Second Survey School and WOW.pdf

WORKING GROUP: SCHOOL
on the level of educational practice we need more and better educated professionals in
school and in other related institutions. The understanding of the educational process as a
comprehensive task, including developing “life‐competences” is underestimated in the
curricula as well as in the teacher training.
in terms of learning outcomes we should rise the question, if our orientation on single
domains should be changed into a orientation on more complex competencies, including
aspects of values, social competencies, motivation and other.
the cooperation between school, social work, employers and other stakeholders should be
strengthened in future.
Greece
At the moment, Greece is at the beginning of developing a career counselling programme for
students. The main problem is that there are not experienced career counsellors, at the one
hand, and at the other hand, there are not an adequate programme for career counselling.
Each effort seems to be segmental and flabbily coherent with the real students’ needs.
According to surveys, it is very important and useful in each lesson to involve cases about the
labour market and every day work life. For example, at the lesson of maths, some problems
could describe a balance sheet of a company, in order students to become familiar with these
data.
For Greece, it would be necessary to change the mentality and the idea that people have
about career counselling. People still deem career counselling as a luxury, as their priority is to
just to get into the university and obtain a bachelor. The last years, things have changed and
students and parents have realised the importance of career counselling.
Overall, the main problem in Greece and maybe in whole Europe is the general philosophy that
people have about career counselling. This philosophy penetrates the official curricula and just
little steps have been made in order to change the situation.
The Netherlands
Training staff at schools (make them guider of learning processes), change the curriculum of
teacher academies.
Poland
The lack of system for LLG in country will have serious consequences for pedagogical processes
in school, for teachers and for learning outcomes. Separate work of school pedagogues, school
vocational counsellors and teachers is present since years and one can observe the
consequences: unemployment rate, youngsters going abroad for work, young people at risk of
being social excluded, etc.
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