Plan de Orientación Académico Profesional en un Centro Educativo
Colegio Salesiano Nuestra Señora del Pilar de Zaragoza, Spain
The Academic and Vocational Guidance Plan (P.O.A.P.) is the document that specifies the actions to be developed by our centre to facilitate the decision making of each student throughout their schooling regarding their academic and professional future by choosing between the different paths and alternatives.
These measures are aimed both at facilitating the choice of academic pathways to continue their studies in the education system, and at facilitating the labour and professional integration of young people who finish their education. In order for the decision taken by the student to be realistic and planned, we must consider four fundamental aspects:
Adequate knowledge of their own interests, abilities and resources.
Adequate knowledge of the different educational and employment options and the pathways that open and close with each option.
Adequate knowledge of the demands of the world of work and their relationship with the different studies.
An adequate command of decision-making strategies and skills (identifying the problem, clarifying alternatives, assessing their positive and negative consequences, weighing up and deciding).
This Academic and Vocational Guidance Plan is aimed at students in Secondary, Baccalaureate and Vocational Training stages.
Programa de iniciación al mercado de trabajo “Despegando hacia el futuro”
Colegio Salesiano “San Francisco de Sales-El Buen Amigo”, Spain
In the present project we present a collaboration agreement between a non-profit organisation and an educational centre, through which, the Technicians of the Employment Area of the organisation will provide the recipients with logistical and competence tools that will allow them to start their personalised itinerary of Active Job Search, prior to the end of the formal training they develop.
This project will be developed in two phases:
Active Job Search
To initiate the beneficiaries in the Active Search for Employment, through the creation of a Personalised Itinerary of Insertion, with which to favour the knowledge of the different resources and entities that work for the accompaniment in the search for employment.
Knowledge of the Active Job Search Resources of the collaborating non-profit organisation.
Registration in a Placement Agency and assignment of a professional Guidance Technician from the collaborating non-profit organisation, to each recipient, to accompany him/her on the path towards the employment objectives that he/she sets for him/herself.
Preparation of the target group for the access to a job: creation and strengthening of the Curriculum Vitae and successful management of a job interview (in all its formats).
Approach to the labour competences required in any job: Responsibility, Teamwork and Communication.
The Training Programme is taught in the classrooms of the academic centre for all students of the Intermediate Level Vocational Training Cycles, whose average age is 18-19 years old.
Guiding Schools is a project funded by the Erasmus plus (KA2) program and involves 8 partners from 7 European countries. The project works to define internationally and locally implement a quality framework for career guidance in secondary schools. The aim is to investigate the needs at the local level in different countries to promote a framework that helps teachers to design career education programs and quality guidance services. We will develop digital tools to help schools improve their offer of professional learning and guidance services.
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.
The project aims to bring school and the world of work closer through a series of digital laboratory meetings that guide students in an interactive and engaging exploration of the professions and the business world. The path is developed in 3 moments: an initial preparation for the young people to meet the world of work, a central one for exploring the productive contexts and the professionals who populate them through the use of video materials and a final one for study and analysis of the business context. A series of videos on local companies become, during the workshops, study material and first “exploration” of the world of work. The initiative is structured in online meetings that allow students to enter different realities and create bridges between their personal history, their wealth of experience and the world of work.
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.
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
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.
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.