Second Survey School and WOW.pdf
Second Survey School and WOW.pdf
Second Survey School and WOW.pdf
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WORKING GROUP: SCHOOL<br />
III. Working Group: <strong>School</strong><br />
III.1. General remarks<br />
All young people need access to a range of learning opportunities <strong>and</strong> specialist support if they<br />
are to make a successful transition from school to work, further training or higher education.<br />
Young people <strong>and</strong> their parents or carers have identified the need for expert career advice,<br />
transition support, <strong>and</strong> a range of learning opportunities, in particular greater access to<br />
vocational education <strong>and</strong> training courses <strong>and</strong> opportunities to ‘taste’ a job before they leave<br />
school (“Early Work Experience”)<br />
Young people need skills in communication, planning <strong>and</strong> organising, problem solving,<br />
teamwork, etc. to get work ready, but also need competences <strong>and</strong> competences <strong>and</strong><br />
qualifications to make the successful first step into labour market after school <strong>and</strong> remain in<br />
labour market, at the work place, also concerning to the process of lifelong learning.<br />
Young people should develop these skills while they are at school <strong>and</strong> make their “early work<br />
experience” while they are at school.<br />
Asked questions:<br />
III.2. Questions<br />
III.2.1. What are the competences <strong>and</strong> qualifications young people need to make the<br />
successful first step into labour market after school?<br />
III.2.2. What strategies do exists in your country to assist young people to become ‘work<br />
ready’ <strong>and</strong> develop these above mentioned skills?<br />
III.2.3<br />
How should learning processes are improved to support young people to develop their<br />
own personal competences <strong>and</strong> qualifications needed for a changing world of work<br />
<strong>and</strong> for a successful working <strong>and</strong> personal life?<br />
III.2.4. What are innovative examples <strong>and</strong> good practice for development <strong>and</strong> implementation<br />
of innovative methods <strong>and</strong> measures in school?<br />
III.2.5. What are examples <strong>and</strong> good practice for innovative methods <strong>and</strong> measures in<br />
cooperation of school with the world of work, with companies <strong>and</strong> other institutions?<br />
III.3. Suggestions / Recommendations<br />
What are the consequences for pedagogical processes in school, for teachers, for learning<br />
outcomes? What do you recommend for your country <strong>and</strong> / or in general / in Europe?<br />
9 countries have answered the questionnaire:<br />
Austria, Czech Republic, Denmark, Finl<strong>and</strong>, Germany, Greece, The Netherl<strong>and</strong>s, Pol<strong>and</strong> <strong>and</strong><br />
Slovakia.<br />
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