Best practices – Biblioteca hablada de profesionales

Biblioteca hablada de profesionales

AMPA IES Mutxamel, Spain

We try to expose an experience that we have been carrying out during the last 4 school years.

The talking library that we have created is obviously made up of a set of books. Unlike the books published on paper, on this occasion the books that are lent out are made of flesh and blood.

Moreover, it is a library specialised in professional aspects.

Each book is a person with academic and/or professional experience, who, based on their own experience, contributes to other people (in this case students from the school) the aspects of their profession that they believe to be of interest. We will call them living books.

Each edition we try to provide as wide a range of professionals as possible to show students, according to their interests, the most relevant characteristics of their profession, as well as the academic itinerary to practice it. 

Pupils are consulted about their interests and preferences. The AMPA, as far as we can, tries to meet their demands. However, we try to offer a wide range of professions, both those in demand and others that students themselves are often unaware of.

This activity involves those who are in 3rd and 4th ESO, 1st and 2nd Baccalaureate, FPB and F.P.GM.

Best practices – Setmana de l’orientació: programa d’orientació acadèmica i professional a l’ESO i el Batxillerat.

Setmana de l’orientació: programa d’orientació acadèmica i professional a l’ESO i el Batxillerat

Ins Les Termes, Spain

The proposal presented here describes a series of actions aimed primarily at students in the 4th year of ESO and Bachillerato in the framework of a secondary school. The aim is to accompany students in the choice of a training and/or work itinerary based on the knowledge of the various academic options and activities aimed at personal self-knowledge.

We concentrate this presentation on what we call the Orientation Week, a week in the course which includes the most important activities.

The objectives to be achieved are six:

  • Get to know the interests, aptitudes and notable characteristics of each student’s personality, both by the professionals involved and by the students and their families.
  • Identify the most suitable training itinerary for each student according to the above variables.
  • Make both students and their families aware of the current range of post-compulsory academic options.
  • Offer formal and non-regulated training research tools to students.
  • To introduce students to the most elementary mechanisms of job search and recruitment.
  • To promote a culture of lifelong learning.

The programme focuses on baccalaureate courses and 3rd and 2nd year ESO courses. Therefore, it reaches ages 14 to 18.

Best practices – Els Instituts d’ESO es capbussen a les empreses del municipi. Projecte col·laboratiu d’apropament dels Instituts d’ESO d’un mateix municipi a les empreses de l’entorn

Els Instituts d’ESO es capbussen a les empreses del municipi. Projecte col·laboratiu d’apropament dels Instituts d’ESO d’un mateix municipi a les empreses de l’entorn

Instituts de Cerdanyola del Vallés (Institut Banús, Institut Jaume Mimó, Institut Gorgs, Institut Forat del Vent, Institut Pere Calders i CFT Flor de Maig), Spain

The project we present to you is the result of a network of 6 secondary schools in the same municipality of Vallès Occidental. Its aim is to bring the world of business closer to young people in the 4th year of ESO.

Bringing the 4th year ESO students closer to the companies in their municipality by making structured visits allows them to explore these more professional contents in situ and in a very close and experiential way.

In order to achieve a shared project between the different secondary schools of the same municipality that have participated, different tools and common interaction spaces have been used. In each centre, the project has been implemented in different temporary and curricular spaces.


  • Students’ self-awareness (professional interests, students’ abilities and aptitudes, occupational values…)
  • Knowledge of post-compulsory training and career paths.
  • Job search (creating CV, application letter, applications…)
  • The world of work (work habits, professional fields, public and private sector, employment contracts…)
  • The company in the different production processes and the people involved.
  • The importance of key skills in the development of professional profiles, while knowing the production sectors and the business network closest to the municipality.

The students participating and recipients of the project are 4th graders from secondary schools and five students from a Special Education Center.

Best practices – Orientació vocacional i professional. Un projecte de vida en continua revisió

Orientació vocacional i professional. Un projecte de vida en continua revisió 

Escola Garbí Pere Vergés Esplugues

The program shows how the Escola Garbí Pere Vergés carries out the task of guiding our students in their decision-making. At the end of their training at our institution, the boys, in addition to being clear about the route that will lead them to be in a position to exercise a profession, must also carry in their rucksack a series of tools that allow them to reflect on who they are, what they want and where they want to direct their personal and professional lives at all times.

The proposal consists of different types of activities depending on the objectives and the degree to which the vocational and professional orientation appears explicit, therefore, the project consists of a battery of activities with a non-specific orientation and activities of specific orientation. The first aim for the students to get to know each other in depth and know what is the image they project, the second are aimed at the students being able to discover what the training and work environments are and what requirements they need in order, finally, to know which is your professional profile and choose your training route.


  • To provide the student with tools for self-knowledge so that they can use them to analyze their skills, their knowledge and their interests as a preliminary step to the development of their professional life project.
  • Provide boys and girls with action plans for decision-making.
  • Show the current training offer that the student can access and find out where and how to get the necessary tools to stay updated at all times.
  • Foster among boys and girls the idea that vocational and professional self-orientation must be a constant in their lives.

The recipients of this project are ESO and high school students from a medium-high socio-economic and cultural environment and who have families in which most of the parents have university degrees. In 98% of the boys and girls, their educational expectations are access to university.

Best practices – Una orientación para todos

Una orientación para todos 

Esment Escola Professional, Spain

It is an integrated training project within a business environment. 

We want to present a labour training model of attention to young people and people with intellectual disabilities that combines guidance, training and employment in the hotel and catering sector (cooking, catering and bakery) mainly, but also in professions such as: printing, cleaning, administration and gardening. 

The model consists of a 3-year training programme through training and apprenticeship contracts, based on a combination of accredited training (level 1 and level 2 certificates of professionalism) plus other training specialities designed to develop technical as well as personal and social skills. With an eminently practical approach, based on the “learning by doing” methodology, consisting of practice in a real work context.

Objectives: To improve the employability of young people and people with disabilities through guidance and support throughout their professional qualification process.

Target group: Young people with Intellectual Disabilities, from 16 years of age Young people between 16 and 29 years of age

  • Who may or may not have completed compulsory secondary education.
  • Unemployed
  • With professional qualification needs that favour their access to employment.



PFI-PTT Montcada I Reixac (Institut la Ferreria), Spain

The project we are presenting is a complex organization as it involves the entire PFI teaching team. Each teacher intervenes in his module with the aim of creating a business plan, of an idea specific to each team. We have a triple purpose: educational, training and professionalizing. They must allow the student’s personal development and the acquisition of skills that prepare him for both social and work integration and for continuing education.


  • Motivate and promote the entrepreneurial, innovative and creative spirit of students.
  • Work on basic skills in the different areas in a transversal way.
  • Reinforce key skills necessary for the Transition to the Professional Market and the maintenance of the workplace.
  • Get to know experientially the process of creating a company, from the generation of the idea to the organizational and administrative functioning.

It is intended for the training and guidance (both training and work) of boys and girls between 16 and 21 years old in the year the course starts, who have not obtained the ESO degree.

Best practices – SORPRENDO


Centro Studi Pluriversum, Italy

SORPRENDO is the innovative technology platform for career guidance, designed to help people make responsible decisions for their future. Using tools for self-assessment of one’s interests, preferences, skills and a database with detailed fact sheets on over 450 career paths, SORPRENDO allows people to identify study and work goals and build action plans to achieve them.

More information.

Best practices – Actions for the promotion of Vocational Guidance in Schools

Actions for the promotion of Vocational Guidance in Schools

KESYP of Rethymno, Greece

The KESYP of Rethimno was responsible for vocational guidance services in the schools of Rethimno. Among its services were: Open day in the Technical University of Crete, Teaching Visits at the Universities of Crete, Science student for one day, workshops and webinars in schools to inform students and their parents on the importance of vocational guidance and how they can get benefited through the school Career Guidance services.

More information.