Transcript Title of the document: Document code: Typology: Classification:

Project Title: RENET
Project ID: LLP-LDV/TOI/09/IT/0414
Title of the document: Presentation of Greek Good Practices
Document code: TM (Transnational meeting) - 22bis/2011
Typology: Working paper
Classification: Confidential
Version: 22bis/2011
Date: 05/2011
Author: POLYDYNAMO
REvitalizing networks and New Emphasis in Transfer:
preventing and facing early school leaving by sharing solutions and
tools
3rd Dissemination Workshop
Athens, 18th -19th May 2011
Presentation of Good Practices
Challenges and Difficulties in the collection of Good
Practices from organisations
 Bureaucratic system
 Exam Period
 Deadlines of other projects
 Working Trips of possible participants
Polydynamo Centre of Social Intervention of Cyclades
is a non profit organization, founded by the Local
Authorities of the Cycladic Islands, i.e.
• the Prefectural Self-government of the Cycladic
Islands,
• the Municipality Ermoupolis
• the Municipality of Mykonos
• the University of the Aegean
• the Unified Vocational Training Centre of Cyclades.
LOCATION
Syros, Naxos and Andros
POLYDYNAMO CENTRE OF SOCIAL
INTERVENTION OF CYCLADES
Operates at local national and international level,
materialising action programs financed by the
European Union and the Greek State (Leonardo da
Vinci, Equal, Grundtvig etc), concerning social and
economic integration, fighting exclusion and
promoting equal opportunities.
POLYDYNAMO CENTRE OF SOCIAL
INTERVENTION OF CYCLADES
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Aims
to facilitate the interaction of groups
to develop innovative approaches for the
integration and rehabilitation of unemployed and
vulnerable social groups
to provide counselling and guidance
to promote cultural activities
POLYDYNAMO CENTRE OF SOCIAL
INTERVENTION OF CYCLADES
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Provides
Vocational counselling , professional orientation and
business plan development
Individual psychological and social support for the
professional career
Support of disabled people
Job-research techniques (CV, cover letters,
interviews)
POLYDYNAMO CENTRE OF SOCIAL
INTERVENTION OF CYCLADES
Provides
• Information and support regarding European
initiatives and National projects, training courses
and grants
• Networking with the local society, the business world
and social institutions for the economical and social
development of the region
The Institute of Training & Career Guidance (IEKEP) is a private nonprofit organization, founded in 1990 to meet the growing needs of the
labour market in the areas of training and career guidance.
It is a regional Vocational Training Centre, certified by the Greek
Ministry of Employment.
It provides training to employed and unemployed people as well as
to social groups at risk of social exclusion
Furthermore, IEKEP designs and manages Innovative European
Projects, in cooperation with other European organizations.
It has expertise and wide research experience in areas like:
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Career guidance
Development of educational material
Trainers training
Certification of vocational competencies
GOOD PRACTICE 1 : “Developing an effective tool for
career path of secondary schools’ students to
prevent unemployment and misemployment”
LEONARDO DA VINCI LIFELONG LEARNING PROGRAMME
TRANSFER OF INNOVATION,
(2008-2010)
TARGET GROUPS :
Secondary Schools’ Students
Their Parents
Counsellors of Secondary Schools
Teachers
 The selection of occupation is one of the most
important decision throughout the life.
 Career planning is helping people to decide how
to direct their professional life.
 In partner countries, there is not any systematic
career planning and occupation selection system
for youths.
 In an effective occupation selection personal
feautures must be taken into consideration.
Scope :
Effective vocational and career planning curriculum is needed at schools to
support students in their vocational decision making process. It is hard for
people to reach their personal potential and select occupations that are not
compatible with their personal features without guidance.
This practice discovers student’s best ways of learning and
inform parents and students to plan their study programs
according to their style preferences.
Learning styles affects students’ school achievement and
working styles preferences.
Best ways of Learning
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Style Preferences
Planning of study programs
School Achievement
These reasons direct this network to develop a tool named CPT and a
curriculum which supports secondary schools’ students in their career
planning.
Tool : A Career Path Test (CPT) is a questionnaire based tool which
contains questions to measure learning style and personality type and
career interests of individuals.
 Learning styles are determined by using Dunn & Dunn’s theory.
 Personality types and career interests are determined by using
Holland’s RIASEC Theory.
Both theories are widely used in counseling psychology.
Holland’s RIASEC Theory.
What Dr. Holland provided the field, was a simple and efficient
way for people to begin the assessment component of career
planning – by assessing which type best described their own
interests
The Hexagon
Think of the hexagon as a big room. In each corner
there are people and activities going on that correspond
to their Holland code.
Which corner would you like to visit first?
Second?
Which corner are you least likely to want to visit?
What is learning style? It is the way a person processes, internalizes, and studies new and
challenging material. The cornerstone of the Dunn and Dunn Learning Styles Model is that
most people can learn, and individuals each have their own unique ways of mastering
new and difficult subject matter .
The Dunn and Dunn Learning Style Model
The Dunns' Learning-Style Model is complex and encompasses 5 strands of 21 elements
that affect each individual's learning. Some of these elements are biological and others
are developmental. Style changes over time. A summary of these elements is provided
below :
Environmental. The environmental strand refers to these elements: lighting, sound,
temperature, and seating arrangement.
Emotional. This strand includes the following elements: motivation, persistence,
responsibility, and structure.
Sociological. The sociological strand represents elements related to how individuals learn
in association with other people: (a) alone or with peers, (b) an authoritative adult or with
a collegial colleague, and (c) learning in a variety of ways or in routine patterns.
Physiological. The elements in this strand are: perceptual (auditory, visual, tactile, and
kinesthetic), time-of-day energy levels, intake (eating or not while studying) and mobility
(sitting still or moving around).
Psychological. The elements in this strand correspond to the following types of
psychological processing: hemispheric, impulsive or reflective, and global versus analytic.
 After CPT administered students, they were able to learn their career
tendencies, skills, strengths-weaknesses, preferred working area,
learning styles and occupations that are compatible with their
personal features.
 A need analysis used to determine which items and which sub contents
will be covered in CPT. For CPT a software will be developed. Students’
test results were evaluated in this computer program.
 Moreover, for school counselors and teacher group reports were
developed. In these reports, school counsellors saw their students’
career tendencies in groups.
 Thus, especially in group counselling of CPT and in seminars about
occupations school counsellors organized them to groups that have the
similar career tendencies.
 In the project also a career curriculum was developed to be
administered at schools.
 School counselors were trained about how to administer this
curriculum. The curriculum included some modules such as :
 career planning concepts,
 administering CPT and its counseling,
 decision making skills and
 seminars for both parents and students about workforce and
occupations.
 At the end of this project, students could make their vocational
decision that are compatible with their personal features and get
life-long career management skills.
ARSIS is a non-governmental organisation specialised in social support
for young people and the protection of their rights. Founded in October
1992 and operates centers in Athens, Thessaloniki, Volos, Larissa and
Karditsa.
The Vision of ARSIS is a society that gives status and opportunities for
all young people and respects their rights as established in the Greek
and international law, and particularly in the UN Convention on the
Rights of the Child.
Mission of ARSIS is taking action aimed at preventing and combating
social exclusion of young people, focusing on ages 15 to 21 years
Any person between 15 to 25 year old may request free support or participate in
workshops and activities ARSIS. A prerequisite is the free choice of participation and
acceptance of the principles of mutual respect, non-use of force and racist attitudes.
The support services related to :
 information services for young people,
 help solve a problem,
 counseling,
 educational assistance, c
 areer guidance,
 membership in vocational training,
 assistance for job search,
 site search to find accommodation or housing ,
 legal information or assistance,
 participation in training courses to prepare for work,
 information about rights,
 membership in online communities on issues that concern young people, etc.
Laboratories that work on cultural expression (think graffiti, jugglers, theatrical
expression, photography, film, music, etc.), language or computer art (eg handicrafts).
To achieve its objectives, ARSIS work consistently with public and private
entities:
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The General Secretariat for Youth
The General Secretariat for Education of Children
The Ministry of Justice, prisons and institutions treatment of minors
The Ministry of Labour
The Ministry of Health and Welfare and supervised services
The Ministry of Foreign Affairs
The National Organisation of Social Care
Universities and research centers
Secondary Schools
The Helenic Agency for Local Development and Local Government
Local Unions of Municipalities
Social, health and therapeutic services
Non-governmental organizations
Trade unions
Enterprises
NETWORKS
ARSIS participate in networks and institutions in Greece initiatives aimed at
bringing together, exchange views and experiences and to promote common
goals.
It participates in the following networks:
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Consortium to Support Youth
Greek Network for Combating Poverty and Social Exclusion
Network of Support Services
Do not Governor Organizations Committee to monitor the implementation
of UN Convention on the Rights of the Child
Target Group : Children that working on the streets
As part of the fight against trafficking and exploitation of minors
from Albania a few years ago created the workshop
"Action for Children on the street. "
The workshop is surrounded by volunteers and the creative work
of children in the street, using collage and painting techniques.
The aim of the workshop is to create a safe space of breaks and
develop relationships of trust with children in their activities.
The action takes place to Monastiraki and Thissio area, two
hours twice a week depending on weather conditions.
In some cases there is a contact with parents of the children, in
order to support their families, and the gradual removal of
children from the street.
REMEDIAL TEACHING
Follow the action on the street is the remedial
teaching of children involved in it.
The groups support teaching taking place in
ARSIS and aimed at creating incentives for
children to remain in the educational system
(despite the difficulties faced daily) and
prevent the phenomenon of early leaving
education ("drop-out").
The volunteer group providing a framework for action:
 Plans and organizes the activities of the plan according to
the age of the children involved each time.
 Organise and plan the educational process in order to
meet the learning needs of children involved.
 Undertakes the preparation and timely movement of
materials in the implementation.
 It can provide information material to passersby on the
trafficking and exploitation of children
 Maintains calendar, presence and participation of children
in order to observe the phenomenon of trafficking and
exploitation.
 Supervised by an executive of ARSIS monthly meetings
3rd Practice : "Competence Coach"
LdV Transfer of Innovation
Target Groups :
Adults low qualified and
poorly -paid
COMPETENCE COACH focuses on the training of career
guidance practitioners.
The training program will enable guidance practitioners in the orientation to
empower customers to make changes in their working life and education, to help
adults with low education and skills to return to education through accreditation
of previous knowledge and skills and to improve the employability of their clients.
During the development of the proect, special attention given to specific target
groups and groups threatened by social exclusion
The partners refer to coaching as an ongoing relationship between a qualified
coach and an individual or team which focuses on clients taking action toward the
realization of their goals. The coach's job is to provide support to enhance the
skills, and resources that the client already has.
The project partners believe practitioners should be trained in coaching to be
prepared for delivering career guidance.
• The project COMPETENCE COACH wanted to address
these problems.
• The main aims and objectives of the project were:
- to improve professional performance of guidance workers by
introducing coaching method (holistic approach) and
assessment tools with focus on informally acquired
competences
- to develop a training with diversity sensitive modules for
guidance workers for coaching of clients (focus on target groups
at risk of social exclusion) and test the training,
- to certify this training as additional module for career guidance
practitioners
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• After the training programme the guidance practitioners
were able:
- to empower guidance seekers (focus on target groups at
risk of social exclusion) to make changes in their
professional lives and education,
- to help poorly qualified and low-skilled adults to return to
education through accreditation of prior and experiential
learning,
- to enhance the employability of clients.
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• The project was based on the LdV projects "exemplo"
and "third age guidance".
• The project had the following outcomes:
- needs analysis,
- a curriculum of training of lifelong guidance practitioners
and training material,
- piloting training in all project countries
- and certification.
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• The national VET systems in the participating countries
(DE, FR, EL, LT, UK, CZ) were enriched by a training
curriculum which enables guidance practitioners to
coach successfully clients (focus on groups at risk of
social exclusion).
• The project partners integrated the training into their
regular training programme to make it available after
completion of the project.
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• The guidance workers
- made their clients aware of their learning process and
needs,
- enabled them to identify available opportunities,
- and overcome obstacles in order to learn successfully.
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• “Clients” of the trained guidance practitioners know and
understand
– his/her preferred learning strategies,
– the strengths and weaknesses of his/her skills and
qualifications,
– and are able to search for the education and training
opportunities and guidance and/or support available.
• “Clients” develop a positive attitude towards learning
including the motivation and confidence to pursue and
succeed at learning throughout one's life.
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• For this purpose each partner networked with national
decision-makers responsible for the development of a
coherent guidance training strategy in order to guarantee
the development of a training that fits within this
strategy.
• The sectoral implementation of the Transfer of
Innovation concept was realised by networking within
the CEDEFOP virtual guidance community and other
umbrella initiative and associations as IAEVAG, FEDORA
during the projects duration.
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Thank You !