Best practices – Virtual Businesses

Virtual Businesses

5th high school of Galatsi, Greece

During the 1st Week, the group is introduced. The team developed their professional ambitions and recorded the possible directions they will follow in the next years of their studies. The possible goals were recorded and in the form of a business it was possible to absorb as many professional options as possible. In the 2nd week the students proposed and then chose from the list of proposed the business they will “set up”. During the 3rd week, a lecture was given by the educational consultant about the business scenario, what it will include and how it will be developed by the students. Information was provided on the principles governing a company-company-the Board of Directors-staff-capital-operating statutes, hologram and organization chart. In the 4th week, the Lecture was given for the research (in general) and what it included. What is a job market. Research was done on the design conditions of construction and operation of aspects of a business. 5th week. How to design a merchandise. Analysis of purchase and sale conditions of goods-services. The problems were then recorded. 6th week. The positions of the Board of Directors were divided into separate roles. The students recorded their responsibilities and obligations. 7th week. The business was inaugurated. Potential customers were recorded and invitations were sent. The operation stage begins. 8th week. At one meeting, the council was found to have deviated from the budget. This is how the advertising process was designed. Problem analysis, design-execution. Switch roles. 9th week. Development of applications in a computer environment. The factors that affect the performance of an employee became known and how this can be done beneficially in the planogram. 10th week. Students followed visits to public private companies in their spare time to get to know the operating environment 11-12th week. The company “reached” a normal operating rate. The students recorded their feelings. To conclude they created a presentation in Powerpoint format as comprehensive as possible of their steps.

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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.

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Best practices – Dream trap: Professional monagraphies/profiles

Dream trap: Professional monagraphies/profiles

4th high school of Galatsi, Greece

Students capture the profession of their dreams. Dreams are collected and matched with corresponding dreams. Then, students research in groups of common dreams (professions) of their choices. Information includes job descriptions, required studies, skills/competencies, labour market demand, professional rights, and creation of professional monographs. Information is collected and recorded. Each student puts his personal stamp in the recording style. At the end, the presentation with the help of software (PowerPoint) is created and the team participates in the final presentation at a Career Education Conference. The students participated in a two-day conference, in the context of “open days” for SEP, where distinguished professionals and teachers from academic and workplaces spoke and presented the results of their work in a Career Education Conference organized by KESY. PI. Galatsi

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Best practices – Planning my educational and professional career having my personality as a compass

Best practices – Planning my educational and professional career having my personality as a compass

1st lyceum of Galatsi, Greece

The aim of the team members was to design and evaluate possible or alternative educational and professional options that will go hand in hand with their unique characteristics. They explored their interests and skills. The personal style was also sought, which characterizes the way of actions-actions in the individual and professional life. They explored with experiential exercises a) values ​​b) “significant others” who offer knowledge and support, c) learning experiences related to either formal education or anything we may have done or learned from any volunteer work, hobby, sport. They recognized the work values ​​and evaluated their relative importance in the successful choice of profession to meet their needs. Utilizing the data from the self-exploration the students composed the Wheel of Self-Knowledge. The decision-making steps were then identified and the students chose alternatives according to their criteria and goals. The students did an internet search for the content of studies in the Schools of their interest, the postgraduate studies and for the professional rights provided. They also composed the Wheel of Professional Choices and compared it with the corresponding Wheel of Self-Knowledge. The advantages and disadvantages related to studies and work in Greece or in the European Union were discussed and the work and professional career for the members of the Program were evaluated. The students also researched their professional choices by studying professional monographs, while they also visited Panteion University, where they visited the faculties, and attended a university course.

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Best practices – Discovering myself and planning my educational course after high school

Discovering myself and planning my educational course after high school

15th high school of Athens, Greece

The students got to know each other, worked as a Career Education team and explored: their personal characteristics, their skills and abilities, their personal and work values. Then they identified the influences from the “significant others”, the stereotypes and prejudices that influence the formation of their choices, their educational choices after High School. Then they learned about the decision-making process, about valid information. And finally, they created their personal script for an educational course and created professional monographs that interested them.

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Best practices – Discover your choices

Discover your choices

Geitonas school, Greece

High school students participate in several actions (according to their age) in order to come in contact with studies, professions and the labour market. Among the activities they participate are:
a. workshops with professionals from several sectors, representatives of universities,
b. study visits in workplaces
c. programs of internship in the summer months in enterprises in the local area
d. assessment tools on personality, abilities, interests, values
e. skills workshops on “critical thinking”, “teamwork”, “creativity”, “communication”

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