teachers, 5 parents and 10 pupils from

CE.Indirect: the pupils from the school, the teachersand community.

7. Schedule of activities (what we do to get the desired results, in order to achieve theobjectives).

No. ofactivity

Activityname

The dates ofthe activities

Means of implementation Allocatedresources

A1 The projectmanagement

September S1,S2Permanent,quarterly

1.1 preparation, the selection ofthe team, establishing thelocation to work, establishingthe necessary resources,making use of the workingtools.

1.2 working meetings: stating thegoal and objectives;assuming the activities, thetasks and responsibilities;sessions of analyzing the

activities and planning futureactivities etc.1.3 informing the school and the

community about the project.1.4 promoting the project in the

school and the community;advertising materials, mass-media broadcasting,informing the CP, CA, CEETC.

EducationalCounselorTeachers- theproject teamSuppliesOverhead projectorLaptop Advertisingmaterials

A2 Trainingprogramme in

MV

October S1OCT s2, s3, s4

2.1 selecting the participants:letter of intent.

2.2 preparing the course:developing the materials for thecourse (design, core course,

the project teamTrainers

SuppliesOverhead projectorLaptop





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worksheets etc) and identifyingand providing the resources.2.3 delivering the MV course:

holding the training sessions, theparticipants’ and the trainers’feedback, assessment of theprogramme.

A3 TheVolunteeringClub

October S1,S2Oct. S3, S4NovemberDecember-June

3.1 founding the club:establishing the location,purchasing the necessaryresources for a betterfunctioning;3.2 making the working tools: therules, volunteering contract, anassessment worksheet of the

volunteering activity, a databasefor volunteers, a monthlydescription of the volunteeringactivities etc.3.3 making the offer for thefollowing services: non-formaleducational courses, counselingand career education andmentoring.3.4 completing the projectportfolio: identifying the needswhich can be solved by

volunteers in the school or thecommunity, for example ecology,promoting the area, the school,the community, street animationetc.

EducationalCounselorTeachers- theproject teamSuppliesOverhead projectorLaptop Advertising

materials

A4 Monitoring Permanent Information on the followingaspects will be collected:

- following the deadlines forthe activities.

- involving the pupils in theactivities.

The degree of satisfaction of theparticipants.

Project assistantSupplies

A5 Assessment MonthlyPer semester

There will be middle assessmentafter finishing each activity and afinal assessment at the end ofthe project. The assessment willhave the purpose of showing thedegree of achievement regardingthe objectives, the specificresults of the project, getting thestudents involved in as manyaspects as possible, following the

deadlines, the image of theproject in the community, therelationship with the partners, the

Project coordinatorthe project teamTrainersSuppliesOverhead projectorLaptop





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8. Results, impact, results of the project indicators (outputs) - benefits/what is obtained byelimination or reduction problem.

Objectives Results Indicators

O1The number of students,parents, teachers with formed

competences in the MV field.

Minimum 5 parentsMinimum 5 teachers

Minimum 10 pupils

O2 A volunteering club with anoffer of services adapted to theneeds of the beneficiariesThe degree of satisfaction ofthe people involved.

Minimum 5 services

Big/very big

O3Project portfolio for educatingthe civil and socialcompetences of theeducational partners.

Minimum 2 project/ semester

The name of results The name of results Standard

Delivering the MV courseSetting up the volunteeringclubThe service offerProject portfolio

The number of the letters ofintent to attend the course.Number of studentsparticipantsNumber of hours of trainingFunctioning documents: codeof conduct, rules, voluntereringcontract, an assessmentworksheet of the volunteeringactivity, a database for

volunteers, a monthlydescription of the volunteeringactivities etc.Number of meetings/monthNumber of services from theofferNumber of topics from the offerNumber of initiated projectNumber of projects carried outwith the involvement of thecommunity

Minimum 50

Minimum 20

Minimum 40 Approved by the AC

Minimum 2/monthMinimum 5Minimum 20/monthMinimum 10Minimum 2/semesterMinimum 1/semester

strong aspects and the ones thatneed improving. During theproject there will be analysis and

assessment meetings to increaseefficiency of the next activities,but also in order to adapt theactivities to the particularities ofthe group.





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Project’s impact (outcomes) Volunteering is an essential expression of the civil and democratic participation that make use

of European values such as solidarity and anti-discrimination.

Volunteering will offer the educational partners involved in the project the necessary resourcesfor a better personal and professional development: time management, project management,organizing skills and setting up and reaching the target.

What is more, as volunteers involved in the project activities, they will have the opportunity tointeract with people from different backgrounds, in this way developing not only the social,empathic and tolerance abilities, but also the possibility of learning in a non formal environment.

9. Evaluation (measuring and comparing performance with the standards laid down, theissue of judgments on progress in achieving the objectives, and in particular how weemphasize these aspects).

What it is evaluated: Methods and techniques of

evaluation:

Methods and

techniques ofevaluation:

Carrying out the establishedactivities

working meetings, the activitiesreports

The departmentcoordinator

Achieving the objectives/results working meetings, the activitiesreports MONTHLY

The project coordinator

The impact of the projrct within thecommunity

AC, PC meetings and theinstitution meetingsImpact study - questionnairesanalysis project developmentMeeting the pupils, parents andthe members of the community

The manager of theinstitution, AC, PC





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1. The Title of the Project

The Parents’ School 17

2. The project Summary (it includes the project’s elements and outcomes) The project comes from the poor involvement of the parents in the school activities and the

decreased ability of understanding the specific needs of their own children regarding the planningand the development of a career.

The project aims at raising the active implication of the parents in the school activities throughsome informing and educational activities, regarding the pupils’ career, taking into account theirprofessional interests, the parents’interests and the reality on the market labour.

At the same time, during the project there will be activities meant to develop the learningcompetences, the communication and interrelation , identifying the needs and the interests of theirown children, regarding the development and planning of a future career, but also for the parents’personal development.

To achieve this, there will be organized lectures, informing sessions and the parents will beinvolved in designing some plans to develop the pupils’ career and some learning programmes fortheir own children, which takes advantage of the local community opportunities; the parents willcollaborate with the teachers, will conceive nad will work together parent-child for mutual benefits.

3. Project Justification

The need of the project - the poor involvement of the parents in the school activities in generaland in the planning and the development of a career, in particular. A better relationship school-family-community is the main objective of the Romanian educationalsystem. When school is the main pawn of educating the young generation, but not enough , the

education given by the family becomes necessary as the foundations of shaping a persoanlity aremade in the family. The family can become a factor of risk or protection depending on the abilitieswhich develops, the educational and emotional background that exists in the family.

A school-family agreement means finding a common solution to meet the child and the family’sinterest, but also for the school and the scociety. The way the information is presented, comentedon or justified has a great influence on the opinions and the feelings of the children.

The parents’ task is not to choose for their own children, but to prepare them to choose forthemselves better. In order to do this, the parents will be able to communicate with their ownchildren to identify the learning opportunities that the community has to offer and to correlate themwith their own interests. The school has the human and the material resources and are interestedin enhancing the degree of involvement of the parents in the school activities, the counseling andthe education for a future career.

4. The Purpose

A better involvement of the parents into career education as part of a partnership with the school.


O1 - to develop knowledge and ablities of identifying the needs for a personal and professionaldevelopment of their own children and according to the parents’ interests (minimum 50% from the parents).O2 - to develop the ability (minimum 50% from the parents) to conveive together with their childrena plan to develop the pupils’ career.

17 Product developed within POSDRU/87/1.3/S/62350 „ Model of advisory focused on Advisory and Education Student’s Career” -Beneficiary: Teacher Training Center of Mehedinţi Conuty .





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O3 - to involve 30 parents in a club for parents, as part of a partnership with other educationalfactors.

6. Target groups/Beneficiaries (those directly and indirectly involved, those for whom theexpenses are made)

Target groups The parents from the schoolBeneficiaries 50% from the parents

teachers, parents and pupils. The local community

7. Schedule of activities (what we do to get the desired results, in order to achieve theobjectives).

No. ofactivity

Activity name The dates ofthe activities


A1 The project

preparation

September-

October

- Building the team

- Working plan- promoting the project in

the school and thecommunity; advertisingmaterials

- registering the parents inthe project (without aprevious selection, only ifthey show interest)

Human

resources,Supplies,equipment, ameeting room

A2 Educating theparents

October-December

1. clarifying lectures of somekey points: career,professional orientation,the role of the family,lifelong learningdevelopment

2. training sessions-according to the agepsychology,communication-negotiation, the conflictmanagement, a betterknowledge of the keycompetences etc.

3. establishing aninterfamilial helpingnetwork, informationexchange, opinions andexperiences through theschool counselor

Human resources(EducationalCounselor,parents),Supplies,equipment, ameeting room

A3 Developingthe plan forthe pupil’careerGroupcounseling/su

pportIndividualcouselling

January-February

1. support groups accordingto the professionalinterests of the pupils andparents: informingsessions regarding theplan to develop the pupils’

career and the PDC-structure, role,achievement

Human resourcesSupplies,equipment, ameeting room* sub activities2,3,4,5 take place

simultaneously





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2. informing the parentsabout the pupils’progress, their aqusition

and the difficulties theymight encounter- decidingon a working stategy/intervention together withthe parent

3. the teacher-parentpartnership to identify thewishes, expectations, thepassions and thecholdren’s options

A4 Developingthe curriculum

for students(while takinginto accountthe careerdevelopmentplan)

March-June 1. identifying the learningopportunities in the community

as for the career developmentplan put forward;2. partnerships with educationalresources within the community-NGOs, businesses, institutions,the business environment, andso on.3. the learning activities plan-focused on developingEuropean key competences/competences identified whileputting together the career plan:

-“Parents’ and child’s day”- jointparent-child activities within theschool;- “Jobs’ day”- presenting theparents’ jobs to the students;- “One day a student, one day aparent”- role reversal;- developing a set of familygames- focused on learningabout various jobs- visiting some of the parents’workplaces;- meeting APL, CL, IPJrepresentatives, and so on.

Humanresources,

consumables,equipment,classroom.

A5 Monitoring Permanently One will gather information aboutthe following aspects:- Respecting the calendar forthese activities;- Engaging the students in theseactivities;The degree of satisfaction of theparticipants.

Humanresources,consumables,equipment,classroom

A6 Dissemination/

Promotion

Permanently Promoting the project and the

results within the school andwithin the community: informationcampaigns, disseminating

The team





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8. Results, impact, indicators.The results of the project (outputs)- advantages/ results of eliminating or diminishing theproblem.

Aims Results Indicators

Aim1 - engaging 50% of the parents in workshopsaimed at clarifying key concepts.- 50% of the parents participating indevelopment sessions.- 1 interfamilial “support” network with varioussubgroups established by the interest of boththe student and the parent.

Percentage of participation.Percentage of participantswithin the workshops aimed atclarifying key concepts.Number of support networks.

Aim2 - minimum 50% of the parents being informedon the student’s progress, accomplishments,and difficulties.- minimum 50% of the parents participating inthe decision making concerning the student’sacademic life.

Percentage of parentsinformed on the student’sprogress.Percentage of parentsparticipating in academic lifedecision making.

Aim3 - minimum 5 learning opportunities identifiedwithin the community.

Number of learningopportunities.

Result/Result’s name Indicator’s name Standard

Quantitative results Attendees to workshops

Forming sessionsWorking groupsParents informed on student’s

Percentage of attendees toclarification workshops of key

conceptsNo. of forming sessionsNo. of working gropus

50%

36

promotional materials,advertising in the media, and soon.

A7 Assessment Periodically One will put togetherintermediary evaluations- afterfinalising each activity- and afinal evaluation when completingthe entire project.The evaluations will account forthe degree in which theobjectives were met, for theconcrete results of the project, forengaging the students in asmany aspects of the project, forfollowing the tasks taken on, for

the perception of the projectwithin the community, for workingwith the partners involved, for thestrong points and for aspects thatcan be improved.One will arrange for analysis andevaluation meetings throughoutthe project as to increaseefficiency for future activities, andalso to adapt the activities to anyspecificieties of the group.

ProjectCoordinator, Activities’Coordinators





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progressParents attending to decisionsregarding the academic life

Development plans realised byparents and studentsLearning opportunitiesLearning activities in progressPartnerships with localcommunity

Parents informed on student’sprogressParents attending to decisions

regarding the academic lifeNo. of development plansrealised by parents andstudentsNo. of learning opportunitiesNo. of partnerships with localcommunity

50%

50%

5

55

Qualitative results Educational resources’education Applying activities Appreciating the beneficiary

students of the activities inprogressQuality of the deliveredcourses

Satisfaction degree of theeducational resources involvedLevel of applying the proposedactivities Appreciating the beneficiary

students of the activities inprogressQuality of the deliveredcourses

good/very good

good/very good

good/very good

good/very good

Outcomes

Project’s impact upon the tar get group: the acomplishment of closeness between the targetgroups endorsed by the project and school, the raise of self-esteem of the engaged students intothe project, a positive aspect concerning perspective upon professional insertion and upon decentstandard of living, change of the parents’ perspective upon the role education has to their children.

In virtue of gathered experience, one will improve future strategies for the problems regardingadvisory and education students’ career. The final results of the project, as a result of educationalinterventions or material ones, will encompass good examples of practice that can be extended.

9. Assessment (measuring and comparing performances with the required standards,giving out judgements regarding the registered progress in achieving the aims, what andespecially how these aspects will be underlined).

What it is assessed: Methods and evaluationinstruments:

Who assesses:

Achieving the aims Assessment meeting, facilitateddiscussions

Project coordinator

Efficient usage of the

resources


Respecting deploymentdeadline of activities

Assessment meeting, facilitateddiscussions

Project coordinator Activities coordinator

Rolling each activity Direct discussions, observations,assessment questionnaires

Project assistant Activities coordinators Attendees to the courseBeneficiaries of theworkable activities

Engaging partners in allproject’s stages in an activeway


Engaging students and

teachers into activities

Working meeting Project assistant

Activities coordinatorsProject’s impact on school andcommunity level

Assessment meeting, facilitateddiscussions, project’s journal

Project coordinator





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1. The title of the project

Steps to the future18

2. Summary of the project (including project elements and results)

The goal of this project is to provide undergraduate students with useful information aboutuniversity life and to facilitate their entry to the university.

The project will start with the selection of the 10 students in the 12th grade to participate invisits to various universities, that will enter into partnerships. At the same time, the target group willget in touch with representatives of universities and students' associations, to carry out projectactivities.

After a thorough information regarding university life, the target group will conduct guide"Steps to the future". Impressions throughout the project, as well as of the activities carried out willbe written in the newspaper/magazine of the school.

The project "Steps to the future" will be popularized through press articles, posters andbooklets. Also, the project will be monitored by two members of the project team who will draw upan agenda of events and to see to what extent the project actions shall be carried out inaccordance with the original planning.

3. Justification of the project

The project "Steps to the future" aims to provide students with an overview of what makesuniversity life (educational offerings of the universities, student associations, student life), the stepsto be followed to become a student and responds to the need of students to orient themselvesbetter at signing up for the university and in the early months of graduation.

Also, the project responds to a need of cooperation and partnership between high schools

and universities, in order to facilitate the transition of students from high school to the student, withreference especially to the students who do not live in university centres.

4. The goal

Increased capacity of 12th grade students information regarding academic environment andmode of organization of university life.


O1. to involve a number of 10 students in gathering information about the academic environment:enrollment, way of obtaining a housing, the university'sfFaculty organization, student life, studentorganizations, libraries, courses and seminars, the university's administrative structures;

O2. to inform at least 90% of the students in their final years of school with regard to theOrganization and the academic world;O3. to correlate information activities of the 10 students with their professional skills and careerplans (horizontal objective for the project);

6. Target groups/Beneficiaries (those directly and indirectly involved, those for whom theexpenses are made)

Target groups Students in the 12t grade of the institution

Beneficiaries Direct: 10 students in the 12t grade will beinvolved in the collection of information; 80% of the







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207

students of 12th grade of the Institution will receiveinformation about the academic environment;Indirect: parents of 12th grade students

7. Schedule of activities (what we do to get the desired results, in order to achieve theobjectives)

No.of

activ.

Activity name The dates ofthe activities


A1 preparation ofthe project-selection andcompletion ofprotocols with

universities toestablishbusiness plan-selectiondepending onthe career plansand preparingpupils-identifyingresources

March -information campaign in pilotschools;-announcing the first meeting forall those interested in setting upthe team;

-the project implementation at thelevel of each pilot schools(project coordinator, schoolcounselor, 1-2 teachers, 10students-establishing the criteriafor the selection of pupils(account should be taken of thestudents involved in career);-the selection of pupils on thebasis of an application form andan interview;-conclude a partnership with 2-3

universities-to get involved withRESOURCES (minimumaccommodation) in carrying outthe activities project;

The managementteam,the SchoolCounselor,Meeting rooms,

Supplies,Institutional andinformationdocumentsUniversities

A2 Visit to theUniversity-business-plandevelopment ofa personal

learningplan for eachstudentselecteduniversities-visit-informationgathering

2nd 6th AprilWorking meeting to implement aplan of visits with the assignmentof tasks for each participant (theassignment will take account ofthe development of specific skillsof the pupils).

Development of a personallearning plan for each studentinvolved (content and skills).Carrying out visits to universitiesand the collection of information-personal learning plan.

The managementteam, studentsselectedSuppliesBudget for travel

accommodations

A3 AchievementGuide-informationcollected-the

centralization ofdata-writing a guide

10th -13th April -Project implementation team atschool level together withrepresentatives of universitieswill cooperate with a view to the

drafting of the guide

Management teamStudents selectedSupplies





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8. Results, impact, results of the project indicators (outputs) - benefits/what is obtained byelimination or reduction problem

Obiectives Results Indicators

O1. - Students involved ingathering information- the number of days ofexchange of experience at theuniversity

10

2-4

O2. - The number studentsinformed - which have accessto publication and/or participatein lecture hours

90%

O3. - Developed articles Minimum of 4 booklets/class

The name of results The name of indicators Standard

Participants in the activitiesUniversities visited Articles written by studentsCounsiling lassesHours/meetings of debate

- Number of studentsparticipantsnumber universities visited (ifapplicable)- number articles written- number of hours of advice- number of hours of debate- booklets distributed

102-3

Minimum of 15Minimum of

5-10 (class numbers)minimum of 5

Qualitative Results -students’ opinion on action-students’ opinion oninformation obtained

good/very goodgood/very good

A4 Guidedistribution

24th -26th April The distribution of the guide in atleast four copies for each of the12th grade classes


A5 The debate andparticipation inhours of advice-presentationadvice guide

7th -11th May Students, together with hisadviser or school managemntteam will take part in thedeliberations organized underhours of lecture - in order topresent the results visit.

Management teamStudents selected

A6Evaluation ofthe project-meetingassessment

with those 10students-questionnaire-will beanalyzed boththe positive andnegative

16th -18th May Analysis plans on the completionof the activities and plans oflearning personalapplication of a questionnaire

satisfaction for students involved






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Impact of the project (outcomes)

Better organization and orientation of students who entered at the university and their

families. Also, students will have relevant information regarding the academic life: entry to collegeadmission, obtaining a place in the hostel, the entry to the library, facilities of the universities,student life by facilitating entry of the high school graduates at the university by reducing time givento these activities - in this way increases comfort linked to the administrative aspects of thebeginning of life as a student.

9. Evaluation (measuring and comparing performance with the standards laid down, theissue of judgments on progress in achieving the objectives, and in particular how weemphasize these aspects).

What it is evaluated: Methods and techniques ofevaluation:

Who evaluates:

The activity of the studentsinvolved

Monthly activity reports /concreteoutcome (articles written)

Project coordinator

The impact of the projrct withinthe community

Impact study - questionnairesanalysis project development

Project coordinatorThe Council of theSchool's Administrative

Achieving the objectives/results The working meeting of the projectteam

Project coordinator





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1. Name of project

OUR PARENTS ARE OUR MODELS19

2. Summary of project (including elements of project and the results)

Once a week after classes, an hour is spent for career guidance in the school. During thattime, 5 parents from different professions are invited to the school to introduce their profession tostudents briefly. After the introduction section there is a question & answer time for students whenthey can meet personally with the parents whose career they are interested in. Mostly we don’thave parents of all the professions for this activity. At that point we invite professionals from otherinstitutes to join our program and guide our students. After these sessions our students will be ableto meet personally with the parents and this provides to make clear almost all the questions aboutthat careers.

3. Context of project

* Deciding the day and hour of the activity* Preparing the list of parents and dividing into groups* Making appointments with the parents according to the schedule* Making a questionnaire to measure the students’ current knowledge and needs about the professions* Share the questionnaire results with the parents considering their professions* Asking parents to prepare in order to these results* Session* Last questionnaire to measure the students’ knowledge after the session * Evaluation of the results

4. Aim/General objective

* The aim of this activity is to provide better information from the real life* Reaching the knowledge easily* Learning the easy and different parts of the each career* Providing opportunities to get information directly from real life situations* Getting detailed information about the:- Education process for each career- Financial opportunities- Job conditions of each career- Mental and physical difficulties about each profession

5. Specific objectives - SMART (Specific; Measurable; Achievable; Realistic; Time bound)

1 - To help students to choose and proceed on an optimal career path, based on the studentsability, desire and available opportunities.

2 - Guiding young people to adopt fair and realistic decisions about the opportunities they have interms of educational and vocational route on which to build a successful career.

3 - Raising the level of recognizing importance of Career Guidance.

4 - To enable students to make informed choices about their future working lives and to translatethese effectively into appropriate decisions and actions.

19 The project is implemented in the schools located in the province of Mersin – Turkey.





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5 - To help students understand and develop the necessary skills to equip them for whatevercareer path they choose.

6 - To give the students varied information in choosing career intelligently and arrive at a betterdecision when confronted with career problems.

6. Target groups (those involved directly and indirectly)

11th and 12th grades are involved in directly

7. Schedule of activities (everything we do to achieve desired results, the objectives)

Specific

objectives

Activity

(code and

name)

Approach Duration/

Period

Human

resources

Material

resources

Results

1-To help

students tochoose andproceed onan optimalcareer path,based on thestudentsability, desireand availableopportunities.

A.1.1

Meetingpersonal

with parents

and question

& answer

session

• Individual,guided work• Class orsmall group

discussion

15’ Parents, of

differentprofessions

Classroom

objectsPowerPoint

presentations

Uniforms

Students

will be ableto give a

summary of

their own

career

interest

2-Raising thelevel ofrecognizingimportance ofCareerGuidance

A.1.2Providingopportunitiesto getinformationdirectly fromreal lifesituations

• Classdiscussion• Guidedwork

15’ Teacher,

Parents,

Students

Classroom

objects

PowerPoint

presentations

Uniforms

Describe

their

personal

career

choices

based on

current

employment

and labor

statistics

3-To enablestudents tomakeinformedchoicesabout theirfutureworking livesand totranslatetheseeffectively

intoappropriatedecisions andactions

A.1.3Mental andphysicaldifficultiesabout eachprofession

• Groupwork•PowerPoint,groupresearch

15’ Teacher,

Parents,

Students

Classroom

objects

PowerPoint

presentations

Uniforms

To be able

to use their

knowledge

to perform

their career

effectively





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8. Results, impact, indicatorsResult/Outputs – benefits / what is obtained by eliminating or reducing the problem

Specific

objectives

Outcomes – quantitative and

qualitative

Name of indicator Value of indicator

1-To help studentsto choose andproceed on anoptimal career path,based on thestudents ability,desire and availableopportunities

Students will be able to give asummary of their own careerinterest

Describing a careerwith all details

Comparing his/herneeds and interestswith the career’soffer

2-Raising the levelof recognizingimportance ofCareer Guidance

Describe their personal careerchoices based on currentemployment and laborstatistics

Financialopportunities

Comparing his/herfinancialexpectations withthe career offer

3-To enablestudents to makeinformed choicesabout their futureworking lives and totranslate theseeffectively intoappropriate

decisions andactions

To be able to use theirknowledge to perform theircareer effectively

Observing currentcareer performance(eg: trainings)

The contribution ofbeing informedabout career andpractical knowledge

Impact/Outcomes:

After career introduction with professionals at classroom environment with the participationof parents and teachers, the students will be able to get brief and practical information about eachcareer including difficulties, financial opportunities, employment dis/advantages and businessenvironments.

9. Evaluation (measuring and comparing of performance with standards set; making judgments onprogress in achieving of the objectives, what and especially how we highlight these issues)

What are evaluated: Evaluation methods andtools:

Who evaluates:

Implementation of plannedactivities

Presentation, question & answer Parents, teacher

Achieving the project objectives Questionnaire Teacher

Project impact on school andcommunity

Questionnaire Guidance and counsellingservices





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1. Name of project

VOCATIONAL SCHOOL VISITS FOR 8th GRADE STUDENTS20


With this activity, 8th grade students who are willing to study at vocational schools are dividedinto groups according to their interest and abilities. These students visit the vocational schools andget information about the trainings and the opportunities provided by the schools. These visits areplanned during the end of the year especially end of May and beginning of June. The students visitthe school with the company of school guidance teacher and assistant director. They are welcomeby the vocational teachers of different fields at the target schools. Also vocational school studentsmentor the 8th grades during the visits. At the end of this activity the students will have briefinformation about the vocational schools and their opportunities.

There are a variety of activities recommended to help 8th graders transition to high school.However, this protocol is not just a series of different activities but rather a systemic approach totransitioning students from middle school to high that begins in the beginning of the 8th grade yearand last through the end of the freshmen year of high school. This protocol describes a joint effortand joint responsibility between the middle school and high school counselors, administration andfaculty members. Transition “out” is not about touring the high school for an evening or sittingthrough course and sports/activity presentations. Targeted transition out activities and mindsetbegin long before students begin thinking about the next step.


* Deciding the day and hour of the activity

* Preparing the list of schools and sections to visit at schools* Making appointments with directors and field teachers of the schools* Visit Sessions* Evaluation (the students comments about the vocational schools and their expectations)


The general objective of this project is giving information about the vocational school types, theirfunction and opportunities for the students and also helping students for choosing the most suitableschools regarding to their needs and interests. It’s also aimed these things below: * Transition to high school* Joint effort and joint responsibility between the secondary school and high school counselors

* Course and sports/activity presentations* Helping students begin thinking about the next step


• Explain the differences between jobs, occupations, careers• List key decision points that impact a satisfying, rewarding career path • Exploring of vocational schools and careers • Encouraging self -discovery and goal setting


8th

grade students who are willing to make a career in vocational schools






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Specific

objectives

Activity

(code and

name)

Approach Duration/

Period

Human

resources

Material

resources

Results

• Explain thedifferencesbetween jobs,occupations,careers

A.1.1

Guided tour

systemic

approach

1 hour Field

teachers,

directors,

students

Illustrators,

booklets

Students

will be able

to explain

the

differences

between

jobs

• List keydecision

points thatimpact asatisfying,rewardingcareer path

A.1.2Technical

presentation

systemicapproach

20’ Field

teachers,

directors,

students

PowerPoints,

notebook,

pencil

Students

will be able

to list the

key points

• Exploring ofvocationalschools andcareers

A.1.3Visiting todifferenttypes ofvocationalschools

systemicapproach

2 hours

(each

school)

Field

teachers,

directors,

students

Illustrators,

booklets,

Info pages of

schools

Students

will be able

to explore

vocational

schools

•Encouragingself-discoveryand goalsetting

A.1.4Guidancewith thecounsellor

systemicapproach

20’ School

Counsellor,

Students

Computer,

Projector,

notebook,

pencil

Students

will be

encouraged

about self-

discovery

and goal

setting


Specificobjectives

Outcomes – quantitative andqualitative


• Explain thedifferencesbetween jobs,occupations,careers

Students will be able to explain thedifferences between jobs

Number of thefields introduced,the schools visited

The number ofstudents whoinvolved in visits

• List key

decisionpoints thatimpact asatisfying,

Students will be able to list the key

points

Introduction and

presentationsprovided byvocational schools

The important and

significant keypoints underlinedby the students





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215

rewardingcareer path

• Exploring ofvocationalschools and

careers

Students will be able to explorevocational schools

Number of thefields introduced,the schools visited

The number ofstudents whoinvolved in visits

•Encouragingself-discoveryand goalsetting

Students will be encouraged aboutself-discovery and goal setting

Evaluation form How the studentscompared theirneeds andexpectations withthe informationprovided

Impact/Outcomes:

After vocational school introduction, the students will be able to get brief and practicalinformation about each career including difficulties, financial opportunities, employmentdis/advantages and business environments.



Who evaluates:


Illustrators, booklets Field teachers

Achieving the project objectives Questionnaire Teachers, counsellorsProject impact on school andcommunity

Evaluation form Counsellor





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1. Name of project

HOW TO GET FIRED21


This workshop helps students explore expected work behaviors in a role play setting.Students will be given a setting and an issue and asked to add dialog to the situation as anemployer and employee. The classroom must be a safe place in order for students to feelcomfortable with the role play. Determine how many of the students have done role plays beforeand make sure to give enough support that they can be successful. Be specific about what isexpected and set boundaries for what is appropriate for students to do in their role as the employeror the employee.

While the scenario cards have suggested settings, based on what you know about yourclass choose a particular type of business that students will be familiar with and the type of jobwithin that business to use as a model. There are empty cards included so that you can alsodesign settings and issues.


IntroductionShare with the students that they are going to role play situations where an employer is

talking to an employee about a behavior that may get them fired. Explain that you will providestudents with the business setting and the issue. Their job will be to create the dialog between theemployer and employee.

Outline your expectations as you would for any assignment. Share that the objective is forstudents to identify personal qualities or behaviors that are likely to get you fired. It is their choice if

they want to make the actual presentation serious or comedic.

Activity1. Model one of the scenarios for the class so that they have an idea of length andrelationships.2. Allow students to choose a partner and draw a scenario card.3. Give the teams time to read through the scenario and try out different characters andpresentation modes. Allow enough time so that students can exchange roles and find where theyare most comfortable.4. Ask for presentations of the scenarios and include as many as time allows.5. As a class, discuss what are the common factors (behaviors, attitudes) that will cause anemployer to fire an employee.

ClosingTalk with the students about the effect of being fired on an individual’s career path.


Students will be able to identify behaviors that cause someone to be fired.


* Extending student information regarding the qualities, skills, and behaviors employees areexpected to demonstrate in the workplace.* Exploring expected work behaviors.






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The students


Specific

objectives

Activity

(code and

name)

Approach Duration/

Period

Human

resources

Material

resources

Results

Exploringexpectedworkbehaviors

A.1.1Discuss whatare thecommonfactors(behaviors,attitudes)

that willcause anemployer tofire anemployee

Role Play 20’ Teacher,

Students

Classroom,

Materials

of the

desired job

Students

will

understand

the effect of

being fired

on an

individual’scareer path

Extendingstudentinformationregardingthequalities,

skills, andbehaviorsemployeesareexpected todemonstratein theworkplace

A.1.2Providingopportunitiesto getinformationfrom

simulationsof real lifesituations

Role Play 20’ Teacher,

Students

Classroom,

Materials

of the

desired job

Students

will

understand

the

qualities,

skills, and

behaviors

employees

are

expected to

demonstrate

in the

workplace


Specificobjectives

Outcomes – quantitative andqualitative


Exploringexpectedworkbehaviors

Students will understand the effect ofbeing fired on an individual’s careerpath

Working on thesame career for along time

The duration ofworking life

Extendingstudentinformationregarding

thequalities,skills, andbehaviors

Students will understand the qualities,skills, and behaviors employees areexpected to demonstrate in theworkplace

The problems facedwith other workersand eventshappened

Relations with otherworkers andadministrator,Working in a

harmony with them





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218

employeesareexpected todemonstratein the

workplace

Impact/Outcomes:

After this activity students will be able to identify behaviors that cause someone to be fired.



Who evaluates:

Implementation of plannedactivities Role-play Counsellor

Achieving the project objectives Questionnaire Counsellor


Questionnaire Counsellor





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219

1. Name of project

JOB SHADOWING IN FACTORIES FOR VOCATIONAL SCHOOL STUDENTS22


Once a month, vocational school students between the ages of 15-18 visit a factory whichoperates in related fields with the students’ departments. Each visit takes a day with theparticipation of approximately 50 students with their accompanying teachers. These students aredivided into groups of 10. Each group takes a guided tour of one hour. During this visit the studentsare informed about manufacturing process, assembly line, row materials, working hours, financialopportunities, employment opportunities and training programs. With this job shadowing visit thestudents get the opportunity to observe real life situations for their future careers.


* Planning the day of the visit.* Deciding the group of the students.* Preparing official documents (permissions, signs).* Arranging the visiting hours for each group of students during the activity day.* Session.* Evaluation of the results.


* The aim of this activity is to connect vocational training with the sector.* Learning the practical applications about the vocational career.

* Providing links between the school based vocational education and business life.* Filling the gaps in vocational training considering real working life.* Giving the opportunity to the students to observe the business before deciding a career.


1-To contribute to the learning process of the students to get more information about industrialoperations and explore the manufacturing processes and products of the field.

2-Guiding young people to adopt fair and realistic decisions about the opportunities they have interms of educational and vocational route on which to build a successful career.

3- Allowing the students observe the company/factory’s manufacturing processes and learn moreabout the innovative production and manufacturing methods and actual machinery used at thefactory.

4- Helping students to develop positive professional attitude and developing business links fortheir future career.


10th grades are involved in directly.






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220


Specific

objectives

Activity

(code and

name)

Approach Duration

/ Period

Human

resources

Material

resources

Results

1- To contributeto the learningprocess of thestudents to getmore informationabout industrialoperations andexplore themanufacturingprocesses andproducts of the

field.

A.1.1

A presen-

tation of

the factory/

company

following a

tour.

• Guidedwork

25’ Professiona

ls from the

field/

company

PowerPoint

presenta-

tion

Visual

materials

Students

will be able

to have a

general

view of the

releted

fields.

2- Guiding youngpeople to adoptfair and realisticdecisions aboutthe opportunitiesthey have interms ofeducational andvocational routeon which to build

a successfulcareer.

A.1.2Providingopportunities to getinformationdirectlyfrom reallifesituations

• Classdiscussion• Guidedwork

15’ Teacher,

Parents,

Students

Classroom

objects

PowerPoint

presenta-

tions

Uniforms

Describe

their

personal

career

choices

based on

current

employmen

t and labor

statistics

3- Allowing thestudents observethecompany/factory’s manufacturingprocesses andlearn more aboutthe innovative

production andmanufacturingmethods andactual machineryused at thefactory.



15’ Teacher,

Parents,

Students

Classroom

objects

PowerPoint

presenta-

tions

Uniforms

To be able

to use their

knowledge

to perform

their career

effectively

4- Helpingstudents todevelop positiveprofessionalattitude anddeveloping

business links fortheir futurecareer.



15’ Teacher,

Parents,

Students

Classroom

objects

PowerPoint

presenta-

tions

Uniforms

To be able

to use their

knowledge

to perform

their career

effectively





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221


Specific

objectives

Outcomes – quantitative and

qualitative


1-To help studentsto choose andproceed on anoptimal career path,based on thestudents ability,desire and availableopportunities

Students will be able to give asummary of their own careerinterest

Describing a careerwith all details

Comparing his/herneeds and interestswith the career’soffer

2-Raising the levelof recognizingimportance ofCareer Guidance

Describe their personal careerchoices based on currentemployment and laborstatistics

Financialopportunities

Comparing his/herfinancialexpectations withthe career offer

3-To enablestudents to makeinformed choicesabout their futureworking lives and totranslate theseeffectively intoappropriate

decisions andactions

To be able to use theirknowledge to perform theircareer effectively

Observing currentcareer performance(eg: trainings)

The contribution ofbeing informedabout career andpractical knowledge

Impact/Outcomes:

After career introduction with professionals at classroom environment with the participationof parents and teachers, the students will be able to get brief and practical information about eachcareer including difficulties, financial opportunities, employment dis/advantages and businessenvironments.



Who evaluates:


Presentation, question & answer Parents, teacher

Achieving the project objectives Questionnaire Teacher


Questionnaire Guidance and counsellingservices





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222

1. Name of project

TEACHERS, NEW EDUCATIONAL COACHES23


The 12th year is the most important year for our students as they have to get the centralexam in both March and June. When the students start on their last year (12th) grade, they feelvery nervous because of the stress of the central exam to enter the university. Their parents arealso nervous at the same time. At that point they are very desperate. In order to diminish theirbeing nervous, it was planned to match all the 12th year students with all the teachers, assistantdirectors and the director. There were 96 12th year students and 32 educational staff. For eachteacher including the assistant directors and director, 3 students was appointed. All the proceduresand the rules were decided by the new educational coaches. Each educational coach has theresponsibility of 3 students. Educational coaching at the teacher level requires that theadministrator and school leaders be trained to refrain from their natural tendency to provide theteacher with solutions to the problems he is facing. Rather, the administrator's role is to help theteacher identify the problems and bring their own solutions to light. By asking the teacher probing,open-ended questions, the administrator helps the teacher reflect and analyse an issue of theteacher's choosing and then asks the all-powerful question: "What are you going to do about it?“ Employing this coaching strategy compels the teacher to accept responsibility for his behaviour,which is a big step for a teacher who often only turn to students, parents, and prior teachers for thereason behind a student's lack of progress.


* Matching the students with coaches.

* Putting the rules of coaching.* Deciding the types of activities.* Deciding the frequency of the activities.* Preparing the list of parents and their contact information.* Making appointments with the parents according to the schedule.* Making appointments with the chosen students.* Implying questionnaire to measure the students’ current needs.* Share the questionnaire results with the parents considering their professions.* Carrying out some social activities (some banquets, picnics, and cinema, theatre and concertactivities).* Last questionnaire to measure how much of the students’ needs are carried out. * Evaluation of the results.


The aim of this activity is:- to provide to lessen the examinational stress of the students- to reach the needs of the students easily- to help them solve their needs easily- to adapt the students real life situations- to give them detailed information about the central exam in the frame of career choosing.


1-To help students to lessen the examinational stress by arranging some social events.






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223

2- To understand the real needs of students in the frame of career guiding in order to adapt fairand realistic decisions.

3- To understand the real needs of parents and challenges with their students.

4- To help students understand and discover their skills.

5- To help students to adapt themselves into real life situations.

6-To give the students detailed about the central exam in the frame of career choosing.


12th grades students are involved in the project directly.


Specificobjectives

Activity(codeand

name)

Approach Duration/Period

Humanresources

Materialresources

Results

1.to helpstudents tolessen theexaminationalstress by

arranging somesocial events

A.1.1Meetingpersonally withstudents

question& answersession

*Individual,guided work*Individual,discussion

45’ Teacher,Students

Powerpointpresenta-tion

Students willbe able tolessen theexaminational stress.

2. tounderstand thereal needs ofparents andchallenges withtheir students.

A.1.2Meetingpersonally withparents

*Groupdiscussion*Guidedwork

45’ Teacher,Parents,Students


Parents willbe able tounderstandthechallengeswith theirstudents.

3. to helpstudentsunderstand anddiscover theirskills.

A.1.3Meetingpersonally withstudentsquestion& answersession

*Emphaticapproach.*Individual,discussion

45’ Teacher,Students


Students willbe ableunderstandanddiscovertheir skills.


Specific objectives Outcomes –

quantitative andqualitative

Name of

indicator

Value of indicator

1.to help students to Students will be able to Stress tests The contribution of being





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224

lessen the examinationalstress by arranging somesocial events.

lessen the examinationalstress.

informed about careerand practical knowledge.

2. to understand the real

needs of parents andchallenges with theirstudents.

Parents will be able to

understand thechallenges with theirstudents.

Questionnaire Comparing his/her

students’ expectationswith the others.

3. to help studentsunderstand and discovertheir skills.

Students will be ableunderstand and discovertheir skills.

Observingcurrentsituations

Comparing his/herneeds and interests withthe career’s offer .

Impact/Outcomes:

After the all activities, students will be able to face the problems the meet in their last year.

The problems and the challenges between the students and parents will be solved. Students willbe able to discover their own abilities and skills. The students will be able to get brief and practicalinformation about each career including difficulties, financial opportunities, employmentdis/advantages and business environments.



Who evaluates:

Implementation of planned

activities

Presentation, question & answer Teachers

Achieving the project objectives Questionnaire Teachers

Impact on students and parents Questionnaire Guidance and counsellingservices





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225

CONCLUSION

This paper is the result of the research and the exchange of experience developed withinthe project Comenius Regio Partnership Educat ion and Career Guid ance - Let 's h elp the

stud ents cho ose a right career! (Consilierea şi educarea carierei – Să- i ajutăm pe elevi să îşialeagă o carieră potrivită!/ Eğitim ve Kariyer Planlama – Öğrencilerin Doğru KariyerSeçimine Yardımcı Olalım!), nr. de referinţă 13-PR-04-DJ-RO,TR, cofinanced by The EuropeanCommision through the Lifelong Learning Programme, and taking place during the period August1st 2013 - July 31st 2015 in the Dolj County - Romania and the Mersin Province - Turkey under thegovernment of the CCD Dolj ( Dolj County Teachers Department) - the partnership coordinator andthe National Education Department of the Mersin Province - the regional coordinator, together withtheir national partners, namely ''Traian Vuia'' Highschool in Craiova, ''Traian'' Secondary School inCraiova, EduFor Craiova Association and The Vocational and Technical Highschool Mezitli, TheInformatics Highschool in Mersin and The Education Burreau in the Bozyazi Region, respectively.

This project aimed at improving services for education and career guidance of secondaryeducation students, in order to facilitate their transition to higher levels of education and labourmarket.

Each objective of the project has resulted in activities whose results can be found in the sixchapters of the paper.

Thus, to identify the current situation regarding the importance, relevance and quality ofcounseling and career guidance services of students, carried out in the educational environmentand the needs of all those directly and indirectly involved in this activity (students, teachers,principals, counselors, parents, local community representatives) regarding the activities ofcounseling and guidance to students in the two involved regions, Dolj County - Romania andMersin province - Turkey, a research study was conducted using methods such as thequestionnaire survey and focused interview/ focus group survey. The used research tools(questionnaires for teachers and students of each cycle - primary, lower secondary, upper

secondary, vocational and interview guide for managers, parents, teachers, local communityrepresentatives) as well as the obtained results are found in Chapter II of the paper.The interpretation of responses highlighted the need for activities of counseling and career

guidance in schools (96% Romania / 68% Turkey), both by the school counselor as well as by theteacher / tutor / professor (49% Romania / 42% Turkey), throughout all the school years (85%Romania / 61% Turkey), being very important (35% Romania / 27% Turkey) for the students'success in life.

So, it resulted the importance of counseling and career guidance for students to succed inlife, by all participants in the survey, students, parents, teachers, representatives of educationalinstitutions and the local community. Equally important are the services for the reorientation of highschool students in career and parents guidance about their children's educational choices. It wasexpressed the idea that it is necessary to counsel decision-makers in the socio-educational field

since the effectiveness of the professional guidance is conditioned by the socio-economic context. The vocational counseling and guidance should be conducted by competent specialists with a solidpedagogical training, as they can conduct various activities including the testing of students’ skills,interests and personality (the psychological profile) but with a permanently collaboration with theteachers and the studentʼs families.

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

Respondents expressed their opinion on activities which would connect students to ahigher level of education:- visits organized in high schools/universities so that the students could get aquainted to the profiles and specializations of the high school / college;

- flexible partnerships between schools and businesses facilitationg visits to employers,observation of practical activities, activities such as job shadowing, work experience or part-time





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226

employment;- events such "Open Days";- presentations conducted by successful professionals in front of children;- volunteering;- documentary films about various fields of activity for the Ministry of Education to be watched

during classes;- educational projects with EU funds;- digital information, online educational activities in valuing IT specialists;- focus on non-formal education;

The research study shows that in Romanian schools, most educational and vocationalguidance activities consist of discussions about professions during master classes and otherdisciplines and less in meetings with experts from various fields of activity, activities ofvolunteering, self-knowledge, practical training sessions within a company / institution or study/guidance visits to schools / universities / companies.

Although, most of the guidance and counseling activities are conducted in schools, in theclassroom and the real contact of students with the labor market is very low.

In Turkish schools, most counseling and guidance activities represent the testing of

professional skills and interests in the Pedagogical Assistance School Office and meetings withexperts from various fields of activity and less study / guidance visits within schools / colleges /companies or practical training sessions within a company or institution.

Teachers find that to improve counseling and career guidance services provided to schoolstudents, the following is required:- changing the legal framework so as to allow time for form teachers for administrative issues,more counseling classes, thus avoiding the overloading of teacher responsabilities;- during university years, future teachers to pay more attention to the psychological and pedagogical studies;- funding for career counseling, for non -formal education activities, generally the advertisementfor financing activities;

- partnerships and projects of social organizations regarding the education field, which to financiallysupport students' participation in non-formal education activities;- attracting European funds and the existence of more European experts within these projects; theyshould not necessarily be teachers because that can lead to t he overloading of teachers’responsabilities;- reducing the number of students in class because school classes overcrowding affects the qualityof education and thus the career guidance activities;- teachers need counseling, in their turn, this requires more counselors and advisers;- it is needed more negotiation and flexibility in the Romanian education system;

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

In Chapter III is described the education system in the partner countries, aiming legislativeframework, the importance of the educational system, the Graduation Documents,Compulsory/Optional Education, the preuniversity educational system, the forms of organization inthe preuniversity education, the structure of the school year , classes (number of students, names),Grading System, the admission in high school, baccalaureate exam, Curriculum in elementaryschool /middle school /high school: the subjects, number of hours.

The chapter is a comparison between the system of counseling and career guidance tostudents in Romania and in Turkey considering:

- Psychological counseling in pre-primary/primary educational system through free medicaland psychological assistance in school offices or state hospital offices;

- Professional Guidance in the school offices for psycho-pedagogical counseling (CSAP)from the educational establishments subordinated to the Regional Centres of Resource and

Educational Counseling (C.J.R.A.E.), during the Counseling and Guidance courses, by the classteach, throughtout extracurricular activities, such as visits to different institutions, meetings anddebates with representatives of the educational institutes and local employees, students’ practical





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227

training, conducted in partnership with local businesses, so that students can have a direct contactwith the employees and learn about the work conditions, the partnerships bewteen the schools andthe NGO.

Chapter V analyzes the curriculum in terms of counseling and career guidance to students.The school cabinet for psichopedagogical assistance (S.C.P.A.) is a special designed room

in an educational institution (kindergarten, secondary school or highschool). It is used for thecounselling activities after the classes, according to an established program.

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

As in Romania, in Turkey the psychopedagogical counselling in the school cabinet forpsychopedagogical assistance is performed by a professional school counsellor having studies inSociopsichopedagogy, Psycology, Educational Sciences, Sociology, Sociology and Psychology,Phylosophy, Communication Sciences.

In Romania, in the framework plan for primary education it is provided in the curricular areaCounselling and guidance, the discipline Personal development, which is assigned to 2 hours perweek during prep-class and one hour per week in classes I and II.

The main objective of this school subject is developing the necessary skills and attitudes forintegrating students into the socienty. The Personal Develpment syllabus, adopted through theEducational Ministery Order no. 3418/19.03.2013, is ellaborated according to the curricular planaimed at skills development. Hereby, within the scool syllabus there can be identified general skills(student`s acquisitions gained throughout the entire study time period), specific competences( derived from the general competences, developed throughout the entire school year ) and contents(student`s necessary acquisitions, organised in 3 principal domains: Self-knowledge and a healthylife-style, Emotional and social development, Specific aspects regarding learning organisation andlife preparation in small students).

Specific skills represent different stages in developing general skills and are actuallycorrelated with learning activities such as: games, drawings, labels, exposing one`s picture at

different ages, pair/ small groups discussions/debates, riddles, poems, songs, film watching,practical activities, organising certain events, going visiting, taking part in contests, organisingexhibitions/ expositions etc.

Within the curricular area for the 3rd and 4th classes, School Counselling and GuidanceCourse is scheduled 0-1h/week, where the teachers can choose this optional course/class in orderto help students become responsible. The thematic contents are structured on 5 thematic modules,which emphasize each curricular objective: Self-knowledge and personal development,Communication and social abilities, Information and learning management, Career planning,Lifestyle quality.

During the 5th-8th cÎasses, School Counselling and Guidance Course is taught by the form-teachers.

School Counselling and Guidance Course is scheduled 1h/week in the common school

frame-work, according to The Personal Develpment syllabus, adopted through the EducationalMinistery Order no. 3638/11.04.2001. All the activities carried aut within this school subject aim atcontributing to the students` personal development in order to successfully reach students`professional integration into the social background.

As far highschool system regards, the curricular area School Counselling and Guidance Course includes: general skills, values and attitudes, specific skills, contents, methodologicalsuggestions.

School Counselling and Guidance Course aims at spporting the youngs through a socio-professional insertion, through making them aware about the connections bewteen what they learnand all skills and knowledge acquaired in order to put all the information into real life practice.

Following the conduct of the job shadowing in partner countries, involving teachers fromdifferent subject areas, we developed concrete proposals for activities for students' career

education and guidance that can be applied by teachers in school or outside, proposals that arefound in Chapters V and VI.





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228

At curricular level, in subchapters 5.3. An analysis of the school subjects and 5.4. Samplesof lesson plans regarding the career guidance for students, are analyzed and compared programsand strategies (methods, techniques, resources etc.) from each curricular area in order to: adaptthem for link the students’ ECG with teaching and learning in of various school subjects; eachteacher will assume educational tasks and also social and/or external tasks, such that counselling

and career guidance in schools will not be a casual or incidental activity. At extracurricular level, in Chapter VI. are selected/elaborated the projects and programs

wich are to be carried out in the classroom or outside it: JOB CLUB – Career is built in school,Entrepreneurial Club – the key to success in tourism, The Volunteering Club, The Parents’ School ,Steps to the future, Our parents are our models, Vocational school visits for 8 th grade students,How to get fired, Job shadowing in factories for vocational school students, Teachers, neweducational coaches.

The guide is intended as a useful tool for teachers in students' career counseling, withineach school subject. Thus, we aim at awakening each teacher 's interest to discover and use theopportunities offered by each taught subject, in order to help students choose the right career,according to their needs, personal abilities, their skills.





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http://www.jaromania.org/noutati/parteneri/job-shadow-day-la-a-11-a-editie-in-romania

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http://www.cnprsv.ro/







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http://www.ueb.ro/dppd/Lector_univ.dr.Simona_Glaveanu_Consiliere_si_orientare_DFP.pdf




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

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





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ANNEXES

ANNEX 1. Romania – Job Shadowing activities

Fig. 1. Maths Class - teacher: Mariana MĂRCULESCU, "Traian" Secondary School

Fig. 2. Romanian Language an Literature Class - teachers: Daniela TOMA, Nadia ŞUTELCĂ "Traian" Secondary School





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Fig. 3. French Class - teacher: Alina OPREA, ''Traian Vuia'' High School

Fig. 4. CDS WEB learning Class - teacher: Cristiana POPESCU, ''Traian Vuia'' High School

Fig. 5. Psycho-pedagogical counseling - teacher: Mirela ISUF, ''Traian Vuia'' High School





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Fig. 6. Religion Class - teacher: Carmen OPREA, "Traian Vuia" High School

Fig. 7, Fig. 8. Theater play - teacher: Mariana MIREA, "Traian" Secondary School





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Fig. 9, Fig. 10. Integrate Project - teacher: Aida STOIAN, "Traian" Secondary School





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ANNEX 2. Turkey - Job Shadowing activities

Fig. 11. Child development and training, Educational toys,Mezitli Vocational School for Girls

Fig. 12. English Class, Mezitli Vocational School for Girls





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