Co-building a Good Guidance. Partnership Project. Leonardo da Vinci

Transcription

1 Co-building a Good Guidance Partnership Project Leonardo da Vinci

2 PREPARATORY STEPS The partners defined the first preparatory steps of the project in the contact seminar of Bordeaux,held by the French National Agency in November The subject of the seminar was The discovery of the professional world: a tool for pupil s guidance. The partners decided to plan the project about guidance with the students in Initial Vocational Training of their schools.

3 8 partners : 1.Melle (France) 2.Hämeenlinna (Finland) 3.Częstochowa (Poland) 4.Arad (Romania) 5. Bistrita (Romania) 6. Eskişehir (Turkey) 7. Katerini (Greece) 8. Alba (Italy)

4 BENEFICIARIES students in Initial Vocational Training (including special needs students) guidance operators trainers of the partners The main problems analysed by the partners with the beneficiaries are: students poor involvement in training difficulty to make learning a positive experience difficulty of motivation in the students choice of career training.

5 OBJECTIVES Improvement of students personal development, employability and preparation for integration into labour market Improving pupils motivation and involvement in guidance and training Improving trainers skills, tools and materials for better guidance Increasing gender equity in guidance

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7 ACTIVITIES 2 nd strategy: to improve the know-how about the means, instruments, regulations, local partnership used in the guidance activities of each partner. The partners defined an inventory using a critical approach, focusing on the good and bad practices in their schools/systems: to find out what is working to find out what is not working properly why? to propose possible improvements

8 ACTIVITIES 3 rd strategy: to enhance the cooperation among the partners and the students of each school with the launch of the international contest Steps to my future. The students of each partner, in cooperation with the guidance and training staff, developed a new instrument for the description of a profession in a specific sector, using the visual arts as a means of expression.

9 METHOD OF WORK PARTICIPATIVE APPROACH The participatory approach is based on the following fundamental PRINCIPLES: 1. Involvement of people as subjects and not as objects 2. Respect for the knowledge and skills of the place 3. Ensure influence on the decisions and not the mere involvement 4. It is a learning process rather than an outcome 5. It is an attitude rather than a set of technical skills OBJECTIVES of the participatory approach: Empowerment Efficiency Capacity building Effectiveness

10 METHOD OF WORK PROJECT CYCLE MANAGEMENT The project cycle management (PCM) is a management technique aimed at designing and integrating all the main essential points of the project lifetime: 1.The analysis of the context and of the actors involved 2. The identification of the problems of final beneficiaries 3. The formulation of objectives-understood as positive reformulation of the problems of beneficiaries 4.The definition of indicators that make clear the measurability of results 5.The definition of the external conditions that could affect the success or the progress of the project 5.During the implementation phase is important to constantly monitor the progress of activities, the achievement of results and purpose of the project

11 Co-building a good guidance The gender aim of our project to guarantee an equal participation of both genders among the students, trainers and guidance operators. 11

12 Co-building a good guidance We did more! - Work on the logo - Gender and special needs students 12

13 Gender in the questionnaire - specific approach We insert 5 questions specially for gender - Do you think that your present training is better for Boys, girls, both -Do you think that your family drives you to particular occupations, jobs because you are a girl or a boy? Yes, no, I don t know -Did you chose your career because it is mostly done by boys, girls, both, I don t know -Do you think that you have difficulties in guidance because you are a boy or a girl? Yes, No - Do you think that there are some qualifications especially for boys and especially for girls? Yes, no, I don t know Final conference in Alba 2011 the 19 th of may Gender mainstreaming in the "co-building a good guidance" project 13

14 Gender main streaming in the analysis To make visible the difference between the answer of the males and the females How did you get the information about your training? 45,0 40,0 35,0 30,0 25,0 20,0 15,0 10,0 5,0 0,0 Série1 class teacher guidance cou ncelor practica l train ing/me ntors guidance materia ls others 14

15 Monthly report grids Number of filled questionnaires Number of students involved girls boys Number of trainers involved woman man Number of guidance operators involved woman man Number of interviews carried out Number of students involved girls boys 15

16 ANALYSIS Questionnaires Method - Software Nikolaos Papathanasiou EEEEK Katerinis

17 Target groups: - students: trainers: 68 Questionnaires The questions of the students were adapted to the trainers keeping the same focus and answers Questions with multiple and grade (from 1 to 5) answers Parts of the questionnaire: Identification part Motivation and involvement Means and instruments Gender

18 Method The partners set up each question agreeing every focus of analysis and answers The questionnaires were set up in English The questions were mixed and the four parts of the questionnaires were not clarified Each partner translated the questionnaires on its own language Then the questionnaires were answered from the students and the trainers The results were transferred in two excel grids: one for the students and one for the trainers The results were explained and compared by each partner

19 Use of SPSS software The SPSS software was used to elaborate the data collected with the questionnaires All the answers were decoded in numbers in an excel grid The decoded data was added to SPSS The results were analysed and explained focusing on the following issues: - gender of the beneficiaries - country of the beneficiaries - special needs beneficiaries

20 Conclusions of the analysis Co-Building a Good Guidance

21 Main analysis Is useful to listen to and understand pupils in normal situation because generally the trainers talk to the students only when there are some problems or difficulties; Good feedback from the students; Good understanding of the point of view of the students; Very useful to understand and synthetize the problems encountered in the schools, why these problems come out and what to do in order to solve them.

22 The majority of students consider themselves sufficiently involved in decisions of their school, while teachers believe that students are not sufficiently involved in this process. The majority of students questioned believe they will not change the profile in their future careers, while the majority of trainers do not know if the student want to change their training profile. Students feel that depend on them if they are going to find a job or not, while the trainers believe that the opportunity for students to find a job depend on the work market. The trainers believe more than students that students are inflenced in their training choice by guidance.

23 Students chose their profiles because they feel they have the skills to do so, while their trainers feel that students chose their course because someone decided for them. Many students say they have difficulties in guidance at low or very low level, while their trainers say that the level of difficulty encountered by students is medium and high. 90% of teachers believe that guidance has a positive effect on students in their understanding of themselves, while only 50% of students have this perception.

24 Special needs analysis The results show that special needs students have got a lot of guidance. They have got a lot of guidance for choosing their career, as well as in their vocational training, for their insertion in the labour market and for living good and independent life. Still, the results show that it is a challenge to guide special need students in a way, that they consider useful.

25 Many of the special needs students said that they couldn t benefit from the guidance they have been given. It is important to think about the methods of guidance: how do you make the student understand what you want to say? which kind of language you use? how can you help him/her to get motivated?

26 Gender analysis Trainers answers -TWICE MORE WOMEN THAN MEN think that the family helped their students in their choice: 60 % of the female trainers and 30 % for the male trainers. -TWICE MORE MEN THAN WOMEN think that their students got enough information for their choice: 50 % of the males and 26 % of the female. - NEARLY ¼ of the trainers think that there are qualifications especially for boys and especially for girls: 15 % of the men and 25, 6 % of the women: difference 10, 6 %. - INDEPDENTALTLY of being a woman or a man, nearly half of the trainers think that families drive students to specially occupations because of their gender : 53.5 % of females and 40 % of the males.

27 - 10 % of the male trainers and 2,3 % of the female trainers think that students have chosen this career because it is mainly done by girls % of the male trainers think that somebody else than the student has decided for them. Diversified answers for female trainers. - Nearly 50 % of the female and only 25 % of the males think that guidance has an influence in students choice % of the male trainers and 5 % of the female trainers don t know how students got information about training they are following.

28 Students answers - 84 % think that the training they are following is for both girls and boys (87,8 % for the girls and 79,8 % for the boys). - 3 % of the students think that the training they are following is better for girls. - BOYS TWICE MORE THAN GIRLS think that the training they are following is better for boys : 17, 5 % for the boys and 8, 6 % for the girls - The female students answer more than boys that they are going the change of qualifications: answers yes or perhaps»

29 - 76,3 % of the boys and 68,3 % of the girls think that their family doesn t drive them to particular occupations or jobs because of their gender. - one girl upon ten and one boy upon ten think they have chosen a career because it fits to their own gender. - Nearly ¼ of the students think that there are some qualifications especially for boys and especially for girls (No difference between boys and girls answers).

30 COMPARISON of students and trainers answers - 8,6 % of the male students, 13,33 % of the female students % of the male trainers and 53,5 % of the female trainers think that the family drive students to particular occupations because of their gender. - Find a job related to qualification : Boys answer yes more than girls (+ 10 %); Female trainers answer yes more than male trainers (+ 25 %). - MALE STUDENTS think MORE than FEMALE STUDENTS that they have not at all difficulties in guidance because of gender. - FEMALE TRAINERS think MORE than MALE TRAINERS that their students have difficulties in guidance because of their gender.

31 Inventory Co-Building A Good guidance Kiipula Vocational College Marjo Saunamäki

32 What is it? Inventory was a tool by which each partner gathered together knowledge about tools and instruments used in guidance activities in each school 2) laws and regulations of the Public Authorities 3) local partners which cooperate with the schools in the guidance activities

33 Why? To build a general database of the tools and instruments used by each partner To see how laws and regulations affect the guidance daily work of each partner (how does the school system work in each Country) To sum up the local partners and network

34 1) Tools / methods Name of the tool/ method Description of the tool Who uses it? How? When? Why? Target groups? Evaluation of the tool on certain criteria Critical approach: benefits/ disadvantages? How to develop tools/methods?

35 2) Laws and regulations Name of the law, despription How does that particular law affect on our work? The aim of the law for our beneficiaries

36 3) Local partners Name of the local partner, description Co-operation with the partner (How? What we do with them/they do for us? When?) Benefits of the co-operation, aims and results of the work

37 Benefits On the partner level: Project group (persons with different professions, different perspectives) worked together. Evaluation while we were using tools and methods (how to develop our daily work and guidance we provide?) Laatija 37

38 Benefits On the project level: To have information about guidance methods in other schools and countries To learn from each others To exchange good practices To avoid bad practices

39 INTERNATIONAL CONTEST

40 The students involved in the contest in cooperation with the guidance and training staff, have to develop a new instrument for the description of a profession in a specific sector using the visual arts as a mean of expression, creating innovative material to be used in the guidance activities of each partners.

41 They can use three main guidelines defined by the partnership: 1. define the profession working on science fiction, futuristic field, trying to imagine how they will be in the future doing the job described; 2.define the profession working on tale stories, trying to describe their professional future; 3.define the profession as it is in their minds.

42 The criteria of evaluation are divided in two parts: process and product. Process criteria of evaluation: Motivation/participation Product criteria of evaluation: - content of the product - interest of the product for the viewer - creativity - aesthetic - clearness of the message - sustainability/transferability Every criteria of evaluation is going to be evaluated with a score from 1 to 5 The sum of the points for every criteria of evaluation leads to the final score of each work. The product with more points wins the contest.

43 The selection of the winners of the international contest was made by an internal jury for each partner, training staff (at least 5 persons involved in the project) and students (at least 4 students not involved in the project) of each partner. The jury should keep impair in number. There will be one winner per school and one winner of the entire partnership. Thus, we had 8 winners from 8 schools and one winner of the partnership

44 EACH PARTNER MADE A POSTER, BROCHURES OR FLYERS TO ADVERTISE THE CONTEST THEY CHOSE THE TARGET GROUP OF STUDENTS, THE TRAINERS INVOLVED AND THE JURY

45 The partners worked on the definition of the common methods used for the development of the contest activities. The final outcomes of the group works are three methods used to develop the contest in the following fields: 1. curricula activities: Italy + France + Turkey 2. extra curricula activities: Romania (Arad and Bistrita) + Poland 3. special needs students: Finland and Greece We developed a grid of the method to monitor the activities of the contest 1.scheme of the method Who carry out the activity: What is done: How is done: Time needed:

46 SUMMARY OF THE CURRICULAR AND EXTRACURRICULAR COMMON CHARACTERISTIC FEATURES There are not many differences between the two methods: - the human resources involved in the contest are quite similar: guidance operators, trainers, ICT technicians, english teachers, administrative staff, jury, students; - the development of the contest starts with its presentation, advertising it, prepare materials to attract students, - help students to chose the visual art to use, the aim of the work, the focus of the work; - establish the people to assist the process, the necessary technology to carry out the contest; - support the students in heir work; - set up the jury and the criteria used to evaluate the products, decide the winner and deliver the diploma or other rewards - dissemination in school, on the platform, posters etc.

47 - students had to work during classes at school; - some of them worked at home, they recorded videos in laboratories, they took pictures in the street or in different locations, like buildings, offices, laboratories, bakeries, factories, etc.

48 Most of the students used POWERPOINT as means to present their story

49 THE CONTEST made students become aware of their possibilities for the future

50 Students got diplomas and took pictures with the trainers

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52 STEP 1 Who: Guidance Operator What: Presentation of the contest How: Speech Contest Used methodology for Special Needs STEP 2 Who: Special needs teachers, assistants and trainers What: Discussion with the students How: Questions and answers STEP 3 Who: Staff (Guidance operator, special needs teachers, assistants and trainers, language teachers, occupational therapists, volunteer worker) What: Decision about what they are going to present How: Questions and answers, pictures

53 STEP 4 Who: Staff What: Job analysis (carrying on the work, reminding the theme of the work) How: Questions and answers, pictures, reading text STEP 5 Who: Staff & Students What: Power-point presentation and use, making videos or taking photos How: Show and use how to do STEP 6 Who: Staff & Students What: Motivation (specially to start) through the made material How: Following up and supporting, carrying through the process, use of the products in real situations

54 STEP 7 Who: Students What: Independent work!!! How: alone, with the help of other students, comparing with the other students, it- working, video-camera working STEP 8 Who: The jury evaluation What: To organize the selection and choose of the winner How: Members involved in project get into a meeting, looking all the products STEP 9 Who: Project Manager Guidance operator - Jury What: winner s announcement, results How: Ceremony, showing the winning product of the school

55 Co Building a Good Guidance DISEMINATION SUSTENABILITY VALORIZATION

56 Dissemination School level: Power point presentation containing the progress report of the project and the achieved results (per school and for the whole partnership) Info point in each school Internal councils/meetings with students, trainers and parents School magazine + website Brochure with project description and activities Flyers Banner in front of the school School TV if applicable School celebrations and EU days

57 Local/Regional/Country Level: Contact Regional/Province/Council Commission Project site + school site Participate to seminars and symposiums at national level Press releases and articles in Newspapers Constant report to Silent partners Brochure Contact specialised magazines and Institutions Contact Ministries Contact Networks at professional and thematic levels Transfer project methods Meetings with VET schools and partners Newsletters Forum of guidance

58 EU level: Twinning with other EU projects Participate to International symposiums Contact EU guidance counsellor and journals Contact Cedefop Internet sites Internet site improved with dissemination material ADAM platform European Shared Treasure platform

59 Sustainability and valorization At the beginning of every school year the questionnaire can be applied to all new students as an initial evaluation tool for their guidance needs. Enhancement of the motivation of the students through their active involvement in the career counselling process. Development of the PROBLEM TREE method as an analysis tool for the problems encountered at microlevel, or macro-level in the school. Councelling other guidance operators Promoting interculturality

60 Valorization of the established contacts in future activities of cooperation Transfer the analysis, the inventory and the contest to other vocational centres and schools interested in the project Current use of the non-formal methods in teaching activities Better communication on different levels inside and outside school Enhancement of the acces chances on the European labour market

61 Co-work with NGO s and local partners in order to improve methods and instruments of career guidance. Development of new projects: - Leonardo da Vinci mobility for students - Leonardo da Vinci mobility for trainers - Leonardo da Vinci Transfer of Innovation - Comenius Regio Partnership - DAPHNE III (Fight Against Violence)

62 GOOD LUCK IN THE NEXT STEP OF YOUR SCHOOLS FUTURE!

63 Thank you!!!