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Guideline For Students' Career Guidance

This material was realized with financial support from the European Commission. Its content is the sole responsibility of the author. The European Commission and their agency are not responsible for how the information content will be used. Created within Comenius Regio Partnership “Education and Career Guidance – Let’s help the students choose a right career!“

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Guideline For Students' Career Guidance

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Diana Bratucu

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EDUCATION AND CAREER GUIDANCE LETS HELP THE STUDENTS CHOOSE A RIGHT CAREER!

Reference No: 13-PR-04-DJ-RO,TR

A project co-financed by the European Commission
Lifelong Learning Programme - Comenius Regio Partnerships

_________________________________________________________________________________________

GUIDELINE
FOR STUDENTS CAREER GUIDANCE

created within the Comenius Regio Partership

Education and Career Guidance - Let's help the students

choose a right career!
PROJECT PARTNERS:

EDUCATION AND CAREER GUIDANCE LETS HELP THE STUDENTS CHOOSE A RIGHT CAREER!
Reference No: 13-PR-04-DJ-RO,TR
A project co-financed by the European Commission
Lifelong Learning Programme - Comenius Regio Partnerships

_________________________________________________________________________________________

NAME OF PROGRAMME:

Lifelong Learning Programme - Comenius Regio Partnerships

NAME OF PROJECT:
EDUCATION AND CAREER GUIDANCE LETS HELP THE STUDENTS CHOOSE A
RIGHT CAREER!
Nr. ref: 13-PR-04-DJ-RO,TR

Authors Coordinators:
Serkan ATK
Elena Diana BRTUCU
Kamil ELEBYILMAZ
Elisabeta CIOCAN
Rodica CODOBAN
Selim Burak KUHU
tefan VASILE
Hamide YAAR KAVAS

Published:
December 2014

Casa Corpului Didactic Dolj

Publishers:
Mersin National Education Directorate

Contact:
Str. Ion Maiorescu, Nr. 6,
Craiova, Dolj
www.studentscareer.ro
www.facebook.com/studentscareer
[email protected]

Contact:
Dumlupnar Mah. Adnan
Menderes Bulvar Yeniehir/ Mersin
www.studentscareer.ro
www.facebook.com/studentscareer
[email protected]

This publication has been funded with support from the European Commission and it reflects the
view of the author. The European Comission and its agencies cannot be responsible for any use
which may be made of the information contained therein
1

_________________________________________________________________________________________

AUTHORS TEAM:
Elena
Hasan
Serkan
Ahat
Elena Diana
Kamil
Margareta
Elisabeta
Eugenia Magdalena
Rodica
Liana
Ava
Maria
Julieta Andreea
Andreea
Liana Poema
Irina
Anda
Mihai
Mirela Florentina
Tlin
Selim Burak
Nicoleta
Mariana
Mariana
Dilek Yiit
Carmen
Elena Alina
Nejat
Cristiana
Ileana
Alina Marinela
Aida
Adriana
Nadia
Daniela
Hayri Derya
tefan
Liviu
Daniela
Hamide

ALEXIE
ATABEY
ATK
BALAK
BRTUCU
ELEBYILMAZ
CERCELARU
CIOCAN
CIUPITU - TURCEANU
CODOBAN
CRCIUNOIU - DU
DABAKOLU
DAU
DIMA
DINU
DONDOE
DOROVSCHI
DUMITRESCU
HAROSA
ISUF
KSE
KUHU
LIOIU
MRCULESCU
MIREA
NACAR
OPREA
OPREA
ZDEMR
POPESCU
STANCIU
STNCULESCU
STOIAN
STOICA
UTELC
TOMA
USLU
VASILE
VDEANU
VELICESCU
YAAR KAVAS

_________________________________________________________________________________________

CONTENT
INTRODUCTION ............................................................................................................................ 4
CH. I. PROJECT PRESENTATION .............................................................................................. 5
CH. II. A RESEARCH STUDY METHODOLOGY ABOUT CAREER GUIDANCE SERVICES FOR
STUDENTS .................................................................................................................................. 24
2.1. Context ............................................................................................................................ 24
2.2. Stages of the research study ......................................................................................... 25
2.2.1. Establishing the research problem ......................................................................... 25
2.2.2. Stating the aim, the objectives and the research hypotheses .............................. 25
2.2.3. Sampling ................................................................................................................... 26
2.2.3.1. Students sample .............................................................................................. 28
2.2.3.2. Education institutions representatives Sample ................................................. 30
2.2.3.3. Parents Sample ............................................................................................... 30
2.2.3.4. Teachers Sample ............................................................................................ 31
2.2.3.5. Local community representatives Sample ....................................................... 31
2.2.4. Establishing the research methods and techniques ............................................ 31
2.2.4.1. The sociological questionnaire survey .............................................................. 31
2.2.4.2. The focus-group ............................................................................................... 31
2.2.5. Projecting and shaping the necessary instruments ............................................. 32
2.2.6. Collecting the information ...................................................................................... 33
2.2.7. The results analysis ................................................................................................ 33
2.2.7.1. Report on the results of the survey based on a questionnaire - Students ......... 33
2.2.8. Drawing the conclusions and writing the research report .................................. 42
2.3. CONCLUSION .................................................................................................................. 42
2.4. RECOMMENDATIONS ..................................................................................................... 45
CH. III. THE DESCRIPTION OF THE EDUCATION SYSTEM IN THE PARTNER COUNTRIES .. 50
CH. IV. THE GUIDANCE AND COUNSELING SYSTEM OVERVIEW IN THE PARTNER
COUNTRIES ................................................................................................................................. 60
CH. V. AN ANALYSIS OF THE SCHOLAR CURRICULUM FROM THE POINT OF VIEW OF THE
EDUCATION AND CAREER GUIDANCE FOR STUDENTS ........................................................ 73
5.1. A school office for psycho-pedagogical counseling .................................................... 73
5.2. A Counseling and Guidance Course ............................................................................. 78
5.3. An analysis of the school subjects ................................................................................ 96
5.3.1. Horizontal competencies ........................................................................................ 96
5.3.2. An analysis of the syllabus in the Romanian educational system ...................... 98
5.3.3. An analysis of the syllabus in the Turkish educational system ......................... 114
5.4. Samples of lesson plans regarding the career guidance for students...................... 123
CH. VI. EXTRACURRICULAR PROJECTS FOR THE EDUCATION AND CAREER
GUIDANCE FOR STUDENTS .................................................................................................... 185
CONCLUSION ............................................................................................................................ 225
REFERENCES ........................................................................................................................... 229
ANNEXES................................................................................................................................... 233
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INTRODUCTION
Modern society is constantly changing. The student is not only a receiver of information. He
must exploit this information to implement it, which is visible in the career he will choose and
practice. Thus, students need to be trained for a dynamic society that always offers professional
challenges.
Students make decisions about their future professional starting from school. They always
need, regardless of age and time of life, capable people with experience to guide their steps, to
help them make the best decisions regarding their career, with a match between knowledge, skills,
capabilities they have, their desires (aspirations) and the labour market (demand and offer).
It is necessary to know the student, activity that involves the use of various methods observation, conversation, questionnaire, self-characterization, testing method, biographical data
analysis, analysis of results and student work, which is visible in the educational activities
undertaken by teachers in the classroom. Thus, some students can be noticed by performing
compositions, essays, arts compositions - drawing (paintings, drawings) or music etc. enabling
them to opt for certain professional fields, the teacher's role being particularly important in raising
students' awareness on the skills they have and that can be realized through appropriate
educational and vocational guidance, in line with the workforce social requirements.
This study is a result of partnership project Comenius Regio Education and Career
Guidance - Let's help the students choose a right career! (Consilierea i educarea carierei
S-i ajutm pe elevi s i aleag o carier potrivit!/ Eitim ve Kariyer Planlama
rencilerin Doru Kariyer Seimine Yardmc Olalm!), nr. de referin 13-PR-04-DJ-RO,TR,
cofinanced by The European Commision through the Lifelong Learning Programme, and taking
place during the period August 1st 2013- July 31st 2015 in the Dolj County - Romania and the
Mersin Province - Turkey under the government of the CCD Dolj (Dolj County Teachers
Department) - the partnership coordinator and the National Education Department of the Mersin
Province - the regional coordinator, together with their national partners, namely ''Traian Vuia''
Highschool in Craiova, ''Traian'' Secondary School in Craiova, EduFor Craiova Association and
The Vocational and Technical Highschool Mezitli, The Informatics Highschool in Mersin and The
Education Burreau in the Bozyazi Region, respectively.
The project aims to improve services for education and career guidance to students in
secondary education in the two regions involved, Dolj County - Romania and Mersin Province Turkey, to facilitate the transition of students to higher levels of education or the labour market, the
main target group being composed of teachers, together with whom principals, parents, students,
representatives of the local community were also involved.
The guide brings together, in its six chapters, general information about the project,
providing a starting point for other teachers interested in getting involved in such projects, a
research study on counseling and career guidance to students in the partner regions, describing
the system education in Romania and Turkey, a presentation of the counseling system in partner
countries, the analysis of school curriculum in terms of counseling and career guidance to students
including information about the school Pedagogical support office, discipline Guidance and
counseling, analysis models of school subjects in terms of horizontal skills developed by
integrating counseling and career guidance to students into school subjects in Romania and
Turkey, lesson projects models on career counseling to students made by teachers from the
partner regions during the job shadowing activity, thus simulating different working life contexts in
the classroom, as well as and extracurricular projects on education and career counseling to
students, students learning self-knowledge methods, to seek information about occupations and
work that involves their profession, to identify the occupations compatible with their profile
vocational, the dynamics of occupations in the labour market, planning a professional route,
training and developing career management skills.
Thus, the paper compares the education systems in partner regions including the exchange
of ideas and experiences, good practices for career counseling to students, presenting innovative
methods used in the classroom for career counseling the students, for each curricular area,
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contributing to the professional development of teachers.

We aim that this guide motivates teachers to work with students, presenting the
opportunities offered by each subject in choosing a career, the career guidance and counseling of
students being a continuous exploration process.

CH. I. PROJECT PRESENTATION

Abstract of the project
The Comenius Regio project "Education and Career Guidance - Let's help the students
choose a right career!" aims to improve the services for students' education and career guidance
(students' ECG) in schools, in order to facilitate students' transition to higher levels of education or
the labour market. The main category of the target group is teachers, but there will also be
involved: directors, parents, students, representatives of the local/regional community. The
proposed activities such as focus groups, job shadowing, conferences, training sessions and the
results (a guide and materials for students' ECG, website-resource, training program etc.) will help
to: identify the importance, relevance and quality of students' counselling and career guidance
services; indentify the needs of all stakeholders involved directly and indirectly in this activity; the
development of teacher competences for students' ECG; reducing the distance between school
and the labour market; increasing students' access to information necessary for proper career
guidance in both partner regions (Dolj - Romania, Mersin - Turkey). We also propose to change the
approach of counselling and career guidance activity in schools: this will not be an occasional or
incidental activity and will become the responsibility of each teacher who will assume the social
and/or external tasks.
Context
Context Region 1 Dolj county, Romania
The global economic crisis has deepened the problems that Romanian school graduates
seeking their first job are facing. Newcomers are expected to come with a high level of training
from school. Employers are not only interested in a degree, but want to see what the candidates
can do. Since the skills formed by the Romanian education system are not related to business
requirements, it is difficult for a young people who had no work experience during their studies to
find a job at graduation. If few years ago, young people said that they find it difficult to enter the
labour market, now the situation has worsened due to the difficult economic climate. Research
shows that recent graduates entered the labour market have difficulties in adjusting to the
demands of the workplace.
School guidance and counselling support the development of flexible learning opportunities
aimed at the requirements of the labour market, high rates of transition between different levels of
education, increased employability and reduce the current gap between education and labour
market demands.
Studies and analyzes at European level highlight the important contribution of professional
guidance and counselling in achieving some of the main objectives of The Strategy Europe 2020:
- Increasing the employment rate of people aged between 20 and 64 years from the current 69% to
at least 75%;
- Reducing the dropout rate from the current 15% to 10%;
- Increase the percentage of people aged between 30 and 34 years with higher education from
31% to at least 40% in 2020;
In Romania, access to professional guidance and counselling in schools is still limited at all
levels. The student/counsellor ratio in school education exceeds 800 students to 1 counsellor (the
upper limit allowed in Europe). The number of hours of school guidance and counselling per
student is low in rural areas and one can notice the existence of regional disparities. In Dolj there
are 202 educational institutions with about 100 000 students and only 45 counselling offices, in
which 43 counsellors provide counselling and guidance services for an average of about 1,300
students, most of whom are in the last years of high school. In primary school: there are no hours
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spent with counselling and career guidance activities. In secondary school: counselling and career
guidance is done by the teacher in a limited number of hours - limited by the curriculum. In high
school, there is one hour a week for this activities.
In Romania, in general and Dolj county in particular, there are a number of weaknesses
and threats for school guidance and counselling activities:
Weaknesses:
- Incoherence / bad synchronization in counselling activities (for the teachers);
- Counselling begins at advanced ages (especially career guidance);
- Poor correlation between the school counselling plan and the management plan of school
activities;
- Low share of career counselling activities compared to direct intervention activities;
- Weak involvement of school counsellors in their training;
- Poor training and carelessness of school managers form the school counselling
component;
Threats:
- Businesses are only formally involved in school activities and in counselling;
- There is no budget allocated to counselling in schools;
- Difficulties in certifying career counsellors, lack of legal framework to support the adviser;
- Passive/hostile attitude towards counselling activities from many stakeholders;
- Limited number of norms for school counsellors;
- Lack of motivation from the business environment;
- Fluctuations in the labour market;
A number of strengths and opportunities argue the successful implementation of our project,
such as:
Strengths:
- The presence and activity of the County Resource and Educational Assistance Centre
(CJRAE) of Dolj county;
- The presence and activity of counselling offices in a quarter of schools;
- Cabinets are equipped with specialized tests (with license);
- Computerization of schools and counselling offices;
- Examples of good practice: educational offerings fairs, open gates, job fairs;
- Most teachers have attended the guidance and counselling module;
- Students receptivity for counselling services;
- Availability for student mobility;
- Increasing number of parents aware of the role of the school counsellor;
- School-Family-Community - Partnerships/Collaboration;
- Promotional materials - brochures/leaflets/school magazines;
- Groups with initiatives in schools (student councils, NGOs, associations of parents);
Opportunities:
- The existence of subject areas and a specialized programme;
- Legal regulations from Romanian Ministry of Education - which regulate the status of the
school counsellor;
- Possibility of accessing European funds for projects/programs for Counselling and Career
Education: LLP, POSDRU;
- Institutional resource networks (Institute of Education Sciences, Euro guidance, NBCC National Board for Certified Counsellors etc.);
- NGOs axed on counselling;
- Providers of continuous education (Masters, Postgraduate, Therapies, CCD programs);
- Human Resources firms that correlate the labour market with education requirements;
- Suppliers of tools for career counselling and guidance (batteries of tests, questionnaires
etc.);
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- Community/business environment, experts from different fields, local and county

institutions;
- Institutions available for partnerships and projects in the field of counselling and career
guidance;
The new National Education Law (no. 1/2011), through the changes in structure and content
that it brings to the education system, also supports of our project implementation with the
following opportunities:
- A new structure of the school year, offering a range of innovations and activities open to the
community - such as those organized within the week called A Different Way to Learn";
- Involvement in decision-making and accountability of all actors involved in the educational
process (teachers, parents, students, local community members, businesses);
- Establishing the principle of skills training to ensure opportunities on the European labour
market;
- Elaboration of a new curriculum in accordance with the specific needs for personal
development, needs/requirements of the ever changing labour market and of each community;
- A National Curriculum allocation percentage of 20% - 30% for optional subjects;
- Counselling offices presence in more and more schools and emphasis on the work done by
counsellor teachers.
Context Region 2 Mersin, Turkey
As for Turkeys educational approach, we are away from supporting and training qualified,
initiative and creative people demanded by labour market. And our education system doesnt give
the necessary importance to guidance and counselling services and this makes students choose a
job through which they can earn money not enjoy them. Once a week, counselling expert and the
number of hours of counselling per student is very low so our students are alone and not wellinformed to choose a carrier. Counselling is done by a teacher whose knowledge is limited and not
enough to inform students.
Turkey is a very large country and it has got many different regional, climate and geographic
conditions but there is a general educational approach not designated according to special needs
of regions. For example, south-eastern part of Turkey has got a very cold climate, a mountainous
nature, economic and educational problems but pupils in that region has to take the same exams
with other students from developed parts of the country. Mersin is a multi-cultural, crowded city.
Schools are very crowded and councelling services are not well-organized and not applied
efficiently. Especially drop-out rates are high at schools, job councelling and career planning are
ignored. Bozyaz has got an isolated position and far from established city centres. And its
economy is based on agriculture so there are a few manufactures and job opportunities in the
town. So the students are not able to see and access the last developments, ideas and
opportunities in labour market and they have no chance to have experiences in a profession they
want to get.
Counselling begins at high schools so students cannot be canalized and encouraged
according to abilities which should be found out at early ages and students are in environment they
have to select a profession not according to their abilities but conditions of the time.
In Turkey, in general and Mersin, in particular there are some weaknesses regarding
counselling and career guidance in school:
- Counselling doesnt begin at early ages;
- Counselling is not supported at schools;
- Lack of communication among student, teacher and parents;
- Unstable labour market;
- Not enough qualified teachers;
- There is no budget allocated to counselling in schools;
- Poor job opportunities and investments, because of the isolated position of the town;
- Disregarding the special abilities, such art, and music;
- Parents' ambition and wish for their children to find a well-paid job not a suitable for their
abilities;
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- Not sufficient information and presentation of jobs pupils can choose;

- Limited horizons of pupils, parents and teachers because of district position of the town;
- Increasing dropout rate and unemployment rate among young people;
But with this project:
- Importance of counsellor at schools will be emphasized;
- Students will have chances to broaden horizons;
- Teachers and directors will be more qualified, motivated and more aware of counselling;
- Teachers and directors will meet new perspectives and experiences;
Objectives of the partnership and relevance to the objectives of the programme
1. General objective: Improvement of education and career guidance services for students
(students' ECG) in school to facilitate students' transition to higher levels of education or labour
market.
Specific/practical objectives:
O1. Identifying the importance, relevance and quality of counselling and career guidance
services for students from school and the needs of all stakeholders involved directly and indirectly
in this activity (students, teachers, principals, counsellors, parents, local community
representatives) from the two partner regions.
Results: survey through questionnaires, 4 focus group surveys for: parents, teachers, local
community representatives, representatives of educational institutions of different levels
(secondary school, college, university), electronic research study.
O2. Developing of teacher skills for students ECG in Dolj county - Romania and Mersin
Turkey.
Results: job shadowing activities of teachers in the partner regions: comparing the education
systems of the two partner regions, in terms of counselling and career guidance; content analysis
of school programs and identifying opportunities offered by each discipline/area for students
career education; reports on shadowing period; elaboration of a guide for students ECG and
support materials; elaboration of a blended learning training program for teachers, conducting the
blended learning training program with a number of teachers from different subject areas and
assess its impact on the target group; accreditation of the training course.
O3. Reducing the distance between the school and the world of work, opening the school
towards the community and identifying its opportunities for students career development,
preparing them for future "transitions" in their career.
Results:
-Focused interview with parents, business representatives/local authorities (county council,
city council, work employment agency)/associative structures in the community (volunteer centers,
parents associations, associations of village children, alumni associations of school and so on), in
order to strengthen school-community partnerships, establishing ways to involve students in
community life, identifying opportunities of community for involvement in students ECG, identifying
examples of good practice, proposing practical activities, involving young people in local decisions,
facilitating students' access to updated information about offer and market developments in
local/regional labour.
-Focused interview with representatives of higher level educational institutions (secondary
schools, colleges, universities), to identify the needs, requirements, and offers, establishing a set of
activities to facilitate the exchange of experience and connect students to the higher education that
they will follow.
- Participation of local community representatives in the three conferences of the project.
O4. Increasing students' access to information for successful careers guidance
Results: a regularly periodically updated website with information and materials useful for
teachers and students for an efficient students ECG activity; a discussion forum with sections
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dedicated to teachers and students and subsections for students' ECG and European
projects/programs; a promotional flyer to promote the project and website among students and
teachers from each of the two partner regions; a e-newsletter every six months with the status of
project, results and latest news.
2. Subjects or problems we intend to address
The first topic discussed will be related to the importance, relevance and quality of
counselling and career guidance for students in schools.
Another issue is the comparison of the two education systems in the partner regions in terms
of counselling and career guidance activities, establishing similarities and differences, identifying
strengths, weaknesses, opportunities and threats to conduct an efficient career guidance activity.
Job shadowing activities in the partner region will be an excellent opportunity to achieve this.
Another issue addressed concerns developing of a guide for students ECG, which aims to
change the status of counselling activity: career counselling would be a basic activity, and teaching
disciplines and subject areas offer tailored content, leading to personal and professional
development of each student.
For this, we consider the following issues:
- Counselling is the foundation of the educational system, is what creates the framework for
teaching;
- Teachers allocate a significant budget time for students ECG;
- Counselling is the responsibility of each teacher, the counselling office is only a framework
for a specialized activity;
One of the main project products is a guide for students ECG, a guide that can be used by
all teachers from any elementary, secondary school or high school. The schools will have a great
support to make efficient programs for students ECG, adapted to the changes and requirements of
the labour market, being actively involved in their community.
We will also take into consideration the relationship between school and the world of work.
Working meetings between school representatives and local community (private sector, public
institutions, civil society) will be aimed at opening the school to the community, identifying
opportunities it offers the community for students career development.
Another aspect will focus on students' access to information necessary for proper career
guidance, students education for search and benefit by the opportunities offered by the labour
market, the services offered by different organizations in this area.
The main category of the target group are teachers, but we will also involve directors,
parents, students, representatives of the local community, who will have the opportunity to
participate in activities based on their experience, best practices, research and exchange of
experience, to interact with other professionals, with another culture, another European system,
which can contribute to personal and professional development.
Project activities such as workshops, job shadowing, research study, training etc. will focus
on the needs of each partner region to be more competitive in the educational market and to
increase student success on the European labour market.
Information resulting from this project will be drafted in three languages (English, Romanian
and Turkish) and widely disseminated so that as many teachers will have the chance to learn
concepts, methods, tools and guidance for students in career education that can be applied to
other schools in the partner countries and Europe (who were not involved in the project).
3. Approach:
Objective 1.
We will conduct a research study on the importance, relevance and quality of students
counselling and career guidance in schools and the needs of all stakeholders involved directly and
indirectly in this activity. Both quantitative and qualitative research methods will be used along with
surveys by questionnaire and survey by focus group. We will elaborate research tools such as
questionnaires for students in each cycle (primary, lower secondary, upper secondary, vocational)
and interview guides for focus groups for each of the categories: teachers/counsellors, parents,
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representatives of the local community: public bodies, private sector, civil society, representatives
of educational institutions of different levels (gymnasium, college, university).
Objective 2.
1. We will conduct job shadowing activities in schools from partner region where a teacher
from each curricular area from each region will participate.
2. We will collect and elaborate examples and proposals for practical activities for students
ECG, which may be applied by teachers in the school or outside it:
- At curricular level: we will analyze and compare programs and strategies (methods,
techniques, resources etc.) from each curricular area in order to: adapt them for link the students
ECG with teaching and learning in of various school subjects; each teacher will assume
educational tasks and also social and/or external tasks, such that counselling and career guidance
in schools will not be a casual or incidental activity. Each teacher, through personal style, its
volume of information and its experience will contribute to improve students image about
professions, opening new horizons and alternatives of socio-professional integration;
- At extracurricular level: we will select and elaborate project and program proposals to be
carried out in the classroom or outside it;
- At community level: we will conduct meetings with the local community and will identify
opportunities for the students career development, to prepare them for future "transition" in their
career, in order to reduce the distance between school and the world of work, school opening
towards the community;
3. We will elaborate a guide for students ECG, based on the results of research and the
exchange of experience.
4. We will elaborate support materials for students ECG:
-Sets of specific tools (student profile, monitoring sheet, a profile of necessary skills in career
orientation for each school subject/curricular area);
- Programs for optional subjects;
- Extracurricular and community project/program designs;
- A website, which will be a resource for both teachers and students, will include:
* Information about the ECG project, status of the activities, results;
* Information and resources for teachers;
* Information and resources for students: general information on what career planning is,
planning the educational route, career counselling, tips for hiring, use of resources offered by
different websites: self-assessment tools, occupation guides, database with jobs description,
videos about occupations, personal and professional development programs for students:
Comenius - mobility of students, Leonardo da Vinci, Youth in Action, Erasmus (the new
programme 2014-2020), job offers etc.
5. We will develop a curriculum and support materials for a blended learning training program
in order to develop competences on students ECG for the teachers from each partner regions,
using research results, the exchange of experience and the students ECG guide.
6. We will implement a training program for minimum 25 teachers selected from of all areas
and each of the two partner regions and all/curricular areas.
7. We will take steps for accreditation of the training program, so that we will be able to
provide it for next years, in each of the partner regions.
Objective 3.
We will hold a focused interview with business representatives, local authorities (county
council, city council, local/regional employment agency), associative structures in the community
(volunteer centers, parents associations, associations of students) in order to strengthen schoolcommunity partnerships, establishing ways to involve students in the private life, identifying
opportunities for their involvement in the students' career education, identifying examples of good
practice, proposing practical activities, involving young people in local decisions, facilitating
students' access to updated information about the offer, development and the opportunities f
local/regional labour market.
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A focus group will also be held with the representatives of institutions of higher levels of
education (secondary schools, colleges/high schools, universities) to identify the needs,
requirements, their offers, establishing a set of activities to facilitate the exchange of experience
and connect students to the higher education that they will be following.
The results of this research will be the basis for the elaboration of an students ECG guide
and support materials and blended learning training program for teachers.
Representatives of local community will participate to the three conferences of the project.
Objective 4.
We will create a project website, available in three languages: English, Romanian and
Turkish, which will be promoted among students from both partner regions by distributing flyers.
There, the students will find:
- Tools to help students better understand themselves;
- Professions and professional areas available and suitable for them;
- Economic realities, professional risks and benefits;
- An objective dynamics of school professional routes;
- Methods and tools for finding and getting a job;
The site will also include a discussion forum with sections for teachers and students. Each
sections will have subsections dedicated to ECG and programs/projects in Europe. They will be
able to ask questions, participate in discussions, receive information and updates regarding
training opportunities, education, jobs, European programs. It will be a space where will encourage
European schools cooperation, initiating projects in partnership between the registered users. The
website and the forum will both during the project, and after its completion.
The site will also contain information about the project, the status of the activities, results,
and information and resources for teachers, elaborated within the project.
Work programme and project management
1. Work programme
A.1. Project management
A.1.1. Organising the teams
Results: one project team from each partner regions (they will be composed by members of
each partner organizations according to the human resources available to each one and the job
requirements), job descriptions, employment contracts.
Time frame: August, September 2013
A.1.2. Work meetings
Results: action plans, activity reports, monitoring reports
Proposed date: September 2013 (regional), October 2013 (interregional - Romania),
December 2013 (regional); February 2014 (regional), March 2014 (interregional Romania and
Turkey), May 2014 (regional), July 2014 (interregional - Turkey), September 2014 (regional),
November 2014 (regional), January 2015 (regional); March 2015 (interregional), May 2015
(regional), June 2015 (interregional - Romania), July 2015 (regional).
A.1.3. Establishing communication methods
Results: communication procedure, electronic discussions group for the members of project
teams, team members contact database, local/regional/national press contacts database, start
creating online forum.
Time frame: September 2013
A.1.4. Acquiring the necessary materials/equipment
Results: consumables, website domain, subcontracting services
Time frame: September - October 2013

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A.2. Monitoring, evaluation and reporting

A.2.1. Establishing the monitoring, evaluation and reporting plan
Results: a monitoring, evaluation and reporting plan, specific procedures
Time frame: September 2013
A.2.2. Development of monitoring, evaluation and reporting tools
Results: monitoring, evaluation and reporting tools: questionnaires, observation sheets,
analysis sheets, interview guides, report templates.
Time frame: October 2013
A.2.3. Creating intermediary and final reports
Results: an activity report on job shadowing, 4 mobility reports, 24 activity reports (monthly),
an intermediate report - 1st year, a final report.
Time frame: maximum 10 days from finishing the activity
A.3. Creating the research study about the importance, relevance and quality of
counselling and career guidance services for the students and about the needs of all stakeholders
involved directly/indirectly in this activity (students, teachers, principals, counsellors, parents,
representatives of the local community) from the two partner regions.
A.3.1. Establishing the methodology for creating the study
Results: a methodology for creating the research study
Time frame: October 2013
A.3.2. Designing and developing the necessary tools for research
Results: a questionnaire for students, a focus group guide for teachers/school counsellors, a
focus group guide for parents, a focus group guide for representatives of the local community
(public authorities, private sector, civil society), a focus group guide with the representatives of the
education institutions from different levels (secondary school, high schools, universities).
Time frame: November 2013
A.3.3. Collecting information and interpreting the results - conducting the survey through
questionnaire among students and survey through 4 focus groups with: teachers/counsellors,
parents, local community representatives (public authorities, businesses, civil society),
representatives of educational institutions of different levels (secondary schools, colleges,
universities).
Results: distribution of student questionnaires and their centralization, organizing the 4 focus
groups and reporting on the focus group.
Time frame: December 2013 - January 2014
A.3.4. Establishing the study conclusions, creating the research report
Results: a research report published on the project website and transmitted into the school
network from both partner region (in three languages: English, Romanian, Turkish).
Time frame: February - March 2014
A.4. Conducting the job shadowing activity
A.4.1. Establishing the methodology for job shadowing
Results: a methodology for job shadowing, work tools
Time frame: February 2014
A.4.2. Selecting the participants
Results: call for selection, candidate CVs, 7 secondary school teachers (one teacher in each
curricular area), 1 primary school teacher selected for job shadowing.
Time frame: February 2014
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A.4.3. Job shadowing in the partner region

Results: 5 days of job shadowing in the partner region
Time frame: March 2014
A.4.4. Analysis of the two educational systems from the perspective of the students ECG
activity. Analysis of school programs and their content and identifying opportunities offered by each
discipline/curricular area for educating the career of each student.
Results: analysis sheets, observation sheets, proposals for activities
Time frame: March 2014
A.4.5. Creating the report on the job shadowing activity
Results: Romania: 8 activity reports (for each curricular area + primary education), Turkey, a
common report (in three languages: English, Romanian, Turkish).
Time frame: March 2014
A.5. Developing a guide for students' education and career guidance and support
materials based on survey results and the results of job shadowing.
A.5.1. Developing guide for students ECG
Results: a guide for students ECG (in three languages: English, Romanian, Turkish), print
the guide: 200 items in Romanian (for all the schools from Dolj county) and 200 items in Turkish
(for the schools form Mersin region).
Time frame: April - July 2014
A.5.2. Creating the support materials
Results: sets of specific tools, curriculum for the optional classes, proposals for
extracurricular and community projects/programs, a website - resource for teachers and students
(in three languages: English, Romanian, Turkish).
Time frame: April - July 2014
A.6. Designing a pedagogical blended-learning training program to develop teachers
skills for students ECG.
A.6.1. Creating the curriculum
Results: a curriculum for the blended learning training program (in three languages: English,
Romanian, Turkish).
Time frame: July August 2014
A.6.2. Creating the course materials for the face-to-face and online training sessions
Results: course materials for the face-to-face and online training sessions (in three
languages: English, Romanian, Turkish).
Time frame: July August 2014
A.6.3.Developing the e-learning space
Results: an e-learning space on the project website
Time frame: August 2014
A.6.4. Steps for getting the program accredited by the Ministry of Education
Results: a training program proposed for accreditation
Time frame: March - April 2015
A.7. Conducting the blended learning training program
A.7.1. Promoting the training program
Results: a training program available for teachers from each section
Time frame: September - November 2014
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A.7.2. Selecting the participants to the blended learning training program

Results: minimum 25 teachers signed up for the course/each partner region
Time frame: November December 2014
A.7.3. Carrying out the blended learning training program
Results: a group of minimum 25 trained teachers, minimum 25 plans for the dissemination of
the course in schools/each partner region.
Time frame: January 2015
A.7.4. Evaluating the impact of training program
Results: a questionnaire for the trainees, a questionnaire for the principals/educational
coordinators, an impact report.
Time frame: February - March 2015
A.8. Promoting the project and dissemination of the results
A.8.1. Creating and maintaining the project website
Results: a periodically updated website (in three languages: English, Romanian, Turkish)
which will include a discussion forum, a e-learning space; a project Facebook page.
Time frame: start in September 2013
A.8.2. Organizing the conferences for promoting the project and dissemination of results
Results: a conference for project start/each region; a conference to disseminate interim
results/each region; a final conference/each; lists with participants; invitations; agenda of
conferences, press releases, at least 3 articles in the regional press/each region.
Time frame: October 2013; July 2014; June 2015
A.8.3. Publishing the project results in electronic format
Results: a research report, a progress report during the job shadowing, an report of the
training program impact, the students ECG for teachers: online - in three languages: English,
Romanian, Turkish. The students ECG guide will be published on the project website/printed in
Romanian/Turkish for each school from both partner regions.
All results will be published on other national and international education websites.
There will be made 3 press releases, at least one article in the regional press.
Time frame: February 2014, March 2014, August, 2014, April 2015
A.8.4. Distributing the guide for students ECG
Results: printed guide for students ECG (including support materials)/200 items for Dolj
county; 200 for Mersin.
Time frame: September, October 2014
A.8.5. Promoting the project website and the forum
Results: 2500 de flyers, distributed among students and teachers in Dolj county/2500 in
Mersin; links to the project website on all the partner institution websites, as well as on the
websites of some regional schools, on the project Facebook page, distribute the posters in all the
school from both regions.
Time frame: September, October, November 2014
A.8.6. Creating e-newsletters every six months with the status of the activities and the results
Results: 4 newsletters published on the project website, on other national and international
educational, transmitted to the press (in three languages: English, Romanian, Turkish).
Time frame: February 2014, August 2014, February 2015, July 2015

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A.8.7.Promoting the project and its results at educational events

Results: 3 participation on educational events: a regional conference, a national conference,
an article in a national school magazine, one movie of the project activities posted to educational
European websites.
Approximate starting date: April 2014, April 2015, June 2015
2. Distribution of tasks
Please explain the distribution of tasks between participating regions and the inputs required
from each of them. Indicate the specific role of each partner region and each involved institution or
organisation and its contribution to the planned activities, results and outcomes.
The project coordinator will distribute tasks equally. Regular meetings will be held, in
agreement with all partners and the program will be determined together.
Common tasks for all partners:
- will participate to plan the activities, the mobilities, the project meetings;
- will participate in the project meetings;
- will participate in mobilities;
- will be on the project forum;
- will report the made activities periodically;
- will communicate together;
- will involve in organize of the job shadowing;
- will write the intermediary and the final report;
- will load the website with information, in accordance with the activity plan, with the project
meetings and the activities undertaken;
Specific tasks:
ROMANIA - DOLJ COUNTY
Casa Corpului Didactic Dolj - CCD (Regional Center for Teachers'Training oj Dolj
County) will be the project coordinator and the regional coordinator. To this end, CCD will:
- distribute tasks among partner institutions in accordance with the schedule of project
activities, the specific of each institution and the human resources available;
- coordinate whole activity of the project;
- coordinate the activities at the regional level;
- create the regional project team in accordance with the human resources available to each
partner and the job requirements;
- plan interregional and regional meetings, mobilities, agreement with the partners;
- coordinate the entire activity of monitoring and reporting;
- elaborate the interim and final report;
- elaborate the research methodology for the study and distribute the tasks between partners
in this regard;
- coordinate the research in Dolj county;
- elaborate research tools;
- organize the 4 focus groups: teachers/counsellors, parents, local community
representatives (public institutions, businesses, civil society), representatives of educational
institutions from different educational levels (primary and secondary school, high school,
university);
- collect and interpret the results of the two surveys;
- establish the study conclusion and elaborate the research report;
- elaborate the job shadowing methodology and tools;
- select participants in job shadowing;
- coordinate the final report on the period of job shadowing;
- coordinate the development of guide for students' ECG and the support materials and their
publishing;
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- coordinate all pedagogical design of the blended learning training program: curriculum,
course support, design for e-learning space;
- elaborate the documentation for the blended learning training program accreditation by
Romanian Ministry of Education;
- organize and run the blended learning training program in Dolj county;
- participate in activities for the promotion and dissemination of project results;
- manage the financial resources of the project.
The EduFor Craiova Association will:
- provide the human resource for the team, according to the distributed tasks and job
requirements;
- develop communication procedure between members of the two teams;
- elaborate the necessary tools for communication;
- be responsible for maintaining effective communication between partners;
- elaborate the plan for monitoring, evaluation and reporting of activities;
- elaborate tools for monitoring, evaluation and reporting activities according to the plan;
- organize the 4 focus groups in Dolj county: teachers/counsellors, parents, local community
representatives (public institutions, businesses, civil society), representatives of educational
institutions from different educational levels (primary and secondary school, high school,
university);
- evaluate the impact of the training program in participants' schools from Dolj county: will
develop and apply the work tools, will collect and interpret the results, will elaborate the impact
report;
- create the project's website, forum, e-learning space and will be responsible for its
maintenance;
- organize three conferences to promote the project and disseminate the results;
- promote the project and its results locally, regionally, nationally and internationally through
various means;
- coordinate the distribution of the guide for students' ECG in Dolj county;
- coordinate the promotion of the project resource website;
- create e-newsletters every six months with the status of the project activities and results;
- elaborate all promotional and dissemination materials;
- handle the legal forms for project staff;
- make connection with business, human resources public institutions and companies which
will participate in focus groups/conferences and will help guide development.
Mersin l Milli Eitim Mdrl (Mersin Provincial Directorate of National Education)
will be the regional coordinator. They will:
- distribute tasks among institutions from partner region 2 - Mersin - Turkey, in accordance
with the schedule of project activities, the specific of each institution and the human resources
available;
- coordinate the activities at the regional level;
- create the regional project team in accordance with the human resources available to each
partner and the job requirements;
- plan regional meetings, mobilities, agreement with the partners;
- coordinate the entire activity of monitoring and reporting in partner region 2;
- elaborate the plan for monitoring, evaluation and reporting of activities;
- elaborate tools for monitoring, evaluation and reporting activities according to the plan;
- elaborate the interim and final report;
- elaborate the research methodology for the study and distribute the tasks between partners
in this regard;
- coordinate the research in partner region 2;
- elaborate research tools;
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- organize the 4 focus groups: teachers/counsellors, parents, local community

representatives (public institutions, businesses, civil society), representatives of educational
institutions from different educational levels (primary and secondary school, high school,
university);
- make connection with business, human resources public institutions and companies which
will participate in focus groups/conferences and will help guide development;
- collect and interpret the results of the two surveys;
- establish the study conclusion and elaborate the research report;
- elaborate the job shadowing methodology and tools;
- select participants in job shadowing;
- coordinate the final report on the period of job shadowing;
- coordinate the development of guide for students' ECG and the support materials and their
publishing;
- coordinate all pedagogical design of the blended learning training program: curriculum,
course support, design for e-learning space;
- elaborate the documentation for the blended learning training program accreditation by
Romanian Ministry of Education;
- organize and run the blended learning training program in Mersin province;
- organize three conferences to promote the project and disseminate the results;
- coordinate the distribution of the guide for students' ECG in Mersin;
- manage the financial resources of the project;
- handle the legal forms for project staff;
Bozyaz County Office Of Education:
- provide the human resource for the team, according to the distributed tasks and job
requirements;
- develop communication procedure between members of the two teams;
- elaborate the necessary tools for communication;
- be responsible for maintaining effective communication between partners;
- promote the project and its results locally, regionally, nationally and internationally through
various means;
- help to organize the 4 focus groups in Mersin: teachers/counsellors, parents, local
community representatives (public institutions, businesses, civil society), representatives of
educational institutions from different educational levels (primary and secondary school, high
school, university);
- make connection with business, human resources public institutions and companies which
will participate in focus groups/conferences and will help guide development;
- help to elaborate the documentation for the blended learning training program accreditation
by Romanian Ministry of Education;
- organize and run the blended learning training program in Mersin province;
- organize three conferences to promote the project and disseminate the results;
- coordinate the distribution of the guide for students' ECG in Mersin - Bozyaz;
- coordinate the promotion of the project resource website;
- create e-newsletters every six months with the status of the project activities and results;
- elaborate all promotional and dissemination materials;
- evaluate the impact of the training program in participants' schools from Mersin: will develop
and apply the work tools, will collect and interpret the results, will elaborate the impact report;
The five schools will:
- provide the human resource for the team, according to the distributed tasks and job
requirements;
- elaborate the research tools;
- perform the research in Mersin province;
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- distribute the questionnaires for students and provide participants for focus groups:
teachers, school counsellors, principals, parents);
- collect and interpret the results of the two surveys;
- establish the study findings and elaborate the research report;
- host participants in job shadowing from partner region;
- provide participants in job shadowing activities;
- provide teachers to follow the training program and then disseminate and capitalize it in
their schools;
- participate in conferences to promote and disseminate the project;
- participate in the distribution of the guide for education and career guidance to students;
- help promote the resource site for the project;
Participants in job shadowing activities in schools will perform the following activities:
- will consider the two education systems, programs and content of school subjects in terms
of professional school counselling and career guidance and identify opportunities offered by each
discipline/curricular area for the students' ECG;
- will make a report on the job shadowing activity for each curriculum area, together with the
foreign partners;
- will develop the guide for students' ECG and the support materials;
- will participate to design the blended learning training program: curriculum, course support,
design for e-learning space;
- one of the teacher from each school partner will be trainers of the blended learning training
program in each region.
3. Project management and communication
The two project teams in the partner regions will consist of representatives of each partner
organization, according to the project requirements and the skills of human resources available to
each one.
- There will be a project manager for every team.
Distribution of responsibilities will be carried out jointly in project meetings. Project meetings
will be organized jointly.
Project managers will handle the planning and developing of the proposed activities, meeting
the deadlines, carrying out tasks, the resolution of problems encountered along the way.
- There will be a communication coordinator/expert in each team. Communication will be
maintained at all times by e-mail, phone, the Facebook social network. We have built an electronic
discussion group and introduce all members of both teams. The communication coordinator will
devise a procedure for using the e-group, for ease of management and secure access to
information. All information, messages, requests, news will be sent to the e-group to be accessed
by all members. In this way, all the project results will remain within the group, in each elaborated
form. This group will be used throughout the project and after completing it, so that the
collaboration will continue in areas other than the project.
The communication coordinator will handle e-mail transmission between partners, announce
all changes, transmit necessary materials (email, fax).
Using videoconferencing will allow for effective communication and will give partners the
opportunity to meet and talk more often about work on the project.
- There will be a assistant manager in each team. They will deal with monitoring, evaluation
and reporting within each team.
They will develop specific procedures for monitoring, evaluation and reporting; instruments
for monitoring, evaluation and reporting: questionnaires, observation sheets, analysis sheets,
interview guides, template reports.
They will be responsible for creating monthly reports about the activities undertaken in the
project, the mobility reports, reports of each work meetings, the first year interim report and the
final report. All reports will be elaborated in collaboration with the team members and the project
managers.
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- There will be a project promotion and result dissemination coordinator/expert.

They will take care of updating the website, organizing conferences for project promotion and
dissemination, publication and dissemination of project results electronically and printed, making
press releases and liaising with the media, distribution of the guide for students ECG, creating the
e-newsletters regarding the status of the project activities and its results, promoting the resource
site for the project.
Impact and European added value
Transition from school to working life is one of the most important stages of any citizen. It is a
subject that deserves attention in Europe, in the context of labour mobility in the EU. It is an even
more important subject for the countries of the two partners in the project: Romania, traversing a
transitional period in which the Community law on free movement of workers still does not fully
apply; Turkey, a country which intends to join to the European Union.
The project comes to help encourage labour mobility, which contributes to social and
economic progress, to a higher level of labour force employment, to a sustainable and balanced
development, a closer political integration within the EU. In this sense, school is what you need to
train competent students to ensure their chances on the European labour market. Through the our
project activities, we aim to improve career guidance services for students, essential in choosing
an appropriate professional line, to facilitate the transition from school to work, to assist them in
entering the labour market. The project also aims to reduce the distance between school and the
world of work, opening the school to the community and identifying opportunities for the career
development of students, to prepare them for future "transitions" in career.
The activities of the project will have a positive impact on the personal and professional
development of the target groups, directly and indirectly involved in the project, but also on the
development of the partner organizations.
a) Impact on teachers (direct beneficiaries of the project):
The project will provide an opportunity for:
- identifying common needs in career counselling and guidance for students in both partner
regions;
- comparing the education systems of the two partner regions, exchange of ideas,
experience, best practices that will assist in building a common framework in students' ECG;
- access to new information, methods, efficient, useful, innovative tools for students' ECG;
- developing students' ECG skills for participation in the blended learning training program,
developed in the European context;
The project also offers real opportunities to all persons directly involved in project
implementation (teachers, principals, representatives of partners) to develop and update their key
competences for lifelong learning:
- communicating in English. The official language for this project is English. All discussions,
activities, materials will be elaborated in English. Thus, teachers will be able to develop the ability
to communicate in writing and verbally, to understand and make others understand different
messages in different situations, the ability to read and understand written texts;
- digital competences: e-learning in blended learning training program; using technology from
the information society to carry out project activities, for communication and creation of electronic
networks;
- social and civic competences. Project activities will be conducted in partnership between
the two regions from two different European countries, between institutions in different fields with
direct or indirect involvement in school activities. Thus, it will be an opportunity for participant
teachers to develop their ability to demonstrate solidarity in solving problems affecting the local
community or the European Community, one of which is the employment growth rate of the
population aged between 20 and 64 years from the current 69% to at least 75%, established in the
European Strategy 2020. Also, they will develop their ability to relate effectively with public
institutions, business, civil society, to take advantage of the opportunities offered by the EU, to
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communicate constructively in different social situations (to tolerate other points of view,
awareness of individual and collective responsibility), create trust and empathy in other individuals,
to raise awareness and understanding of national cultural identity in interaction with the cultural
identity of Europe and the rest of the world;
- spirit of initiative and entrepreneurship: the ability to elaborate and implement a project, to
work in a cooperative and flexible way in a team, the ability to lead and the ability to respond
positively to changes;
- skills for learning to learn: the ability to organize time effectively, to solve problems, to
assimilate new knowledge, apply new knowledge and skills in a variety of contexts: at home, in
teaching, in education and training sector;
b) Impact on staff in school administration:
- strengthening cooperation relations among policy-makers in European schools;
- exchange of best management practices in two European education systems;
- strengthening the link between school officials and local/regional community (public
administration, business);
c) Impact on students (indirect beneficiaries):
- teachers better trained in students' ECG, able to assist them in choosing an appropriate
professional route;
- link with European labour market from school;
- useful and easily accessible resources in educational and vocational guidance: educational
route planning, career planning, self-knowledge, integration into the labour market;
- the use and development of ICT skills in career guidance (access and use of electronic
tools/resources elaborated in the project, other web resources for students ECG).
d) Impact on the local/regional community:
- exchange of experience, good practice from two European economic systems;
- involvement of community associations in student career education;
- involving parents in student career education;
- establish interaction between school and business, corporate image promotion in schools,
ensuring a workforce adequate to business demads;
- improving the relationship between the school and academic environments;
- improving the school - local authority relations;
- linking counselling and career programs with the local/regional development strategy:
continuous information on the offer and local labour market development, strengthening the school
- regional agency for workforce partnership; youth involvement in local decisions; involvement in
local campaigns to promote counselling and career education among the parents of students;
- facilitate the insertion of young people into the labour market;
e) Impact on the partner organizations:
- encourage European cooperation in education;
- encouraging the exchange of experience and best educational practices;
- opening the education system to the community, improving links with different media,
particularly the administrative and business environments;
- encouraging innovation in teaching practice and developing educational materials and
using ICT;
- consultation and active involvement of education stakeholders (students, teachers, parents,
local/regional community) directly or indirectly, in the spirit of democratic development, solidarity,
reducing disparities between social groups, gender equality, tolerance, social efficiency,
development of international relations between schools and multinational partnership of schools,
further strengthening the EU's position in the world;
- access to educational resources in Europe and promotion of education;
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- access to resources created by the project and future use by partner organizations and
other educational institutions in the field of students ECG;
- opening the educational system towards Europe by encouraging exchange, mobility,
electronic networks;
Casa Corpului Didactic Dolj (Regional Center for Teachers Professional Development) and
Mersin l Milli Eitim Mdrl (Mersin Provincial Directorate of National Education), as
educational institutions that play an important role in the professional development of teachers, will
receive resources to enrich their work by sharing experience and best practices in education
management, a training program for all teachers to have more competent students' ECG,
resources that can be used by students, parents, teachers for career guidance.
Associations have the chance to make their presence known in the local and European
community, to improve their participation in the exchange of experience, best practices, access
useful resources to achieve the objectives of education.
Schools are the main beneficiaries of the project, teachers and students having access to
useful and accessible resources for their personal and professional development. For teachers,
European cooperation, mobility, exchange of experience and best practices between the two
education systems is a major benefit in their teaching career. Schools will thus have better
prepared teachers, students that are better informed and motivated. This will open the way for
cooperation with the private, public institutions and civil society to use the opportunities offered by
them and provide them with well-trained graduates who are able to integrate into the labour
market. Links will be established with other European schools and maintaining partnerships will be
encouraged in the future.
3. The two assistant managers from each team will deal with the execution of the
monitoring, evaluation and reporting plan, of the specific procedures, instruments for monitoring,
evaluation and reporting questionnaires, observation sheets, analysis sheets, interview guides,
template reports.
They will be responsible for creating monthly reports on activities undertaken in the project,
the mobility reports, reports of each work meetings, the first year interim report and the final report.
All reports will be elaborated in collaboration with team members and project managers.
Within the activity A.2. Monitoring, evaluation and reporting
A.2.1. Establishing the monitoring, evaluation and reporting plan
Results: a monitoring, evaluation and reporting plan, specific procedures
Time frame: September 2013
A.2.2. Development of monitoring, evaluation and reporting tools
Results: monitoring, evaluation and reporting tools: questionnaires, observation sheets,
analysis sheets, interview guides, report templates
Time frame: October 2013

A.2.3. Creating intermediary and final reports

Results: an activity report on job shadowing, 4 mobility reports, 24 activity reports (monthly),
an intermediate report - 1st year, a final report.
Time frame: maximum 10 days from finishing the activity
The achieving of the 4 specific objectives of the project will be monitored as follows:
O1. Identifying the importance, relevance and quality of counselling and career guidance
services for students from school and the needs of all stakeholders involved directly and indirectly
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in this activity (students, teachers, principals, counsellors, parents, local community

representatives) from the two partner regions.
Indicators: an electronic research study (on the website number of visits), number of
media/internet articles.
Instruments: questionnaires for students, interview guides for focused interviews with
parents, teachers/school counsellors, local community representatives (public institutions,
businesses, civil society), representatives of educational institutions of different levels (secondary
schools, colleges, universities), survey reports.
O2. Developing of teacher skills for students ECG in Dolj county - Romania and Mersin
Turkey.
Indicators: a comparative analysis of the two European education systems from the
education and career guidance for students perspective; a guide for students' ECG and support
materials; training program for teachers.
Instruments: observation sheets, analysis sheets, job shadowing report; number of visits for
the guide and support materials on the site, distribution lists, feedback survey on the quality of
materials, number of participants to the course, feedback questionnaires on the quality of the
training program, questionnaires on the impact of the training program, outcome of the training
program evaluation by the Ministry of Education, the number of media/internet appearances.
O3. Reducing the distance between the school and the world of work, opening the school
towards the community and identifying its opportunities for students career development,
preparing them for future "transitions" in their career.
Indicators: a survey through focus grup, 3 participations to conferences.
Instruments: the number of participants, 4 focus group guides, 4 focus group reports,
questionnaires on participant satisfaction within the conferences, the number of media/internet
appearances.
O4. Increasing students' access to information for successful careers guidance.
Indicators: a periodically updated website (the number of website accesses), a flyer for
website promotion (number of distributed flyers); 4 e-newsletters (number of accesses).
Instruments: a satisfaction survey for website users.
Dissemination and use of results
The two coordinators for promotion and dissemination of results from each of the two
regional teams will be in charge of updating the website, organizing conferences for project
promotion and dissemination, publication and dissemination of project results, link with the press
and media, distribution the guide for students ECG, creating semester e-newsletters with the
status of the project activities and its results, promoting resource website for the project.
This way, within the activity A.8. Promoting the project and dissemination of the results will
be develop:
A.8.1. Creating and maintaining the project website and
Results: a periodically updated website (in three languages: English, Romanian, Turkish)
which will include a discussion forum, a e-learning space; a project Facebook page.
Time frame: start in September 2013
A.8.2. Organizing the conferences for promoting the project and dissemination of results
Results: a conference for project start/each region; a conference to disseminate interim
results/each region; a final conference/each; lists with participants; invitations; agenda of
conferences, press releases, at least 3 articles in the regional press/each region.
Time frame: October 2013; July 2014; June 2015
A.8.3. Publishing the project results in electronic format
Results: a research report, a progress report during the job shadowing, an report of the
training program impact, the students ECG for teachers: online - in three languages: English,
22

_________________________________________________________________________________________

Romanian, Turkish. The students ECG guide will be published on the project website/printed in
Romanian/Turkish for each school from both partner regions.
All results will be published on other national and international education websites.
There will be made 3 press releases, at least one article in the regional press.
Time frame: February 2014, March 2014, August, 2014, April 2015
A.8.4. Distributing the guide for students ECG
Results: printed guide for students ECG (including support materials)/200 items for Dolj
county; 200 for Mersin province.
Time frame: September, October 2014
A.8.5. Promoting the project website and the forum
Results: 2500 de flyers, distributed among students and teachers in Dolj county/2500 in
Mersin province; links to the project website on all the partner institution websites, as well as on the
websites of some regional schools, on the project Facebook page.
Time frame: September, October, November 2014
A.8.6. Creating e-newsletters every six months with the status of the activities and the results
Results: 4 newsletters published on the project website, on other national and international
educational, transmitted to the press (in three languages: English, Romanian, Turkish).
Time frame: February 2014, August 2014, February 2015, August 2015
A.8.7.Promoting the project and its results at educational events
Results: 3 participation on educational events: a regional conference, a national conference,
an article in a national school magazine, one movie of the project activities posted to educational
European websites.
Approximate starting date: April 2014, April 2015, June 2015
Sustainability
Within the project we will create an electronic discussion group between members of the two
teams and a discussion forum for teachers and students from the two regions. These will remain
open after the project end date and the team of EduFor Craiova Association.
The forum will be promoted among students and teachers from each region. Project partners
will be encouraged to also promote it nationally during the project and after its end, to determine
how many users are registering. Links to it will be posted on various educational websites, on
discussion forums, e-mail networks in the two partner countries, on the project's Facebook page.
Thus, students and teachers will be invited to post questions, best practices, participate in
discussions on the subjects of students' ECG or European projects and programs. Experts from
the EduFor Craiova Association will answer questions and will send periodic updates from the two
areas (students' ECG and European projects and programs). The forum will be a resource for
finding partners and initiating future partnership projects between its users.
The electronic discussion group designed to provide communication between the two project
teams will remain open even after project completion. Team members from the two project teams
will be able to continue communication to initiate other projects for future cooperation, exchange
ideas, information and best practices.
Materials created in the project (guide and tools for students' ECG) will be distributed in
schools and will be presented by teams in other future events: conferences, workshops, training
programs, to be known to more teachers and pupils in both countries, but not only (they are
available in three languages: English, Romanian and Turkish). These will be available on the
project website which will remain valid for an unlimited period of time.
The training program will also be conducted after the end of the project. We will invite to
attend as many teachers as possible from the two partner regions. It will be submitted for
evaluation and accreditation by the Ministry of Education and will remain in the provision of Casa
Corpului Didactic Dolj (Regional Center for Teachers Professional Development)/ Mersin l Milli
Eitim Mdrl (Mersin Provincial Directorate of National Education). We will try adding it to the
database of the European Commission training programs to be accessed by other teachers from
EU.
23

_________________________________________________________________________________________

CH. II. A RESEARCH STUDY METHODOLOGY ABOUT CAREER GUIDANCE

SERVICES FOR STUDENTS
2.1. Context
The present research study is developing within the Comenius Regio partnership project
Education and Career Guidance - Let's help students choose the right career! (Consilierea
i educarea carierei S-i ajutm pe elevi s i aleag o carier potrivit!/ Eitim ve Kariyer
Planlama rencilerin Doru Kariyer Seimine Yardmc Olalm!), reference no. 13-PR-04DJ-RO,TR, cofinanced by The European Commision through the Lifelong Learning Programme,
and taking place during the period August 1st 2013- July 31st 2015 in the Dolj County - Romania
and the Mersin Province - Turkey under the government of the CCD Dolj ( Dolj County Teachers
Department) - the partnership coordinator and the National Education Department of the Mersin
Province - the regional coordinator, together with their national partners, namely ''Traian Vuia''
Highschool in Craiova, ''Traian'' Secondary School in Craiova, EduFor Craiova Association and
The Vocational and Technical Highschool Mezitli, The Informatics Highschool in Mersin and The
Education Burreau in the Bozyazi Region, respectively.
The main category of the target - group is represented by the teachers, but, at the same
time, school managers, parents, students, local communities representatives will be involved.
The General Objective of the project is the improvement of education and career
guidance services for students (students' ECG) in schools, in order to facilitate students' transition
to higher levels of education or labour market.
Specific objectives:
O1. Identifying the importance, relevance and quality of counselling and career guidance
services for students in schools, as well as the needs.
Results: survey through questionnaires, 4 focus group surveys for: parents, teachers, local
community representatives, representatives of educational institutions of different levels
(secondary school, college, university), electronic research study.
O2. Developing teachers skills for students ECG in Dolj County - Romania and Mersin
Turkey.
Results: teachers` job shadowing activities in the partner regions: comparing the education
systems of the two partner regions, in terms of counselling and career guidance; content analysis
of school programs and identifying opportunities offered by each discipline/ area for students
career education; reports on shadowing period; elaboration of a guide for students ECG and
support materials; elaboration of a blended learning training program for teachers, conducting the
blended learning training program with a number of teachers from different subject areas and
assess its impact on the target-group; accreditation of the training course.
O3. Reducing the distance between the school and the labou world, opening the schools
towards the community and identifying its opportunities for students career development,
preparing them for future "transitions" in their career.
Results:
- Focused interview with parents, business representatives/ local authorities (county
council, city council, work employment agency)/ associative structures in the community (volunteer
centers, parents associations, village sons` associations, former school students` associations
etc.), with the purpose of fostering the school-community partnership, establishing the modalities
through which students could involve themselves in the private life, identifying the opportunities of
getting them involved into the students career education, finding relevant examples in this respect,
proposing real activities, involving the youngsters into the local decisions, facilitating students
access to the information regarding the offer and evolution of the local/ regional labour market.
- Focused interview with the representatives of the higher levels education institutions (i.e.
24

_________________________________________________________________________________________

secondary schools, highschools, universities) in order to identify these ones` needs, requirements
and offers and, thus, establishing in a set of activities for facilitating an experiential exchange and
connecting students to a higher level of education they intend to follow.
- Participation of the local community representatives` in the three conferences of the
project.
O4. Increasing students' access to information for successful careers guidance.
Results: a regularly and periodically updated website with useful information and materials
for both teachers and students, for an efficient students ECG activity; a discussion forum with
sections dedicated to teachers and students and subsections for students' ECG and European
projects/ programs; a promotional flyer to promote the project and website among students and
teachers from each of the two partner regions; a e-newsletter every six months with the status of
project, results and latest news.
This research is an evaluation research, whose aim is to make a real appreciation
regarding the importance, relevance and quality of the couselling and career guidance offered to
students within the educational background, as well as the needs of all the stakeholders involved
both directly and indirectly in this activity (students, teachers, principals, counsellors, parents, local
community representatives) from the two partner regions.
2.2. Stages of the research study
2.2.1. Establishing the research problem
The vocational counseling and career guidance services offered to students within the
educational background.
2.2.2. Stating the aim, the objectives and the research hypotheses
Aim: appreciation of the current state regarding the importance, relevance and quality of the
counseling and career guidance offered to students from the educational background, as well as
the needs of all the stakeholders involved both directly and indirectly in this activity (students,
teachers, principals, counsellors, parents, local community representatives) from the two partner
regions, the Dolj County- Romania and the Mersin Province Turkey.
Objectives: by completing this study we intend:
to identify students` perception and needs concerning the vocational counselling and career
guidance activity;
to identify parents` perception and needs concerning students` vocational counselling and
career guidance activity;
to identify both the school counsellors and teachers` perception and needs concerning the
students` vocational counselling and career guidance activity;
to identify the principals/ education instututions representatives` perception and needs
concerning the students` vocational counselling and career guidance activity;
to identify local community representatives` perception and needs (i.e. public authorities,
the private sector, the citizenry) concerning the students` vocational counseling and career
guidance activity;
Research hypotheses:

The vocational counseling and career guidance services are considered important by most
educational stakeholders/ factors;

The concern about students` vocational counseling and career guidance becomes a priority
aspect both to students, their parents and teachers, only during the finishing school years (i.e the
8th and 12th grades).

_________________________________________________________________________________________

2.2.3. Sampling
Sociology usually resorts to selective researches, based on representatives samples. If the
representation is assured, then the conclusions drawn by studying the sample cand be extended to
the whole population.
The sample is part of a whole, reproducing a scaled-down version of the studied society,
more exactly, assuring a certain representation in relation to the variables considered relevant to
the studied issue (gender, age, school studies, occupation, social background, nationality etc.).
A variable characterizing a certain population is a parameter. The same variable,
measured to the sample level, is called estimation.
The estimation limitsare represented by a confidence interval, in which the value of the
parameter is written in relation to the estimation.
By the margin of error we understand the equivalent deviate. The margin of error of +/3% is considered acceptable. In order to have such a good measuring accuracy, the sample must
include about 1,100 people, whose selection should be done by the principle of the equality of
chances. For a 400 people sample, the margin of error is of aproximately +/- 5%.
Within the present study, the sample for the questionnaire survey included 400 students
coming from Romania and 414 students coming from Turkey, belonging to the mass education.
The sampling itself assumes doing some different methodological operations, but tightly
connected between them:
1. The spacial division of the research
The research was carried in the Dolj County - Romania, as well as in the Mersin region Turkey.
2. Establishing the general colectivity
We will take into consideration all the groups of the persons implied directly or indirectly in
the activity which makes the objective of our research- students` vocational counseling and career
guidance:
Students - for the questionnaire survey
Teachers, principals, school counsellors, parents, local community representatives - for
the target-groups.
3. The division or the grouping of the population/ school units in relation to the social
characteristics considered important for the studied issue (gender, age, occupation etc).
The socio - demographic characteristics relevant within this context are:
gender (masculine, feminine);
shool grade (3rd 12th);
education level (primary, secondary, highschool);
social background (big urban- Craiova, small urban- other town in the Dolj County; rural);
The geographical location of theschool unit (central area/ peripherical area);
4. Selection of the samples on which the research is supposed to be done.
Mainly, there are two sampling modalities: aleatory (presumable) sampling and quota
sampling.
Concerning the aleatory (presumable) sampling there are three procedures:
a) Frequent selection- a lottery procedure by reintroducing the extracted unit into the urn.
b) One-frequency selection- a lottery procedure without reintroducing the extracted unit into
the urn.
c) The mechanicselection - a list with all the people in a general collectivity is done, then a
statistical interval is considered, calculated by the following operation: k=N/n (N- the genaral
colectivity, n- the sampling). E.g.: if N=1,000, and n=100, then k, i.e. the statistical interval/
measuring step is 10. A satrting number is extracted through the lottery procedure, which is smaller
26

_________________________________________________________________________________________

or equal to the measuring step/ statistical interval. If the extracted number is 4, then the sampling
will contain the following numbers: 4, 14, 24, 34, ...
The quota sampling assumes establishing the sampling criteria and including the persons
or social units in proportion to the survey universe structure within the sample, following the
mentioned sampling criteria.
In the case of the questionnaire survey, the quota sampling will be used in order to select
the education units, and the aleatory sampling when selecting the students.
Education units sample:
No.
crt.

Name of
the
education
unit
coala
Gimnazial
Filiai
(structura
Blta)
Liceul
Tehnologic
de Transporturi
Auto
Craiova
Liceul
Traian
Vuia
Craiova
coala
Gimnazial
Traian
Craiova
coala
Gimnazial
Segarcea
Liceul
Tehnologic
"Constantin
Ianculescu"
Crcea
Colegiul
Naional
Elena
Cuza
Craiova
Colegiul
Tehnic de
Arte i
Meserii
C-tin
Brncui
Craiova
coala
Gimnazial
Coofenii
din Fa

ROMANIA

Social background
Urban
big*

Urban
small*

Rural

Geographical
location
central peripherical

Number of classes and questionnaires

Cls.
No

Level

Quest.No

3, 4, 5, 6, 7, 8

3,4,5,6,7,8,9,10,11,12

8, 9, 10, 11, 12

3, 4, 5, 6, 7, 8

3,4,5,6,7,8,9,10,11,12

9, 10, 11, 12

3, 4, 5, 6, 7, 8

_________________________________________________________________________________________
10. coala
x
x
6
3, 4, 5, 6, 7, 8
30
Gimnazial
Sf.
Dumitru
Craiova

Education units sample:

No.
crt.

1
2
3
4
5
6
7

8
9

Name of the
education unit

24 Kasm
lkokulu
avulu lkokulu
Deirmenay
lkokulu
Pirireis
Ortaokulu
Alsancak Lions
Ortaokulu
Tarsus Dedeler
Ortaokulu
Dr. Kamil
Tarhan
Ortaokulu
Yahya Akel Fen
Lisesi
Nihal Erdem
Ticaret Meslek
Lisesi
Gzne Lisesi

TURKEY

Social background
Urban
big
x

Urban
small

Rural

Geographical location
central

peripherical

x
x

2
2

3, 4
3, 4

32
21

5, 6, 7, 8

x
x
x

Number of classes and

questionnaires
Cls.
Level
Quest.No
No
2
3, 4
30

5, 6, 7, 8

9,10,11,12

*in the present study, we take into account Craiova as a big urban local community, and the other
towns in the Dolj County are considered small urban local communities.

2.2.3.1. Students sample

400/ 414 students selected from the above mentioned school units (400 students from Dolj
County - Romania and 414 students from Mersin Province - Turkey).
The number of the questionned students is different from one school unit to another, in
relation to the whole number of the students that the school unit has, and the education level too.
Sampling procedure at the level of a school unit: the number of the questionnaires
assigned to a school is divided to the number of the classes that the school unit counts on (grades
3rd 12th are taken into account); the result is aproximated and, thus, a sample per class will be
obtained. The students selection in a class will be done by following a statistical interval/
measuring step of 7, starting with student no. 3 in the students` register.
E.g.: a school unit can be assigned 30 questionnaires and it has got 15 classes. By
dividing 30 questionnaires to 15 classes, the result is of 2 questionned students per class. In each
class student no. 3 and no. 10 will be selected from the students register.

_________________________________________________________________________________________

ROMANIA
TURKEY
Distribution of students:
Distribution of students:
Distribution of students according to the gender variable Gen:
Masculine 43%
Feminine 57%

Masculine 52%
Feminine 48%

Distribution of students according to the class variable

Class:

Percentage

Grade

III
IV
V
VI
VII
VIII
IX
X
XI
XII

10%
10%
10%
10%
11%
13%
10%
9%
10%
9%

3
4
5
6
7
8
9
10
11
12

Number of
students
41
42
40
43
41
41
41
40
42
43

Percentage

Distribution of students according to the school origin variable:

urban - 83%
rural -17 %

urban - 51%
rural - 49 %

10%
10%
10%
10%
10%
10%
10%
10%
10%
10%

_________________________________________________________________________________________

Distribution of students according to the student origin variable:

urban - 71%
rural - 29%

urban - 41%
rural - 59 %

2.2.3.2. Education institutions representatives Sample

5-8 education institution representatives selected in relation to the following criteria:

they must belong to 5- 8 different education institutions;
they must not take part in this project if the school managers have one of the following
relationships: husband- wife/ relatives/ friends;
they must come from schools located in different areas (ideally: they should come from as
many various areas as possible such as: cities, towns, villages or small villages; and, if this
is not possible, they should come from both central and neighbouring/ peripherical zones of
the same city);
if possible, there should be included 1-2 school managers within whose schools there is a
Pedagogical Advisory Cabinet;
there must also be at least 2 universitarian representatives;
they must have different experiences as managers, i.e. beginners and experienced;
they must come from schools having a different level of educational performance.
2.2.3.3. Parents Sample

5-8 parents selected in relation to the following criteria:

their children must come from 5-8 different schools;
they must not take part in the project if they have one of the following relationships:
husband- wife/ relatives/ friends;
their children must be students coming from schools located in different areas (ideally: they
should come from as many various areas as possible such as: cities, towns, villages or
small villages; and, if this is not possible, they should come from both central and
neighbouring zones of the same city);
their children must come from schools having a different level of educational performance.

_________________________________________________________________________________________

2.2.3.4. Teachers Sample

5-8 teachers selected in relation to the following criteria:

they must come from 5-8 different schools;
they must not take part in the project if they have one of the following relationships:
husband- wife/ relatives/ friends;
they must come from schools located in different areas (ideally: they should come from as
many various areas as possible such as: cities, towns, villages or small villages; and, if this
is not possible, they should come from both central and neighbouring zones of the same
city);
they must teach in schools having a different level of educational performance.
2.2.3.5. Local community representatives Sample

they must be representatives of different institutions;

they must not take part in the project if they have one of the following relationships:
husband- wife/relatives/friends;
they must represent the public sector/ private sector for profit/ non-profit.
2.2.4. Establishing the research methods and techniques
2.2.4.1. The sociological questionnaire survey

This is one of the most complex methods of sociological research. It represents a research
method of the social reality, based on techniques of data production, obtained through the
questiones asked by the researchers and the answers given by the subjects.
Mainly, there are two techniques used within the sociological survey: the interview and the
questionnaire.
The sociological questionnaire, regarded as a research technique (i.e. questioning people
in print) and a research instrument (the sheet of paper on which the questions are written), is the
most common modality used in the sociological researches.
The sociological questionnaire represents a set of questions, probably images too, ordered
logically and psychologically, which determines answers immediately registered in print, in order to
solve a scientific problem. It doesn`t represent a simple list of quetsions, but it has a logical order
(all questions succeed themselves from the most general to the particular ones), as well as a
psychological order (beginning with the ''ice-breaking'' questions, meant to make the subjects
answer the important questions about the topic research).
Questions of a questionnaire cand refer to four types of information:
State-of-facts, i.e. the personal situation of the questionned individuals (age, sex, profession,
income), their background (living place, working conditions) or objective behaviours (leisure
activities, relationships with neighbours/ relatives, their vote option at the last ellection, etc).
Opinions, namely judjements and appreciations that the individuals make in relation to their
interests and problems. Their motivations, intentions and expectations fall into this
category.
Attitudes (permanent mental structures that sustain one`s opinions). They are measured
by an attitudes scale, with numerical values or qualitative intervals.
Knowlegde, i.e. the degree of knowing the problems or situations the questionned person
interferes with.
2.2.4.2. The focus-group
This is a technique applied especially in the practical qualitative sociological research,
particularly developped after the WWII, in order to evaluate the audience`s answer regarding the
radio programmes. It is defined as an interactive group of individuals, who have some common
31

_________________________________________________________________________________________

interests and characteristics, a group gathered by the moderator and used by its interactions in
order to obtain the necessary information about a certain problem. It can also be considered as a
variant of the structured of half-structured group interview. In this case, the target-group is
associated to the observation, and in relation to the survey, it is logically and temporaly used within
the pre-survey, co-survey and post-survey.
2.2.5. Projecting and shaping the necessary instruments
Projecting and shaping the necessary instruments was conduct in November 2013.
a students questionnaire;
a target group- teachers/ school counsellors guideline;
a target group - parents guideline;
a target group - local community representatives guideline (public authorities, private
background, the citizenry);
a target group - representatives of different level education institutions guideline (secondary
schools, highschools, universities).
The questionnaire has got 10 questions reflecting the following dimensions:
importance of the vocational counseling and career guidance services offered to students in
schools, in order to succeed in life;
participation in counseling and career guidance activities;
relationship between the vocational counseling and career guidance activity and the school
objects taught in schools;
suitable persons who should carry the vocational couseling and career guidane activity in
school;
impact of the vocational counseling and career guidance activities;
students` needs to counseling and career guidance activities in schools.
The guideline destinned to the school managers as well as the university representatives
has got 5 questions reflecting the following dimensions:
importance of the vocational counseling and career guidance services offered to students in
schools, in order to succeed in life;
suitable persons who should carry the vocational couseling and career guidane activity in
school;
relationship between the vocational counseling and career guidance activity and the school
objects taught in schools;
types of activities which could facilitate students connection to a higher level of education;
students` needs to counseling and career guidance activities in schools.
The parents guideline comprises 5 questions reflecting the following dimensions:
importance of the vocational counseling and career guidance services offered to students in
schools, in order to succeed in life;
relationship between the vocational counseling and career guidance activity and the school
objects taught in schools;
suitable persons who should carry the vocational couseling and career guidane activity in
school;
suggestions regarding the well-functioning of the vocational counseling and career
guidance services within schools;
needs in relations to students` counseling and career guidance activities in schools.
The teachers and school counsellors guideline contains 5 questions reffering to the
following aspects:
importance of the vocational counseling and career guidance services offered to students in
32

_________________________________________________________________________________________

schools, in order to succeed in life;

relationship between the vocational counseling and career guidance activity and the school
objects taught in schools;
suitable persons who should carry the vocational couseling and career guidane activity in
school;
needs for enriching the students vocational couseling and career guidane activity in school.

The local community representatives guideline has got 6 questions reffering to the following
aspects:
importance of the vocational counseling and career guidance services offered to students in
schools, in order to succeed in life;
the employers contribution to the enrichment of the vocational couseling and career
guidane activity in school;
modalities of involvement/ familiarization of the students in relation to the working field;
facilitating the students access to real information regarding the local/regional market offer
and evolution;
yougsters involvement in the local decisions;
experience of the institution that you represent in the vocational counseling and career
guidance services offered to students.
2.2.6. Collecting the information
Collecting the information done during the period December 2013- January 2014.
It is recommended that before starting the research itself, a pilot survey should be carried,
where the validity of the used research instruments is tested. This because the social life is
permanently changing, and the instrument with which we collect the information is destined every
time to distinct populations, having their own problems, interests, opinions, motivations,
expectations etc, and capacity of understanding the meaning of the questions in the
questionnaires, interviews or tests.
In the case of the questionnaire suvey, collecting the information is done by giving
students quetsionnaires (distribution, instruction, filling-in).
In the case of the target-group method, collecting the information will be done by:
organising and taking-place target-group with teachers and school counsellors;
writing a report on target-group with teachers and school counsellors;
organising and taking-place target-group with parents;
writing a report on target-group with teachers and school counsellors;
organising and taking-place target-group with local community representatives (public
authorities, private background, the citizenry);
writing a report on target-group with local community representatives;
organising and taking-place target-group with representatives from different levels
education institutions (secondary schools, highschools, universities);
writing a report on target-group with representatives from different levels education
institutions.
2.2.7. The results analysis
2.2.7.1. Report on the results of the survey based on a questionnaire - Students
ROMANIA
TURKEY
1. In general, do you consider that activities on vocational counseling and profesional
guidance should be held in schools?
a. Yes 96%
a. Yes 68%
b. No 2%
b. No 17%
c. Don`t know/ No answer - 2%
c. Don`t know/ No answer - 15%
33

_________________________________________________________________________________________

Most students who participated in the

survey, 96%, believe that it is necessary to
carry out counseling and career guidance in
schools.
2% of students felt that these activities are
not required, and 2% of students did not
answer this question.

Most students who participated in

the survey, 68%, believe that it is
necessary to carry out counseling and
career guidance in schools.
17% of students felt that these
activities are not required, and 2% of
students did not answer this question.

2. Which of the following sentences best describes your point of view on vocational
counseling and profesionnal guidance activities within schools?
a. Vocational counseling is necessary only for
the 8th and 12th grades 14%
b. Vocational counseling is necessary during
all the school years 85%
c. Vocational counseling is not necessary
1%

a Vocational counseling is necessary only

for the 8th and 12th grades 27%
b. Vocational counseling is necessary
during all the school years 61%
c. Vocational counseling is not necessary
12%

Most students who participated in the

survey, that is 85% believe that the counseling
and guidance activities should be conducted
during all school years. Only 14% think that
such activities are appropriate only in the final
years, and 1% think that career counseling is
not necessary.

Most students who participated in

the survey that is 27% believe that the
counseling and guidance activities should
be conducted during all school years. Only
60% think that such activities are
appropriate only in the final years, and 13%
think that career counseling is not
necessary.

3. To which extent do you consider that vocational counseling and profesionnal

guidance activities, offered to students within schools, are important?
34

_________________________________________________________________________________________

a. To a very small extent 1%

b. To a small extent 1%
c. To a certain extent 26%
d. To a large extent 36%
e. To a very large extent 34%
f. Don`t know/ No answer 2%

Regarding the importance of the

counseling and guidance activities provided in
school for the purpose of a successful career
and life, 36% of students considered that they
are highly important, 35% felt that they are
important to a great extent, 26% to some
extent. And there is also a 1% who believes
that these activities are important to a small
extent, and also to a very small extent.

a. To a very small extent

12%

b. To a small extent

15%

c. To a certain extent

18%

d. To a large extent

23%

e. To a very large extent

113

27%

f. Don`t know/ No answer

Regarding the importance of the

counseling and guidance activities provided
in school for the purpose of a successful
career and life, 27% of students considered
that they are highly important, 23% felt that
they are important to a great extent, 18% to
some extent. And there is also a 12% who
believes that these activities are important
to a small extent, and also to a very small
extent.

4. In your vision, what connetion is there between vocational counseling and

profesionnal career education activity and all the school objects taught in schools?
a. There is no connection between them 8% a. There is no connection between them
b. School objects are more important, 19%
vocational counseling is just a support to them b. School objects are more important,
55%
vocational counseling is just a support to
c. Vocational counseling is more important, them 53%
school objects supporting the latter 37%
c. Vocational counseling is more important,
school objects supporting the latter 28 %

_________________________________________________________________________________________

Regarding the relationship between the

counseling and career education and school
subjects, more than half of the students that is
56% answered that school subjects are
important, the career counseling supports
them, while 37% of students said that, on the
contrary, counseling is more important and the
school subjects support it.
To note that a school population
segment of 8% believe that there is not any
connection between the two activities.

Regarding the relationship between

the counseling and career education and
school subjects, more than half of the
students that are 53% answered that
school subjects are important, the career
counseling supports them, while 28% of
students said that, on the contrary,
counseling is more important and the
school subjects support it.
To note that a school population
segment of 19% believe that there is not
any connection between the two activities.
5. Who do you think should offer the vocational counseling and profesional guidance
activity within a school?

a. Only the primary teacher/ form-teacher

12%
b. Only the school counsellor (school
psychologist) 34%
c. Only the teachers who teach different
school objects 4%
d. All categories of teachers above
mentionned 49%
e. None of the above mentionned
categories 1%

Almost half of the students surveyed,

that is 49%, believes that every teacher is able
to conduct counseling and guidance activities.
In second place with a share of 34%, lies the
view that only the school counselor teacher
may perform such activities, and 12% of the
students reserve this responsibility for the form
teacher. Only 5% of students attribute this
responsability to different school subject
teachers and 1% of the students consider that
36

a. Only the primary

teacher/ form-teacher

b. Only the school

counsellor (school
psychologist)

22%

c. Only the teachers

who teach different
school objects

18%

d. All categories of
teachers above
mentionned

17
5

42%

e. None of the above

mentionned categories

42%, of the students believe that

every teacher is able to conduct counseling
and guidance activities. In second place
with a share of 22%, lies the view that only
the school counselor teacher may perform
such activities, and 9% of the students
reserve this responsibility for the form
teacher. Only 18% of students attribute this
responsability to different school subject
teachers and 9% of the students consider

_________________________________________________________________________________________

teachers do not have the task of carrying out that teachers do not have the task of
vocational training and guidance activities in carrying out vocational training and
schools.
guidance activities in schools.
6. In which of the following situations do you consider you need vocational
counseling and professional guidance? Put them in order of your importance.
- To get to know myself better (tests of interest,
tests of skills, tests of personality)
Most important - 55%
Important - 17%,
Less important -12%
The less important - 16%

- To get to know myself better (tests of

interest, tests of skills, tests of personality)
Most important
166
- 40%
Important
106
- 26%
Less important
69
- 17%
The least important 73
- 17%

The need for self-awareness is

considered to be the most important by 55% of
The need for self-awareness is
students, important by 17%; it is also
considered to be the most important by
considered to be less important by 16%, and
40% of students, important by 26%; it is
the least important, 12%.
also considered to be less important by an
equal percent, 17%, and the least
important, 17%.
- Information about highschools, faculties,
professions
Most important - 14%
Important - 31%
Less important -37%
The less important - 18%

- Information about highschools, faculties,

professions
Most important
135
- 33%
Important
131
- 32%
Less important
60
- 14%
The less important
88
- 21%

The need of information on the school

offer and the labour market is considered less
important by 37% of the students, important by
31%, the least important by 18% and most
important by 14%.

The need of information on the

school offer and the labour market is
considered less important by 33% of the
students, important by 32%, the least
important by 14% and most important by
21%.

- Support when writing a covering letter, a CV

or preparing for an interview

- Support when writing a covering letter, a

CV or preparing for an interview

_________________________________________________________________________________________

Most important - 6%
Important - 12%
Less important - 32%
The less important - 50%

Most important
Important
Less important
The least important

136
133
86
59

33%
32%
21%
14%

The need to develop personal

The need to develop personal
promotion skills is seen by half of the students
promotion
skills is seen by 14% of the
surveyed as being the least important, least
students
surveyed
as being the least
important by 32% of them, important by 12%
important,
less
important
by 21% of them,
and most important only by 6%.
important by 32% and most important only
by 33%.
- Support when making a decision
regarding your future highschool/ faculty/
profession
Most important - 25%
Important - 41%
Less important - 20%
The less important - 14%

- Support when making a decision

regarding your future highschool/ faculty/
profession
Most important
141- 34%
Important
110 - 27%
Less important
58 - 14%
The least important 105 - 25%

The need of assistance in making the

choice on the school / college / profession is
rated as important by 41% of the students, the
most important by 25%, a little important by
20% less important and least important by
14%.
So, in terms of the expressed needs of
the students on counseling and guidance, it
appears that the most important is the need for
self-knowledge, appreciated by 55% of
students, followed by the need of support in
making a decision concerning the choice of
school / college / profession (25%), the need
of information about the school offers the
labour market (14%) and the development of
skills for personal promotion - 6%.

The need of assistance in making

the choice on the school / college /
profession is rated as important by 27% of
the students, the most important by 34%, a
less important by 14% less important and
least important by 25%.
So, in terms of the expressed needs
of the students on counseling and
guidance, it appears that the most
important is the need for self-knowledge,
appreciated by 40% of students, followed
by the need of support in making a decision
concerning the choice of school / college /
profession (34%), the need of information
about the school offers the labour market
(33%) and the development of skills for
personal promotion - 33%.

_________________________________________________________________________________________

The ranking
of
guidance and
counseling needs considered important: the
need to have support in making a decision
concerning the choice of school /college
/profession (41%), the need for information on
school offers and the labour market (31%), the
need for self-knowledge (17%) and the need
to develop the skills for personal promotion
(12%).

The ranking of guidance and

counseling needs considered important:
the need for information on school offers
and the labour market (32%), the need to
develop the skills for personal promotion
(32%), the need to have support in making
a decision concerning the choice of school
/college /profession (27%) and the need for
self-knowledge and (26%).

The ranking
of
guidance and
counseling needs considered less important:
the need for information on school offers the
labor market (37%), the need to develop
personal promotion skills (32%), the need to
have support in making a decision concerning
the choice of school /college /profession (20%)
and the need for self-knowledge (12%).

The ranking of guidance and

counseling
needs
considered
less
important: the need to develop personal
promotion skills (21%), the need for selfknowledge (17%), the need to have
support in making a decision concerning
the choice of school /college /profession
(14%) and the need for information on
school offers the labor market (14%).

The ranking
of
guidance and
counseling needs considered the least
important: the need to develop personal
promotion skills (50%), the need for
information on school offers and the labor
market (18%), the need for self-knowledge
(16%) and the need to have support in making
a decision concerning the choice of school /
college /profession (14%).

The ranking of guidance and

counseling needs considered the least
important: the need to have support in
making a decision concerning the choice of
school /college /profession (25%), the need
for information on school offers and the
labor market (21%), the need for selfknowledge (17%) and the need to develop
personal promotion skills (14%).

In conclusion, the students understand

that the need for self-knowledge is the most
important, followed by the need to have
support on career decision making, and the
need for information on school offers the labor
market and the need to develop the skills for
personal promotion.
7. What kind of vocational counseling and professional guidance activities were
offered in your school?
a. Debates on professions during the
formroom classes or other school objects57%
b. Meetings with experts from different
domains of activity 8%
c. Testing professional skills and interests in
Pedagogical Advisory Cabinet of your school
practice tests 2%
d. Support to making a decision concerning
your future highschool/ faculty - 7%
e. Study/ Vocational counseling visits to
differrent highschools/ faculties/ companies
39

a. Debates on professions during the

formroom classes or other school objects130 - 11%
b. Meetings with experts from different
domains of activity 187 16%
c. Testing professional skills and interests
in Pedagogical Advisory Cabinet of your
school practice tests 210 18%
d. Support to making a decision concerning
your future highschool/ faculty167 - 14%
e. Study/ Vocational counseling visits to
differrent highschools/ faculties/ companies

_________________________________________________________________________________________

1%
f. Counseling meetings within the Pedagogical
Advisory Cabinet of your school 3%
g. Voluntary activities 5%
h. Training practice internships within a
company or institution 2%
i. Other activities (which ones?) 1%

105 9%
f. Counseling meetings within the
Pedagogical Advisory Cabinet of your
school 154 13%
g. Voluntary activities 151 13%
h. Training practice internships within a
company or institution 50 4%
i. Other activities (which ones?) 15 2%

We note that most educational and

vocational guidance activities consist in fact in
discussions
about
professions
during
counseling classes and other disciplines - 57
%.
This
percentage
goes
down
significantly to 8% for meetings with experts
from different fields, followed by a support in
decision making regarding the high school/
faculty choice - 7% .
A 5% is allocated to voluntary
activities, 3% for counseling sessions at
CSAP, 2% for psychological testing to CSAP,
2% for practical training sessions at a
company or institution, and only 1 % for study
visits
/guidance
to
schools
/colleges
/companies.
Note that most of the guidance and
counseling activities are conducted in schools,
in the classroom and the real contact of
students with the labor market is very low.

We note that most educational and

vocational guidance activities consist in the
testing professional skills and interests in
Pedagogical Advisory Cabinet of your
school practice tests 18%.
This percentage goes down to 16% for
meetings with experts from different
domains of activity followed by a support in
decision making regarding the high school/
faculty choice - 14%.
A 13% is allocated to voluntary
activities and Counseling meetings within
the Pedagogical Advisory Cabinet of your
school, 11% for debates on professions
during the formroom classes or other
school objects, 9% for Study/ Vocational
counseling visits to differrent highschools/
faculties/ companies, 4% for training
practice internships within a company or
institution and only 2 % for other activities.

Relating to students' responses to the

previous question, there is a major gap
between the expressed needs of pupils on
educational and vocational orientation and the
range of activities offered by the school.
8. Have you participated in vocational counseling and profesional guidance activities
in your school?
a. Yes - 83%
b. No - 17%

a. Yes 285 - 69%

b. No 129 - 31%
40

_________________________________________________________________________________________

Most students surveyed said they had

Most students surveyed said they
participated in counseling and guidance had participated in counseling and
activities during schooling; 17% gave a guidance activities during schooling; 31%
negative answer to this question.
gave a negative answer to this question.
9. In both personal and professional terms, can you specify what kind of impact have
the vocational counseling activities had upon you?
a. A positive impact - 92%
b. A negative impact - 3%
c. NS/NR - 5%

a. A positive impact 268 - 65%

b. A negative impact 85 - 20%
c. NS/NR 61- 15%

Most students who participated in the

activities of educational vocational guidance
and counseling that is 92% felt a positive
Most students who participated in
impact; only 3% said they had a negative
the
activities
of educational vocational
impact on them, and 5% did not answer this
guidance and counseling that is 65% felt a
question.
positive impact; 20% said they had a
negative impact on them, and 15% did not
answer this question.
10. Who offererd the vocational counseling and profesional guidance activities you
took part in?
a. Only the form-teacher/ other teachers of the a. Only the form-teacher/ other teachers of
class 39%
the class 69 17%
b. Only the school counsellor (school b. Only the school counsellor (school
psychologist) from the Pedagogical Advisory psychologist)
from
the
Pedagogical
Cabinet of your school 20%
Advisory Cabinet of your school 164 40%
c. Both categories of teachers mentionned c. Both categories of teachers mentionned
above 35%
above 143 34%
d. None of the categories of teachers above d. None of the categories of teachers
mentionned - 6%
above mentionned 38 - 9%
41

_________________________________________________________________________________________

39% of students said that counseling

and guidance activities they had attended
were organized by their form teacher /
classroom
teachers,
35%
through
collaboration between form teachers and
counselors, and 20% of the teachers
counselors.
To note that students came from both
schools where there was a CSAP, but also
from schools where there wasn not a CSAP.

40% of students said that counseling

and guidance activities they had attended
were organized by their form teacher /
classroom
teachers,
16%
through
collaboration between form teachers and
counselors, and 35% of the teacherscounselors.

2.2.8. Drawing the conclusions and writing the research report

Drawing the conclusions and writing the research report was conducted during FebruaryMarch 2014. Upon completion of this study we confirmed the hypothesis that guidance and
counseling services are seen as important by most educational factors.
Regarding the assumption that the concern for school and professional orientation of
students is a priority only during the final grades for both students, parents and teachers, it appears
that the majority of students stated that counseling and guidance activities are required throughout
the school years, but the focus group analysis, it appears that they are carried out sporadically,
possibly some more in the final years of high scool.
2.3. CONCLUSION
The importance of vocational counseling and professional guidance activities for a
successful life
Counseling and guidance activities are regarded as very important by all participants in the
survey, students, parents, teachers, representatives of educational institutions and the local
community. Equally important are the services for the reorientation of high school students in
career and parents guidance about their children's educational choices.
The importance of these activities has meaning for students, their parents, and in the long
term, for the entire social community; thus it was expressed the idea that it is necessary to counsel
decision-makers in the socio-educational field since the effectiveness of the professional guidance
is conditioned by the socio-economic context.
Specialists who should conduct the vocational counseling and professional
guidance activities in schools
The vocational counseling and guidance should be conducted by competent specialists
with a solid pedagogical training, as they can conduct various activities including the testing of
students skills, interests and personality (the psychological profile). The specialists must
constantly work with teachers and the students families. Teachers may also carry out this activity
42

_________________________________________________________________________________________

if we consider desirable skills. Teachers can discover their pupils abilities regarding the subject
they teach and can guide them or, where appropriate, refocus students for a different career. It
was produced an ideea referring to the fact that it should no longer be put pressure on the form
teacher, who shpould only be a coolaborator of the trained professionals.
The students perception on this issue is that there should be a close collaboration between
all teachers involved in the educational process.
The connection between the vocational counseling and professional guidance and
school subjects
They are related. Teachers must identify the students skills, knowledge, availability to be
capitalized. Each school subject has its own role in forming certain specific capabilities and skills.
Teachers should have a close communication with the professionals.
The opinions of the surveyed students are divided as follows: some believe that school
subjects are important and career counseling support them, while others consider that, on the
contrary, counseling is important andschool subjects support it.
The need to have functional School Offices for Pedagogical Assistance
All the representatives of the educational institutions consider it appropriate to have
functional School Offices for Pedagogical Assistance in each school unit as they provide
specialized services that can not be filled by the teachers who carriy on teaching activities.
Activities which would connect students to a higher level of education:
- visits organized in high schools/universities so that the students could get aquainted to the
profiles and specializations of the high school /college;
- flexible partnerships between schools and businesses facilitationg visits to employers,
observation of practical activities, activities such as job shadowing, work experience or part-time
employment;
- events such "Open Days";
- presentations conducted by successful professionals in front of children;
- volunteering;
- documentary films about various fields of activity for the Ministry of Education to be watched
during classes;
- educational projects with EU funds;
- digital information, online educational activities in valuing IT specialists;
- focus on non-formal education;
Vocational counseling and professional guidance activities conducted in schools:
-We note that most educational and vocational guidance activities consist in fact in discussions
about professions during the counseling classes or other disciplines;
- The percentage diminushes significantly if we refer to meetings with experts from different fields,
followed by a support in making a decision on choosing the high school /college;
- A small percentage is alloted to volunteering, self-knowledge, practical training, internship at a
company or institution and study visits / guidance activities at schools /colleges /companies;
- to note is that most of the guidance and counseling activities are conducted in schools, in the
classroom and the actual contact with the labor market is very low;
The participation to vocational counseling and vocational training activities and their
impact on the students
Most students surveyed said they had participated in counseling and guidance activities
during schooling, and this had a positive impact on them.
43

_________________________________________________________________________________________

Ways of employers involvement in the students counseling and career guidance:

- Firstly, a basic problem is that the number of employers is incresingly diminishing;
- Paid internships;
- Mobility for internships in other countries organized in projects with European funding;
- Projects and partnerships;
- Contracts of employment during schooling. Students have often, unrealistic expectations:
although they are poorly trained, they demand high wages;
- Part-time jobs for students;
- Inviting specialists into the classroom;
- Organized visits to different employers;
- Providing information about the labor market from Romania and other countries;
Ways to familiarize the students with labor:
- Using systems of reward - punishment in children's education;
- Using a diverse range of rewards, verbal, emotional, financial, material;
- Volunteering;
-Though non-formal education activities are more attractive, they cannot replace the formal
education; it remains most important for educational and vocational guidance to students;
- Any occupation requires at least a minimum level of general education;
The facilitation of the students access to information regarding the local /regional
labor market
The involvement of young sters:
- AJFOM-ISJ partnership that would promote job opportunities /statistics about the labor market in
the school environment;
- sites surfing;
The involvement of youngsters in local decisions:
- Educating youth in the spirit of accepting the consequences of their decisions, develop selfconfidence, acceptance of social hierarchies, self-determination;
- Young people need to learn that the possibility of involvement in community decisions clearly
depends on the level of training;
The needs of school representatives concerning the students vocational counseling
and professional guidance:
- The presence of a professional counselor;
- The training of the teaching staff;
- Rethinking the school curricula;
- More practical training.
Parents needs concerning the students vocational counseling and professional
guidance: parents lectures on the topic of vocational counseling for their children.
The needs of the teaching staff and the school counselor for improving the
vocational counseling and profesional guidance services offered to students within
schools:
-changing the legal framework so as to allow time for form teachers for administrative issues, more
counseling classes, thus avoiding the overloading of teacher responsabilities;
- during university years, future teachers to pay more attention to the psychological and
pedagogical studies;
- funding for career counseling, for non-formal education activities, generally the advertisement for
financing activities;
- partnerships and projects of social organizations regarding the education field, which to financially
support students' participation in non-formal education activities;
44

_________________________________________________________________________________________

- attracting european funds and the existence of more european experts within these projects;
they should not necessarily be teachers because that can lead to the overloading of teachers
responsabilities;
- reducing the number of students in class because school classes overcrowding affects the quality
of education and thus the career guidance activities;
- teachers need counseling, in their turn, this requires more counselors and advisers;
- it is needed more negotiation and flexibility in the Romanian education system;
The students needs concerning their vocational counseling and professional
guidance:
The students understand that the need for self-knowledge is the most important, followed
by the need to support career decision making, and the need for information on school offers, the
labor market and the need to develop the personal promotion skills.
2.4. RECOMMENDATIONS
ROMANIA

TURKEY

The great importance of counseling and

vocational guidance is given by the fact that it
brings multiple educational and social benefits,
that is increases educational motivation,
reduces absenteeism and dropout, increases
academic performance, the results of the
national exams, increases school adjustment
and socio-professional integration and improves
the citizens' satisfaction with life in general.
Starting from the idea that education is
the social system interface, we expect more
support from society in general and the
following recommendations are required:
- The support to standardize pedagogical
practices in as many schools as possible;
- Equipping school guidance offices with CSAP
tests;
- Amending the legislative framework on the
number of students that a school counselor
should work with;
- Thematic meetings with students included in
their curricula;
- Teachers working with specialists in career
guidance activities;
- Rethinking school curricula for various
subjects so as to enable the prioritization of
training / skills development in relation to the
assimilation of knowledge and career guidance ;
time budget allocation in each subject , material,
educational
and
vocational
guidance
programmes;
- Rethinking counseling syllabus - excluding
topics that can not be addressed by form
teachers;
- Provision in educational departments of

General Overview:
- The guidance and psychological counseling
services in Turkish education system
integrates educational, Vocational and perso
nal/social guidance services. Vocational
guidance services at schools are thus mainly
provided by the schools guidance and
psychological counseling service. Provincial
Guidance and Research Cetre in cities
undertake coordination responsibilities with
respect to guidance services, including
vocational guidance services. The Provincial
Directorate for National Education Special
Education and Guidance Services Branch,
the Provincial Directorate for National
Education, are the structures that ensure
provision of these services.
As a summary, Guidance and psychological
counseling services in non-formal education
cover: orientation toa job or career,
preparation for working life and support for
individual and social development.

Specific Comments and proposals:

- Ministry of Education employs guidance
teachers as school counselors and defines
their basic role and function as helping the
students to choose a major and job which fit
for them. However, the number of the school
counselors are not enough yet.
-There are considerable new trends/changes
in the perception of career counseling that
must
be
internalise
by
all

_________________________________________________________________________________________

classes of formal and non-formal education

respectively optional programs conducted with
groups of 10 students. These options could be
real opportunities for students to choose
subjects / areas they want to study;
- Organizing lectures with parents about career
counseling for their own children;
- Early onset of counseling and career guidance
activities, since the first years of school and its
intensification iat the secondary level. The
systematic pursuit of these activities is
necessary.
- The development of the children citizenship
and career orientation is important, because
they actually choose what they offer;
- Assuming the role of education, the parents
together with the state. Parents stressed and
tired negatively influence academic motivation
and therefore career guidance to students.
Counselling parents is as important as advising
students regarding career guidance;
- The media overwhelmingly affects students
and their professional orientation by promoting
excessive artistic professions. Therefore, it
should be established a working partnership
between the Ministry of National Education and
the National Council of Audio -Visual.
- Measures to reduce the gap between urban
and rural areas;
- Activities of educational and professional work
environment, not only at school;
- Avoid overloading the role of the teacher;
- Reducing the number of pupils in classrooms;
- As the teacher training is concerned, we
recommend carrying out personal development
programs for teachers;
- Ensuring consistent funding for the education
system;
- Teachers and Romanian counselor teachers,
both young and those who are approaching
retirement have great ideas , but they are not
considered or are not implemented in reality.
For each school it is suggested to establish an
initiative group.
- Increasing the motivation of school students in
connection to an increased professional
motivation of teachers which is an essential
condition to achieve a suitable educational and
vocational guidance programme.

schools/responsible teachers such as

Building of career path and planning the
career for person is an old perception but
Creating own career narrative and a
Holistic
life-construction
is
a
new
trend.Making a career construction is on the
agenda now instead of choosing a vocation.
-More and effective school visits can be
organized for schools,workshops and
laboratories can be shown allowing quite
enough time for the students,seminars,
conferences and symposiums can be
organized to explain the relationship of
vocational and technical education to the
workforce and to employment,visits to
vocational and technical education fairs can
be arranged, the career fields can be
introduced with child/youngster frindly
posters,
pamphlets
and
audio-visual
educational tools, that questionaires can be
applied to discover the vocational tendencies
of students.
- Some targeted projects /partnerships on
either vocational counseling and profesional
guidance services or on training, work
placements or short/long term mobilities can
be implemented
by
institutional/local/
regional/national/international
level
by
making use of Erasmus+ and smilar
programmes.
- All information resources should be made
directly available to individuals on an openaccess, self-service basis in schools or other
institutions related to vocational counseling
and profesional guidance services.
- More meetings with parents should be
arranged by the class teacher and the school
counsellors aiming at enabling parents to
adopt more conscious approaches in helping
their children in career choices.

_________________________________________________________________________________________

APPENDIX 1. INTERVIEW GUIDLINES FOR FOCUS GROUPS

Interview guideline for school managers
1. To which extent do you consider that vocational counseling and profesional guidance
services, offered to pupils within schools, are important for their future success?
2. Who do you think should offer the vocational counseling and profesional guidance
activity within a school?
3. In your vision, what connetion is there between vocational counseling and profesionnal
career education activity and all the school objects taught in schools?
4. In your opinion, what kind of activities could facilitate students` connection to a superior
level of education?
5. As representatives of education institutions, what are your personal needs towards
students` vocational counseling and profesional guidance?
Interview guideline for parents
1. To which extent do you consider that vocational counseling and profesional guidance
services, offered to pupils within schools, are important for their future success?
2. Who do you think should offer the vocational counseling and profesional guidance
activity within a school?
3. In your vision, what connetion is there between vocational counseling and profesionnal
career education activity and all the school objects taught in schools?
4. Please enumerate few suggestions concerning the well-functioning of the vocational
counseling and profesional guidance services offered to students within schools.
5. As a parent, what are your personal needs regarding students` vocational counseling
and profesional guidance offered within schools?
Interview guideline for teachers
1. To which extent do you consider that vocational counseling and profesional guidance
services, offered to pupils within schools, are important for their future success?
2. Who do you think should offer the vocational counseling and profesional guidance
activity within a school?
3. In your vision, what connetion is there between vocational counseling and profesionnal
career education activity and all the school objects taught in schools?
4. In your opinion, what kind of activities could facilitate students` connection to a superior
level of education?
5. As a teacher/ school counsellor what are your personal needs for improving the
vocational counseling and profesional guidance services offered to students within schools?
Inteview guideline for the local community representatives
1. To which extent do you consider that vocational counseling and profesional guidance
services, offered to pupils within schools, are important for their future success?
2. In your opinion, how could the employers contribute to the improvement of the vocational
training and professional guidance activity?
3. What kind of experience does the institution you represent have regarding the vocational
counseling and profesional guidance activity for students?
4. Which ones do you think should be the modalities of involving in/ familiarizing students
to the working field?
5. How do you consider that the students` access to the information regarding the local/
regional labour market could be facilitated?
6. How do you consider that the youngsters could be involved within the local decisions?
47

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APPENDIX 2. STUDENTS QUESTIONNAIRE

Would you please answer the following questions regarding your personal opinion on vocational
counseling and profesionnal guidance services. This questionnaire stays anonimous, and all your
answers will definetely be interpreted in a general context, not individually.
1. In general, do you consider that activities on vocational counseling and profesional guidance
should be held in schools? (only one answer)
a. Yes
b. No
c. Don`t know/ No answer
2. Which of the following sentences best describes your point of view on vocational counseling and
profesionnal guidance activities within schools? (only one answer)
a. Vocational counseling is necessary only for the 8th and 12th grades.
b. Vocational counseling is necessary during all the school years.
c. Vocational counseling is not necessary.
3. To which extent do you consider that vocational counseling and profesionnal guidance activities,
offered to students within schools, are important? (only one answer)
a. To a very small extent
b. To a small extent
c. To a certain extent
d. To a large extent
e. To a very large extent
f. Don`t know/ No answer
4. In your vision, what connetion is there between vocational counseling and profesionnal career
education activity and all the school objects taught in schools? (only one answer)
a. There is no connection between them.
b. School objects are more important, vocational counseling is just a support to them.
c. Vocational counseling is more important, school objects supporting the latter.
5. Who do you think should offer the vocational counseling and profesional guidance activity within
a school? (only one answer)
a. Only the primary teacher/ form-teacher
b. Only the school counsellor (school psychologist)
c. Only the teachers who teach different school objects
d. All categories of teachers above mentionned
e. None of the above mentionned categories
6. In which of the following situations do you consider you need vocational counseling and
professional guidance? Put them in order of your importance. (use 1-4: 1= maximus, 4=minimus)
- To get to know myself better (tests of interest, tests of skills, tests of personality)
- Information about highschools, faculties, professions
- Support when writing a covering letter, a CV or preparing for an interview
- Support when making a decision regarding your future highschool/ faculty/ profession
7. What kind of vocational counseling and professional guidance activities were offered in your
school? (you can choose more than one answer)
a. Debates on professions during the formroom classes or other school objects
b. Meetings with experts from different domains of activity
48

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c. Testing professional skills and interests in Pedagogical Advisory Cabinet of your school
practice tests
d. Support to making a decision concerning your future highschool/ faculty
e. Study/ Vocational counseling visits to differrent highschools/ faculties/ companies
f. Counseling meetings within the Pedagogical Advisory Cabinet of your school
g. Voluntary activities
h. Training practice internships within a company or institution
i. Other activities (which ones?) ....
8. Have you participated in vocational counseling and profesional guidance activities in your
school? (only one answer)
a. Yes
b. No
9. In both personal and professional terms, can you specify what kind of impact have the
vocational counseling activities had upon you? (only one answer)
a. A postivie impact
b. A negative impact
10. Who offererd the vocational counseling and profesional guidance activities you took part in?
(only one answer)
a. Only the form-teacher/ other teachers of the class
b. Only the school counsellor (school psychologist) from the Pedagogical Advisory Cabinet of
your school
c. Both categories of teachers mentionned above
d. None of the categories of teachers above mentionned
Gender: a. masculine
b. feminine
Class: ............
Social background of the school: a. urban
Student`s social background:
a.urban

b. rural
b. rural

_________________________________________________________________________________________

CH. III. THE DESCRIPTION OF THE EDUCATION

SYSTEM IN THE PARTNER COUNTRIES
ROMNIA

TURKEY

The education system is managed

at national level by the Ministry of National
Education (MEN). In the execution of its
specific responsibilities, the Ministry of
National Education cooperates at central
level with other ministries and institutional
structures
subordinated
to
the
Government.
The National Education Law (no.
1/2011) provides the legal framework for
the exercise of the basic right to lifetime
an education under the authority of the
Romanian state. The law regulates the
structure, the functions, the organization
and functioning of the national state,
private and confessional educational
system.

The Ministry of National Education (known also

as MoNE) conducts educational activities on a
central level in the Republic of Turkey. Each level
of education is organized by their own General
Directorate: Pre-School, Primary and Lower
Secondary, Upper Secondary and Higher
Education. Pre-school education is carried out by
kindergartens. Compulsory education consists of
three stages including 4+4+4 years. Secondary and
High School Education are carried out through 4+4
stage. Higher Education is provided by state and
private universities. Higher Education Council is
responsible for the organization and management
of higher education institutions. Adult education
takes many forms, ranging from formal class-based
learning to self-directed and e-learning and it is a
priority.
The Turkish education system is organized on
the basis of:
- Constitution of the Turkish Republic,
- Laws Regulating Education and Instruction,
- Government Programs,
- Development Plans,
- National Education Councils.
Based on these factors, education principles
have been defined as follows:
- Education shall be national,
- Education shall be Republican,
- Education shall be secular,
- Education shall have a scientific foundation,
- Education shall incorporate generality and
equality,
- Education shall be functional and modern.

The main purpose of the education

and vocational training of children, young
people and adults is to develop
competences, in the form of a
multifunctional and transferable set of
knowledge, skills/abilities and aptitudes,
necessary for:
(a) Personal accomplishment and
development by achieving personal life
objectives, according to ones personal
the interests and aspirations, and to the
desire to learn throughout the whole life;

The objectives of the Turkish Education System

can be divided into three parts in accordance with
the Basic Law of National Education of 1973.

As individuals who are committed to

Atatrks principles, the revolution and the Atatrk
nationalism defined in the constitution; who
assimilate, protect, develop the national, human,
moral and cultural values of the Turkish nation; and
who are aware of their duties and responsibilities
towards the Turkish Republic, a democratic,
secular and social state of law based on human
50

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(b) Social integration and active rights and the basic principles defined in the

civic participation to the society;

(c) Holding a job and taking part
into the functioning and development of a
sustainable economy;
(d) Forming an outlook on life,
based on human and scientific values,
national and universal culture and
stimulation of intercultural dialogue;
(e) Education based on dignity,
tolerance and observance of human
fundamental rights and freedom;
(f) Cultivation of sensibility towards
human problems, the moral and civic
values and respect for nature and natural,
social and cultural environment.
In
Romania,
only
diplomas
recognized by the Romanian State, in
compliance with the applicable laws, are
valid. The statute of the graduation
documents issued by the Educational
facilities and institutions is established by
order
of the
Ministry of
National
Education. The content and format of the
graduation documents are set by
Government decision, at the proposal
of the Ministry of National Education.
This school year (2013-2014),
compulsory education is a 11-year
education and includes primary and
lower
secondary
education.
The
obligation to attend the 11-year daytime
education ceases at 18 years old.
Education is free in public schools.
In order to fulfill the objectives of
education and vocational training through
the national education system, also state
high school education is generalized and
free.

Constitution;

As individuals who have a balanced and

healthy personality and character, who are
developed in terms of body, mind, moral, spirit and
emotions, free and with scientific thinking abilities
and a broad world view; who respect human rights,
value personality and enterprise, are responsible
towards society and are constructive, creative and
productive;

In line with their own interests and abilities,

to prepare them for life by helping them to acquire
the required knowledge, skills, behavior and
cooperative working habits, and to ensure they
have a profession which will make them happy and
contribute to the happiness of society.
According to the recent Primary Education
and Education Law, no 6287 dated March 3, 2012,
compulsory Education is increased to 12 years
instead of former 8 years. With the new law, no
diplomas will be granted during primary and
secondary education; at the end of the 12-year
compulsory education secondary education
diploma will be offered.

The
national
pre-university
educational
system
includes
the
following levels:
Not compulsory:
Early education (0 6 years),
including the ante-preschool level (0-3
years) and pre-school education (3-6
years), which includes the little group, the
medium group and the big group
optional;

Turkish National Education System has

two main parts:
Formal Education
Non-formal Education

Compulsory education lasts 12 years. Primary

and secondary education is financed by the state
and free of charge in public schools, between the
ages of 6 and 18, and by 2001 enrolment of
children in this age range was nearly 100%.
Secondary or high school education is mandatory,
but required in order to then progress to
universities. By 2011 there were 166 universities in
Turkey. Except for the Open Education Faculty
(Turkish: Akretim Fakltesi) at Anadolu
University, entrance is regulated by a national
examination, SYS, after which high school
graduates are assigned to university according to
their performance.

Formal education
Formal education is the regular education of
individuals in a certain age group and given in
schools at the same level with programs prepared
for definite purposes.
Formal education includes Pre-Primary
51

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Compulsory:
primary education which includes
the preparatory grade and 1st 4th
grades;
the secondary education: the lower
secondary or middle education, which
includes 5th 10th grades;
Not compulsory:
the secondary education: the
higher or high school education, which
includes 11th 12th/13th high school
grades, with the following programmes:
theoretical vocational and technological.
Training, between 6 months and 2
years;
Tertiary non-university education,
which
includes
post-high
school
education.
General compulsory education is
made up of primary and secondary inferior
education.
High-school,
vocational
and
technological education, training and highschool education are organized for
specialization and qualifications set by the
Ministry of National Education, according
to the National Qualifications Register.
Technical
education
comprises
grades 12 and 13 of highschool
education, technological programme.
The training and technical education
is made up of: training, technical and post
high-school education.
The forms of organization of preuniversity education are: daytime and
evening education. Compulsory education
is a daytime type of education.
The higher education is ensured
by universities, academies, institutes,
higher education schools, and other such,
named higher education institutions or
universities.

education, primary education, secondary education

and higher education institutions.
Formal education is the regular education of
individuals in a certain age group and given in
schools at the same level with programs prepared
for definite purposes. In Turkish National Education
System, formal education is formed of four parts
as:
Pre-School
Primary
Secondary
Higher Education
Non-formal education
Parallel to the rapid changes in society, the
notion that the essential education is given in
schools is also changing. In line with that notion,
the Ministry of National Education is making
rearrangements in the goals, programs and
organizations of the school system, focusing on the
development, expansion and restructuring of the
non-formal learning and education system within
continuing education and shifting the focus of
education from formal to continuing (life-long)
education.

The formal and compulsory education is

daytime in primary, secondary and high school.

Higher education includes all educational

programmes of at least two years and over.
The aim of higher education is to offer
education to individuals to meet the demands of the
society at various higher levels and to develop
scientific research for Turkey to be a part of the
developed countries, by preparing a suitable
research environment.
Each university consists of faculties and fouryear
colleges,
offering
bachelor's
level
programmes, the latter with a vocational emphasis,
and two year vocational colleges offering prebachelor's
(engineering
technicians)
level
programmes of a strictly vocational nature.
52

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School year
Pre-universitary School starts in the
middle of September and ends in the
middle of June the following year.
It
is
divided
into
two semesters (September to January
and February to June). There are four
holiday seasons (Christmas 2 weeks in
December; Inter-Semestrial 1 week in
February; Easter (Orthodox) in April or
May 10 days; and Summer or The
Great Holiday, spanning from June 18/20
to September 15), with an additional fifth
holiday in November for students from
primary school.

The School Year and School Day

The Ministry of National Education (Mill Eitim
Bakanl - MEB) sets the school calendar and
dates of school terms are the same throughout the
country, although the school dates can change at
short notice.
All schools are closed on public holidays
Private schools may have slightly different
dates for the school vacations; check with the
relevant school.
Schools may be closed for local holidays, in
general these closures are only for one day.
The School Year
In both primary and secondary education, the
school year must be made up of at least 180 days
of school.
The school year is nine-months long and runs
from September to June, followed by approximately
three months' summer holiday. The school year is
divided into two semesters, with a two week break
in February. The first semester starts in September
and ends in January. The second semester starts
in February and ends in June. This format is
followed throughout the country.
In addition to the summer and winter break,
children also have days off at the following times
(dates change from year to year):
Eid Holiday (Kurban Bayram);
National Sovereignty and Children Day (Ulusal
Egemenlik ve ocuk Bayram);
Commemoration of Atatrk, Youth and Sport
Day (Atatrk Anma Genlik ve Spor Bayram);
Ramadan Holiday (Ramazan Bayram);
The School Day.
School day hours and lunch hours vary from
school to school and depend on factors such as the
type of school, its location, and transportation
facilities in the area. However, all classes last
between 40 and 45 minutes, and each break is at
least five minutes.
The school week runs from Monday to Friday
with a total of 35 to 40 hours. The school day
usually begins at 08:30 and ends at 16:30. It is
divided by a lunch break from 12:00 to 13:00. Overcrowded schools may split sessions.
School uniform is obligatory at Turkish schools
to avoid highlighting social class differences
between rich and poor students.
53

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Class size
A class can have up to 30 students
(25 is considered optimum), and there can
be as few as one class per grade or as
many as twenty classes per grade.
Usually each group has its own
classroom.
Each group has its own designation,
usually the grade followed by a letter of
the alphabet (for example, VII A means
that the student is in the 7th grade in the
'A' class).
Grading conventions
For the first five years a system
similar to E-S-N-U is used, known as
the calificative. These are Foarte bine
(FB)
Excellent, Bine
(B)
Good, Satisfctor/Suficient (S)
Satisfactory, actually meaning (barely)
passing, Nesatisfctor/Insuficient (N/I)
Failed.
Students who get an N/I - Failed
must take an exam in the summer with a
special assembly of teachers, and if the
situation is not improved, the student will
repeat the whole year. Qualifiers'
(calificative) are given throughout the
year, in a system of year-long
assessment, on tests, schoolwork,
homework or projects.
For grade 5 to 12, a 1 to 10 grading
system is used with 10 being the best and
1 being the worst and 5 is the minimum
passing grade.
The
system
of
continuous
assessment is also used, with individual
marks for each test, oral examination,
project, homework or classwork being
entered in the register (these individual
marks are known as note).

Some schools provide meals; this may require

an additional payment (not required from poorer
students).
Class size
A class can have up to 50 students (30 is
considered optimum) and there can be as few as
one class per grade or as many as twenty classes
per grade. Usually each group has its own
classroom.
Each group has its own designation, the grade
followed by a letter of the alphabet (for example, VII
A means that the student is in the 7th grade in the
'A' class).

Grading in High Schools

The grading system used to be on a scale of
0-10, 10 being the highest. Nowadays, a scale of
0-5 is used, 5 being the highest. All examinations,
homework assignments and projects are currently
judged on a five-point grading scale.
Numeric
5
4
3
2
1

Letter
A
B
C
D
E

Description
Very good
Good
Average
Passing
Failure

Grading at Universities
Some universities use a scale of 0-100, "100"
being the highest, whereas others use the typical
American A-F scale where GPA is calculated on a
scale of 4.00. The letter grades, coefficients and
percentage equivalents are given below.
Percent
Course Grade
90-10
AA
85-89
BA
80-84
BB
75-79
CB
70-74
CC
65-69
DC
60-64
DD
50-59
FD
49 and below FF

Coefficient
4
3.5
3
2.5
2
1.5
1
0.5
0

The student's achievement is measured in the

form of a Grade Point Average (GPA). The total
credit points for a course are obtained by
multiplying the coefficient of the final grade by the
54

_________________________________________________________________________________________

credit hours. In order to calculate the GPA for any

given semester, the total credit points are divided
by the total credit hours.

Admission to high school

At the end of the 8th year of school
(at age 14 or 15) a nation-wide test is
taken by all students. The subjects are
Romanian Language and Literature,
Maths. After this exam the student is
allowed to enrol in a high school or he will
have to join a Professional School for
three years. The finishing grade (also
known as the admission grade) is
computed as an average, taking into
account for 25% an average of all the
Yearly General Averages starting with
year 5 and for the rest of 75% the mark
obtained at the National Test (1-10, 10
being the highest, not rounded, precision
0.01). Despite the exams not being
published, the marks are public, lists
being placed both in schools and on
the Internet. In order to enroll in a high
school, the student must choose a list of
high schools he or she desires to attend
(there is no automatic enrolment this
time), based on his mark and options by
filling in a nation-wide form. A national
computer system does the repartition, by
taking into account students in the order
of their preferences and their "admission
grade". Thus, somebody with an 9.85
average (this is a top 5% mark) will
certainly enter the high school he or she
desires, while somebody with 5.50 has
almost no chance to attend a top ranked
high school. However, based on this
system, the last admission averages for
some prestigious high schools are over
9.50 or 9.60.

Admission to high school (TEOG)

At the end of 8th grade, each student take this
exam from 6 different lessons. 30% of their
weighted avarage marks in 5th, 6th and 7th classes
and 70% of the mark that they get from this exam
makes their total exam mark. Students choose
which high school they would like to study at
according to their marks.
After primary education, students have a lot of
different choices about the high school that they
can go.
After the TEOG exam, according to their wish
and of course the total marks of their exam results,
they may choose to study at:
General High scools
Vocational High Schools
Anatolian High schools
Science High schools.

The Baccalaureate Exam

High school students graduating
must take the National Baccalaureate
Exam (Examenul Naional de Bacalaureat
colloquially known as the bac). The
Bacalaureat comprises 2 or 3 oral
examinations and 4 or 5 written
examinations, usually spanning on the
course of one and a half weeks in late

YGS-LYS (2010-present)
Beginning in 2010, the exam is now similar to
the SS-YS system in terms of topics. Students
take the Transition to Higher Education
Examination (YGS) in April. Those who pass the
YGS are then entitled to take the Undergraduate
Placement Examination (LYS), the second-round
exam in the new system taking place in June.
Students who only take the YGS, in which students
55

_________________________________________________________________________________________

June and September. It is a highly

centralized, national exam.
The 6 exams are:
Exam
A/1 (Proba A/1)
Romanian Language and Literature (Oral
Examination) The candidate draws a
literature subject at random and a text
comprehension subject, also at random.
The candidate has 15 minutes "thinking
time" and 10 minutes to answer the
questions in front of three persons. The
exam is public.
Exam C/1 (Proba C/1) The
language of study in a school where the
teaching is done in a language other than
Romanian (usually the language of an
ethnic group) organized exactly like
Exam A/1. C/1 is taken only by those
taught in another language than
Romanian.
Exam B (Proba B) A foreign
language (Oral Examination) The
candidate is allowed to choose from
English, French, German, Italian, Spanish,
Portuguese and Russian.
Exam
A/2 (Proba A/2)
Romanian Language and Literature
(Written Examination)
Exam C/2 (Proba C/2) The
language of study in a school where the
teaching is done in a language other than
Romanian (usually the language of an
ethnic group) written examination
organized exactly like Exam A/2.
Exam D (Proba D) Compulsory
subject depending on the academic
program followed in high school (Written
Examination)
Exam E (Proba E) Subject at
the choice of the candidate from the
domains considered as the main part of
the Academic Program followed in high
school (Written Examination)
Exam F (Proba F) Subject at
the choice of the candidate from a lesser
domain of the academic program followed
in high school (Written or Practical
Examination)
Each exam (Proba) is marked from
1 to 10 with 10 being the best, using two
decimals for written exams and an integer
for an oral exam.

have to answer 160 questions (Turkish language

(40), maths (40), philosophy (8), geography (12),
history (15), religion culture and morality knowledge
(5), biology (13), physics (14) and chemistry (13))
in 160 minutes, are able to apply for associate
degree programs. There are five LYS sessions
whereas the previous university entrance system,
the SS, was held once in a year throughout the
country.
Results are announced in July and students
have to make their university preferences by the
first week of August. They are placed in courses
according to their scores and this is announced at
the end of August.

_________________________________________________________________________________________

Curriculum in Primary school

The first five years are taught by a
single teacher (nvtor) for the most
subjects. Additional teachers are assigned
only for a few specialized subjects
(Foreign Languages, Introduction to
Computers,
Sports,
Religion).
For
instance, a 4th grade student (910 years
of age) may have on a weekly basis:
4 classes of math
4-5 classes of Romanian
Language
1 class of history
1 class of geography
1-2 classes of science
2 classes of art (painting and
handcrafting)
1-3 classes of a foreign language
(Usually French, English or
German)
1 or 2 classes of Introduction to
computers**
1 class of Civic Education (a
subject teaching everything from
personal hygiene to the
Constitution to manners in society)
1 of religion* (optional; parents can
withdraw children from these
classes)
1 of music
2 of physical education

Curriculum in Primary school

Primary school (Turkish: lkretim Okulu)
lasts 8 years. Primary education covers the
education and teaching directed to children
between 614, is compulsory for all citizens, boys
or girls, and is given free of charge in public
schools. Primary education institutions are schools
that provide eight years of uninterrupted education,
at the end of which graduates receive a primary
education diploma.[5] The first four years of the
Primary School is sometimes referred to as "First
School, 1. Level" (Turkish: lkokul 1. Kademe) but
both are correct.
There are four core subjects at First, Second
and Third Grades which are; Turkish, Maths, Hayat
Bilgisi (literally meaning "Life Knowledge") and
Foreign Language. At Fourth Grade, "Hayat Bilgisi"
is replaced by Science and Social Studies. The
foreign language taught at schools changes from
school to school. The most common one is English,
while some schools teach German, French or
Spanish instead of English. Some private schools
teach two foreign languages at the same time.
Earlier the term "middle school" (tr: orta okul)
was used for the three years education to follow the
then compulsory five years at "First School" (tr: ilk
okul). Now the second four years of primary
education are sometimes referred to as "First
School, 2. Level" (Turkish: lkokul 2. Kademe) but
both are correct. Already primary schools may be
public or private schools. Public Schools are free
but Private Schools' admission fees change from
school to school. Foreign languages taught at
Private Schools are usually at a higher level than at
Public Schools for most Private Schools prefer
hiring native speakers as teachers.
There are five core subjects at sixth and
seventh grades; Turkish, maths, science, social
studies and foreign language. At eighth grade,
social studies is replaced by "history" and
"citizenship". The foreign language taught changes
from school to school. The most common one is
English when some schools teach German, French
or Spanish instead of English. Some private
schools teach two foreign languages at the same
time.
In the academic year 20012002, 10.3 million
students were being educated and 375,500
teachers were employed in 34,900 schools.
57

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Curriculum Gymnasium
Classes are reshaped at the end of the
4th
grade,
based
on
academic
performances. Many schools have special
classes (such as intensive English classes
or Informatics classes, providing one or
two more courses in these subjects).
Selection for such classes is done based
on local tests. Assessing the students'
performance is also different between
primary and gymnasium cycles. Starting
with the 5th grade, students have a
different teacher (profesor) for each
subject. Furthermore, each class has a
teacher
designated
to
be
class
principal/tutor (diriginte), besides teaching
his or hers usual subject. Additional
counseling may be provided by a school
counselor or by a school psychologist.
An 8th grade schedule may contain up to
3032 hours weekly, or 6 hours daily, thus
making it quite intensive, for instance:
4 classes of math
4 classes of Romanian language
2 classes of history
2 classes of geography
2 classes of biology
1 classes of introduction to
computers
4 classes of a foreign language,
usually French language and
English language
2 classes of a second foreign
2 classes of physics
2 classes of chemistry
1 (only in the 8th grade) class of
Latin
1 class of art and music
1 class of religion (optional; same
situation like in Primary School
regarding teachers.)
1 (only in the 7th and 8th grade)
class of civic education
1 class of technology
2 (1 in the 8th grade) classes of
physical education
In addition schools may add 1 or 2
subjects at their free choice. This
possibility gave rise to Intensive English
Classes or Informatics Groups, accessible
only by special exams in the 5th grade.

Curriculum of High School

Secondary education includes all of the
general, vocational and technical education
institutions that provide at least three years of
education after primary school. The system for
being accepted to a high school changes almost
every year. Sometimes private schools have
different exams, sometimes there are 3 exams for 3
years, sometimes there's only one exam but it is
calculated differently, sometimes they only look at
your school grades. Secondary education aims to
give students a good level of common knowledge,
and to prepare them for higher education, for a
vocation, for life and for business in line with their
interests, skills and abilities. In the academic year
20012002 2.3 million students were being
educated and 134,800 teachers were employed in
6,000 education institutions.
General secondary education covers the
education of children (between 1517) for at least
three years after primary education. General
secondary education includes high schools, foreign
language teaching high schools, Anatolian High
Schools, high schools of science, Anatolia teacher
training high schools, and Anatolia fine arts high
schools.
Vocational and technical secondary education
involves the institutions that both raise students as
manpower in business and other professional
areas, prepare them for higher education and meet
the objectives of general secondary education.
Vocational and technical secondary education
includes technical education schools for boys,
technical education schools for girls, trade and
tourism schools, religious education schools, multiprogram high schools, special education schools,
private education schools and health education
schools.
Secondary education is often referred as high
school education, since the schools are called
lyceum (tr: lise).
In public high schools and vocational high
schools, students attend six classes each day,
which last for approximately 40 minutes each. In
Anatolian high schools and private high schools,
the daily programme is typically longer, up to eight
classes each day, also including a lunch period. All
9th graders are taught the same classes
nationwide, with minor differences in certain cases.
These classes are: Turkish language, Turkish
literature, mathematics, physics, chemistry, biology,
geometry, world history, geography, religion &
58

_________________________________________________________________________________________

ethics, physical education, a foreign language (in

most cases English), a second foreign language
(most commonly German but could be French,
Italian, Japanese, Arabic, Russian, or Chinese).
When students enter the 10th grade, they
typically choose one of four tracks: Turkish
languagemathematics, science, social sciences,
and foreign languages. In vocational high schools,
no tracks are offered, while in science high schools
only the science tracks are offered. Different
schools may have different policies; some, but not
many, schools offer electives instead of academic
tracks, giving students a wider range of options.
For the 10th, 11th and 12th grade, the compulsory
courses are: Turkish language, Turkish literature,
republican history, and religion and ethics. In
addition to that, students may be taught the
following classes, depending on the track they
choose and/or the high school they attend:
mathematics, geometry, statistics, physics, biology,
chemistry, geography, philosophy, psychology,
sociology, economy, logic, arts and music, traffic
and health, computer, physical education, first and
second foreign language.
The students used to be given a diploma for
the academic track they had chosen, which gave
them an advantage if they wanted to pursue their
higher education in the corresponding fields, as the
University Entrance Exam scores were weighted
according to the student's track. (e.g. A science
student would have an advantage over a TurkishMathematics student when applying for Medicine).
As of the 20102011 educational year, all high
school students are given the standard high school
diploma.
At the end of high school, following the 12th
grade, students take a high school finishing
examination and they are required to pass this in
order to take the University Entrance Exam and
continue their studies at a university. There are four
score types for different academic fields, including
but not limited to:
Turkish languagemathematics: international
relations, law, education, psychology, economy,
business management, and similar.
Science: engineering, computer science,
medicine, and other science-related professions.
Social sciences: history, geography, and
education.
Foreign languages: language/linguistics and
language teaching.

_________________________________________________________________________________________

CH. IV. THE GUIDANCE AND COUNSELING

SYSTEM OVERVIEW IN THE PARTNER COUNTRIES
ROMANIA1

TURKEY

Academic guidance

In most cases, educational guidance

during primary education is ensured by the
class teacher working closely with the childrens
parents and the school psychologist. The
National Curriculum includes the curricular area
Counselling and Guidance, dedicated to the
educational guidance of pupils. In the case of
primary education, the curriculum frameworks
stipulate the possibility to allocate, within the
school-based curriculum, an hour per week for
counselling and guidance. There is also a
central curricula offer for this curricular area,
approved by an Order of the Minister of
Education.
At secondary level, the educational/
vocational guidance is ensured through the
National Curriculum and delivered by the class
teacher, together with pupils parents and the
school counsellor. The National Curriculum
includes the curricular area Counselling and
Guidance. The curriculum frameworks allocate
one hour per week to this curricular area, for all
phases at secondary level (gimnaziu, liceu, arts
and trades school, additional year).
For this curricular area there is also a
central offer with curricula approved by an order
of the minister of education which establish for
each phase (gimnaziu, liceu, arts and trades
school, additional year) the educational
objectives and contents, providing at the same
time methodological suggestions which guide
the activity of teachers in order to reach the
objectives/ to develop the specific skills in this
particular curricular area.
The County School Inspectorates
organise a 5-day fair known as The Fair of Your
Chances every year. The schools display all the
information on their current educational offer
(enrolment quota, specialisation of studies,
school-based curriculum, etc.) as well as on the
quality of the education they provide
(educational conditions, resources, internal and
external efficiency, relationships established

The Ministry of National Education

(known also as MoNE) conducts educational
activities on a central level in the Republic of
Turkey. Each level of education is organised by
their own General Directorate. Pre-School,
Primary and Lower Secondary, Upper
Secondary and Higher Education. Pre-school
education is carried out by kindergartens.
Primary and lower secondary education
consists of eight years of compulsory education.
Upper secondary education is not compulsory,
but the vast majority of the population
participates and have different options such as
vocational and art schools. Higher Education is
provided by state and private universities.
Higher Education Council is responsible for the
organization and management of higher
education institutions. Adult education is a
priority and takes many forms, ranging from
formal class-based learning to self-directed and
e-learning.
Educational Guidance and Support in
Turkish educational system is provided by the
Ministry of National Education at all levels of
education including early childhood education,
primary and secondary education. As for the
higher education, Council of Higher Education
regulates the provisions regarding educational
guidance and support at tertiary level.
The content and context of the guidance
vary in accordance with the needs and nature of
the given student in early childhood education,
primary and secondary education. Generally, all
of the schools are appointed a teacher
specialized on psychological and guidance by
the Ministry. Working as a consultant and a
monitor in the school, these teachers provide
psychological consultancy for those who need
certain
affective
support.
Psychological
consultancy and guidance teachers work as a
therapist, guide and a carrier planner for the
students of upper secondary education.
Career education and guidance are

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Guidance_and_Counselling_in_Early_Childhood_and_School_Education

_________________________________________________________________________________________

with industry, etc.). School management teams

and class teachers facilitate and organize visits
for their pupils to the fair in support of their
educational guidance.
Student guidance and counselling in
vocational and technical education is ensured
through:
The subject Vocational Guidance and
Counselling, for the technological path, grades
11 and 12 direct qualification route, and
grades 12 and 13 progressive qualification
route;
Offices
for
psychological
and
pedagogical assistance, organised within
schools with more than 800 students and
subordinated to the County Centres of
Psychological and Pedagogical Assistance
(Schools with less than 800 students access
psychological and pedagogical assistance
services provided by other schools.);
County

centres
of
educational
assistance and resources, organised in each
county;
Class teachers activity, guided by the
regulations in force, in relation with parents and
representatives of education institutions and
local businesses;
Students practical training, conducted
in partnership with local businesses, where a
major role is played by tutors and students
direct relation with employees.

provided in the classroom and in various forms

of guidance counselling, in conjunction with the
general information. It is also common that
pupils undergo so called work practice at
different work places a couple of weeks towards
the end of their compulsory schooling. Most
schools have specially trained career and
guidance
counsellors.
Although
career
education and guidance is the responsibility of
all school personnel, the career and guidance
counsellors have specialist knowledge that
plays a central role in career education and
guidance. In order to be employed as a career
counsellor in the public school system the
applicant must have an education that is
intended for such work.
Although career education and guidance is
the responsibility of all school personnel, the
career and guidance counsellors have specialist
knowledge that plays a central role in career
education and guidance. In order to be
employed as a career counsellor in the public
school system the applicant must have an
education that is intended for such work. Career
and guidance counsellor education is offered at
Higher Education Institutions and lasts for three
years. Every pupil in compulsory school is
entitled to at least three general health
examinations evenly distributed during the
period of schooling. The first examination
should take place during the first school year. In
between the general health examinations the
pupils should be offered sight and hearing tests
and other special health examinations. There
should be a school medical officer and school
nurse for health care. The entitled school
healthcare is free of charge. Special educational
support is provided within mainstream
education as well as in education for pupils with
severe intellectual impairments special schools
the upper secondary school for pupils with
impaired hearing upper secondary schools for
pupils with severe physical disabilities and
education for adults with severe intellectual
impairments.There are also possibilities for
municipalities to organise special needs
education in accordance with their specific local
situation. There are grant-aided independent
schools for pupils with severe intellectual
impairments, but they are few and the range of
courses rather limited.
In earlychildhood education, academic
counseling is heavily based on the observation
of the students talents and types of multiple

_________________________________________________________________________________________

intelligences, identifying the areas in which the

pupil display academic succes and sharing
these information with the families for the future
academic choices and tendencies of the pupil.
Also the pupils with a special talent may be lead
to certain educational institutions that offer
additional education for the talented students in
their future education.
Psychological counselling

Psychological counseling

Children attending pre-primary education

benefit from free medical and psychological
assistance in consulting rooms in schools or in
general state hospitals.
Health care of children in pre-primary
education is ensured either through schools
medical units (existing mostly in urban areas) or
through public medical units and is free of
charge (including medication). Kindergartens
with prolonged and weekly programme employ
nurses to ensure the first-hand health care of
the children.
Health care of children in primary
education is ensured either through schools
medical units (existing mostly in urban areas) or
through public medical units and is free of
charge (including medication).
The Centers for psycho-pedagogical
assistance Centre Judeene de Asisten
Psihopedagogic are organised at the level of
each county/ Bucharest as Pre-tertiary
education complementary units subordinated to
the County School Inspectorates/ School
Inspectorate of Bucharest.
In each school with more than 800 pupils
psycho-pedagogical assistance units can be
organised, according to the existing resources
and needs. Schools with less than 800 pupils
apply to a psycho-pedagogical assistance unit
organised
in
another
school.
Psychopedagogical assistance centers Centre
Judeene de Asisten Psihopedagogic and
units ensure through individual and collective
activities the psycho-pedagogical monitoring
and counselling of the pupils as well as
guidance of the teachers and pupils parents. In
cooperation with the schools and the local
community the psycho-pedagogical assistance
centers and units also organise school and
professional guidance of the pupils, information
and documentation activities etc.

School-family collaboration is ensured in

the early childhood education so that the
desired behaviours can be developed in the
child is of importance. To this end,
administrators and teachers gather at the
beginning of the educational year and resolve
how they can involve families in the program.
The teacher takes pains to pay at least one
home visit to each child's house every term.
During home visits, families can be shown how
routine works can be used as learning
experiences. Plays the child can play with the
family or some activities can be planned. The
child and his/her family can be observed in
home environment. The families are advised
about what can be done at school and at home,
the active participating of the families in
planning and practice is ensured (Okul ncesi
Eitim Program).
That a psychologist is available in preprimary education institutions is essential for the
purpose of the resolving problems that might
occur. In the event that there is not a school
psychologist, provincial/sub-provincial facilities
are made use of for psychological health
services.
The psychologist takes the measures
necessary for the healthy psychological
development of the children. S/he ensures that
the necessary tests are conducted and records
are kept. S/he provides assistance with the
education offered by participating in the
integrated education of the children in need of
special needs education, if any (Regulation on
Pre-school Education InstitutionsOkul ncesi
Eitim Kurumlar Ynetmelii, Article 28).

_________________________________________________________________________________________

Career guidance

The tutor teacher has the responsibility

to plan, organise and accomplish the activities
for the counselling and guidance classes
based on the existing guiding lines, on
consultations with the parents and the pupils
and according to the pupils age and
particularities. Mostly for pupils attending final
grades of a given education level, the activities
accomplished during the counselling and
guidance classes include meetings and debates
with representatives of educational institutions
and local employers, visits to various
institutions, application and interpretation of
personality and aptitude tests etc.
Education institutions send on regular
basis detailed information on their educational
offer, usually through their teachers/professors.
On these occasions the schools managements
organise meetings with all the pupils attending a
given final grade. Specifically for T/VET, the
practical training of the pupils performed on a
contract basis at different local employers has
an important role in their vocational guidance.
During the practical training pupils get in touch
directly with the employees, acknowledge the
work conditions provided understand the
requirements of the work and the requested
level of initial training get first-hand information
on the income and on other details. The
efficiency of this guidance is proved by the fact
that an important number of the T/VET
graduates get their first job in the same firms
where they accomplished their practical training.
Training-employment
and
school-industry
relations are also ensured through the
consultative bodies working at the level of the
school and of the county.

Although there are no regulations available

concerning the career choices or guidance of
the early childhood education pupils, the
teachers generally advise parents about the
academic achievements or limited areas of their
children so that parents can take conscious
actions in career choices of their children in the
future educational phases.

It is important to say that 3 (three) terms/words are used in the specialized literature, as
well as in the curricular practical training to name the interventions regarding the vocational
counseling and career guidance:
Career Guidance
Career Counselling
Career Education
These terms are not synonyms, but they are often used in order to name the same thing.
The concept of Career Guidance is the umbrella concept, comprising the greatest variety of
activities, from information and evaluation to career counselling and education.

_________________________________________________________________________________________

Career Counselling aims at developing sb`s skills in order to solve a career problem:
indecision, anxiety to career, academic insatisfaction, career planning etc., and it is a psychological
intervention carried out by the school counsellor teacher.
Career Education is an in advance educational intervention aiming at developing the
necessary skills and abilities for the young, in order to develop and manage their own career; it is
carried out by the form-teacher.
Both partners country, Romania and Turkey, rely on a legal frame regarding the vocational
counselling and career guidance services, as a basis for a systematic implementation. The career
counselling services are implemented at different levels and within different dimensions by:
ROMANIA - Vocational counselling and career
guidance services

TURKEY - Vocational counselling and

career guidance services

1. THE NATIONAL EDUCATION MINSTERY and 1. MINISTRY of NATIONAL EDUCATION

its subordinated institutions:
and its subordinated institutions:
A. THE RESOURCES AND EDUCATIONAL
ASSISTANCE CENTRES IN THE DISTRICT (Rom.
CJRAE) organized in each district of the country for
the pre-university level. They are umbrella
organizations for coordinating, monitoring and
evaluating this activity:

In Turkey, career guidance services are

carried out in various contexts by MONE, by
the Turkish Employment Organization
(ISKUR) which is an affiliated institution of
the Ministry of Labour and Social Security
(MLSS), by universities, by the private
sector, and by trade unions and employer
associations.
MONE and ISKUR provide most of the
current services.
The National Education Summits that submit
recommendations for the development of the
Turkish national education system first
addressed the topic of guidance in 1961;
guidance has been a topic of interest at all
subsequent summits.
Furthermore, National Development Plans
have articles and items in guidance services
in lifelong guidance for all age levels.

- The Psychopedagogical Assistance District

Centre (Rom. CJAP);
- The Psychopedagogical Assistance School
Cabinets which are organised within schools
(Rom. CSAP);
- The Inclusive Education Centres;
- The Speech-Therapy Centres;
- The Specialized Centres for the School Mediation.
THE RESOURCES AND EDUCATIONAL
ASSISTANCE CENTRES IN THE DISTRICT (Rom.
CJRAE) count on psychopedagogical assistance
services as well as school counselling and
professional guidance services, all carried out
through
the
district
centres
and
the
psychopedagogical school cabinets. These centres

The
guidance
and
psychological
counselling services in MONE integrate
educational, career and personal/social
guidance services.
Career guidance services at schools are
thus mainly provided by the schools
guidance and psychological counselling
service.
Guidance and Research Centres in cities
undertake coordination responsibilities with
respect to guidance services, including
career guidance services. The Provincial
Directorate for National Education Special
Education and Guidance Services Branch,
the Provincial Directorate for National

_________________________________________________________________________________________

function in the headquarters of the Rom. CJRAE,

and the psyhopedaogical school cabinets function
within schools having about 800 students or at least
400 pre-shool pupils or within groups of
schools/kindergartens.
Within
the
district
centres/
psychopedagogical assistance cabinets, a school
counsellor (teacher) carries out this activity (a PhD
graduate in one of the following domains: SocioPedagogy, Psychology, Sciences of Education,
Sociology
and
Psychology,
Philosophy,
Communication Sciences), i.e.: psychopedagogical
teacher/special needs psychopedagogical teacher,
sociology
teacher,
psichological
teacher,
pedagogical teacher. This means that the school
counsellor is an educational specialist who plans
and carries out education counselling activities both
individually and in groups aiming at adapting the
student to the school background problems/issues.
The psychopedagogical assistance cabinets
have the following attributions:
- informing and counselling the preschool
students/ students, the parents and the teachers on
different problems/ solutions: knowledge and selfknowledge, adapting the students to the school
background, adapting the school system to the
students` needs, optimising the relationships
school-students-parents;
- offering services for preventing and
diminishing all the factors which cause behavior
disorders, risky behavior or psychological
discomfort;
- a psychopedagogical investigation of all the
children and students;
- organising some career guidance, career
counselling and career education programmes
for all the students;
- proposing some optional courses regarding
the students` personal development;
- offering counselling services and courses for
parents;
- offering methodological counselling for the
involved teachers;
elaborating psychological
studies
regarding the undergraduate students` options
towards their professional qualifications within
the vocational and high school education
system.
The beneficiaries of the psychopedagogical
assistance services are students belonging to all
the preuniversitarian school levels, as well as
parents and teachers.
All the methods and techniques used are
borrowed from both the educational as well as the
65

Education, and MONEs DG for Special

Education Guidance and Counselling
Services are the structures that ensure
provision of these services. MONE is
currently the main career guidance service
provider.
GUIDANCE SYSTEM IN TURKEY ARE
PROVIDED AS BELOW:
In education sector:
1. Guidance practitioners
2. Classroom teachers
3. Specialists in career guidance centers
In employment sector:
1. Psychologists
2. Job counsellors
3. Vocation
Counsellors
TARGET GROUPS IN THE PROVIDED
GUIDANCE SYSTEM ARE:
In education sector:
1. Students at all levels
2. Parents
3. Teachers
4. Administrators
In employment sector:
1. Students in secondary school, high school
and universities
2. Young graduates
3. The Unemployed
4. Job seekers
5. Soldiers
6. Disadvantaged groups
7. Parents
8. Teachers
9. Counsellors

_________________________________________________________________________________________

psychological training:
a psychological test by applying tests and
questionnaires;
fill-in counseling sheets;
role-plays;
meetings with different specialized people
from various activity domains;
informing visits to high schools and
faculties;
organising educational fairs;
debates;
analysing the students` school results;
interviews;
analysing the occupational profiles;
realising psychological studies;
delivering informing materials;
realising personal promotion products (CVs,
cover letters, educational portfolios, calling
cards);
volunteering activities.
B. SCHOOL:

SCHOOL:

a) through the vocational and career

guidance classes (the form-teaching class) which,
besides the organising and administrative aspects
are the main counselling tool regarding the career
education. These classes are carried out by the
form-teacher.
b) career counselling ensured by each
studying subject (within the 6 curricular areas of
the Romanian school system: Language and
Communication, Human Being and Society,
Mathematics and Sciences, Arts, Technologies,
Physical Education and Sports), relatively reduced
and information-centered. These classes are
carried out by teachers belonging to different
curricular areas.
Within the school units in which there is a
Psychopedagogical Assistance Cabinet, the VCCG
activities held are carried out through great team
efforts between the school counsellors
(counselling- teachers) and the form-teachers.
The activity of the school counsellors is a
psychopedagogial intervention, whereas the formteachers` activity is an educational intervention,
even if the term of the school counselling is used
for naming the curricular area itself.

Psychological Counseling and Guidance

in our Psychological Counseling and
Guidance Department in schools, guidance
and counseling programs are developed
and implemented appropriate for the
developmental needs of our students. The
programs are prepared by taking into
consideration the properties of the stages
through which each individual will pass in
the maturation process.
Counselors work with all the students,
not only the ones who have problems.
Works, conducted in Guidance and
Counseling Department are aimed at
developing basic social skills of the students
and letting them acquire self-confidence and
problem-solving skills. Also, our students are
assisted in determining and actualizing their
personal objectives and they are guided in
decision-making process for their future. Via
the
explanation
of
effective
time
management and study skills, academic
development of our students is supported.
Student-Based Programs
Orientation programs
Student recognition programs/activities
Student guidance programs/activities
Academic achievement improvement
programs/activities

_________________________________________________________________________________________

Psychological counseling
a. Individual counseling
b. Group counseling
Conferences and social activities
Vocational and career counseling
Individualized education programs for the
groups with different learning characteristics.
Teacher-Based Programs
Orientation programs
Homeroom teacher programs
Consultation/Counseling
In-service training programs
Parent-Based Programs
Parent recognition programs/activities
Consultation/Counseling
Conferences and social activities
a. School system introduction programs
b. Conferences about student development
c. Parents skills training programs
Information giving via bulletins
Cooperation with School Parent Association
a) The
Curricular
Counselling and Guidance

Area:

School The Curricular Area: School Counselling

and Guidance

In the Romanian preuniversitarian school

system, the coordination of all the class activities is
done by the class primary teacher or the formteacher, named by the school unit manager, and
chosen from all the teachers of the class. The formteacher is supposed to carry out activities as an
educational support and career education for all the
students in their class.
The activities as an educational support in
the career education for all the students in a class
are carried out by a form-teacher, regarding the
terms of the curriculum plan, namely:
- During the VCCG class, if the class is
foreseen within the curriculum plan: a compulsory
school subject during the secondary school system,
an optional school subject during the 3rd and 4th
grades of the primary school system;
- Outside the school classes in the
situation in which the VCCG class is not foreseen
within the curriculum plan - during the high school
system;
All these activities comprise different topics
established by the form-teacher, and referring to
the school syllabuses of the School Counselling
67

All elementary school counselors in

Turkey are required to teach the following
objectives from the three major domains:
academic development, career development
and personal/social development from the
Standards for School Counseling Programs
in Virginia Public Schools.
FIRST GRADE
Academic
Understand the importance of individual
effort, hard work, and persistence.
Use appropriate communication skills to
ask for help when needed.
Work cooperatively in small and large
groups towards a common goal.
Career
Understand the concept of job and career.
Understand the importance of teamwork in
working towards a common goal.
Personal/Social
Understand how to make and keep friends

_________________________________________________________________________________________

and Guidance curricular area, in accordance to the

students`age and needs/ requests. At the same
time, these activities sustain as well different
themes about the traffic education, the students`
education and training regarding crimes and civilian
protection, the education for earthquakes and other
natural calamities, in conformity with the
established terms.
Also, the form-teacher carries extra-school
activities, which are generally set after having
identified all the students` needs and taking into
account their age. For a better, continuous and
efficient communication, the form-teacher carries
out different activities in order to ensure the
necessary educational support and counselling for
the students` parents.
The School Counselling and Guidance
curriculum was established by the National Ministry
of Education in 2006. By that time, most of the
primary and form-teachers had not been trained yet
on the psychopedagogic or counselling domain.
Thus, a vast programme of continuous learning for
all the primary and form-teachers has been held
until the end of the year 2007, in order to make this
curriculum applicable. As the programme gradually
became a waterfall training programme, its quality
level constantly decreased and, in the end, it was a
formally training programme.
In conclusion, we can state the fact that not
all the primary and form-teachers have the
necessary qualifications to sustain a School
Counselling and Guidance activity/ class, and, in
this way, these classes merely remain some
organising and administrative activities for the
students class or they are unofficially replaced by
other school subjects (especially by the school
subject that the respective class form-teacher
teaches).
In what the primary and secondary school
levels concern, all the studying contents/topics are
structured on thematic modules which emphasize
each of the objectives according to the School
Counselling and Guidance curriculum set in 2006,
namely:
Objectives
Developing the selfknowledge skills and a
positive self-esteem
Developing
the
interrelationship skills
for different contexts/
situations

Thematic modules
Self-knowledge
and
personal development
Communication
social skills

and

and work cooperatively with others.

Identify resource people in the school and
community and understand how to seek
their help.
SECOND GRADE
Academic
Demonstrate individual initiative and a
positive interest in learning.
Use appropriate communication skills to
ask for help when needed.
Work cooperatively in small and large
groups towards a common goal.
Career
Understand that behaviors such as
punctuality, courtesy, proper dress and
proper language are essential to current and
future success.
Personal/Social
Exhibit the principles of character, including
honesty, trustworthiness, respect for the
rights and property of others, respect for
rules and laws, taking responsibility for ones
own
actions,
fairness,
caring,
and
citizenship.
THIRD GRADE
Academic
Use appropriate communication skills to
ask for help when needed.
Work cooperatively in small and large
groups towards a common goal.
Career
Understand the relationship of individual
effort, hard work and persistence to
achievement.
Personal/Social
Understanding common customs and
traditions.
Understand the importance of short term
and long term goals.
FOURTH GRADE
Academic
Demonstrate time management and
organizational skills.
Apply study skills necessary for academic
achievement.

_________________________________________________________________________________________

Communication
and
social skills
Developing exploring
and career planning
skills
Practising management
skills
regarding
a
quality lifestyle

Information
and
learning management
Career planning

Career
Recognize the benefits of both individual
initiative and teamwork.
Identify hobbies and interests.

Quality lifestyle

Personal/Social
Understand decision making and problem
solving strategies.

Starting with 2012, a vast reorganisation of

the school syllabuses began in order to focus upon
different skills development as well as an
integrative approach of all the school subjects.
Thus, in the school curriculum for the preparatory
class, as well as for the 1st and 2nd class a new
school subject was introduced: The Personal
Development class, studied 1h/week.
This school subject comprises different
studying activities, which focus on developing the
students` skills of self-knowledge and their ability of
expressing themselves positively about their
interests, needs, abilities, emotional experiences,
interpersonal
communication
and
social
communication, as well as reflections upon
learning.

FIFTH GRADE
Academic
Recognize personal strengths and
weaknesses related to learning.
Understand the choices, options, and
requirements of the middle school
environments.
Career
Recognize that the changing workplace
requires lifelong learning.
Identify career choices through exploration.

Personal/Social
Understand change as a part of growth.
Identify the emotional and physical dangers
of substance use and abuse.
In this way, all the studying contents Use strategies for managing peer pressure.
foreseen in the school syllabuses are structured on
thematic modules which emphasize each of the
general skills, namely:
General Skills
Manifesting
the
interest for the selfknowledge and having
a
positive
attitude
towards
themselves
and the others
An adequate selfexpression of their
emotions
when
interacting with other
children and known
adults
Using
all
the
necessary skills and
attitudes specific to the
context/
situational
learning

Thematic modules
Self-knowledge and a
healthy lifestyle

Emotional and social

development

Specific aspects of the

studying
organisation
and life preparation for
the small student

In what the high school system is

concerned, all the studying contents foreseen in the
School Counselling and Guidance curriculum are
69

_________________________________________________________________________________________

structured on thematic modules which emphasize

each of the general skills, namely:
General Skills

Thematic modules

Exploring
all
the
personal
resources
which can influence
career planning
Integrating
the
interrelationship skills,
in order to have a
personal
and
professional
development
Using adequately all
the information for their
own activity
Elaborating
the
personal
and
professional
development project
Practising
the
management skills for
a
healthy
lifestyle
development

Self-knowledge
and
personal development

Communication
social skills

and

Information
and
learning management
Career planning

Quality lifestyle

Counselling ensured by each school

subject

Counselling ensured by each school

subject

This type of counseling is the project

Education and Career Guidance focused on.
Through this project we aim to awaken the interest
of each teacher, no matter what subject he teaches,
to give greater emphasis on professional and
school counseling, to discover and use the
opportunities offered by each subject in order to
help the students choose the right educational path
or the right career. We try to develop certain skills
of teachers so as to help students discover the
bond between their subjects and real life, to
discover their interests, needs, personal skills, to
choose an education or a career path according to
these, to insist on developing the skills that are
really useful and needed in choosing their future.
So, what we try is to make the activity of
school counseling and career guidance not an
occasional or circumstantial one, but to become the
responsibility of each teacher who also has to
assume social duties, out of school.

By the help of this project our partner

schools started to give much more
importance to the career guidance in
lessons. The teacher of the subject gives
some career guidance activities related to
the topic. It is a good way to make students
both think about their careers and learn their
subjects at the same time.

_________________________________________________________________________________________

C. COUNSELING AND PROFESSIONAL

GUIDANCE CENTRES constituted within each
HIGHER EDUCATION INSTITUTION with the role
of offering counseling for choosing the professional
route and placement of the students on the labor
market.

COUNSELING AND PROFESSIONAL

GUIDANCE CENTRES
Counseling Department (tr: RAM) helps
students find ways to better understand
themselves, and deal more effectively with
the challenges they face. The department
also guides parents in supporting their
children, provides informational sessions for
teachers and offers feedback to students
regarding their academic performance.

D. Career
guidance
treatments
are
presently concluded within the partnerships
between the schools and the NGO and/or other
institutions, and through projects financed by
structural funds, which have as a main goal the
students` career guidance.

Career guidance in Turkey is generally

served by schools itself by their counsellors.
Besides RAM (Guidance and Counselling
Centers) which is the other common supplier
for this service.

2. OTHER PARALEL ORGANS of ensuring

career guidance services:

OTHER PARALEL ORGANS

ensuring career guidance services:

A. Work and Social Protection Ministry,

through the Information and Career Counseling
Centers, founded within the County Employment
Agency, that are additional to the educational
system for career guidance and counseling;

Guidance and Counselling Centers

(RAM): The Students Guidance and
Counselling Centre provides services that
will aim at:
- assisting people to maximize their overall
growth, academic and personal-social
problems, and challenges for all round
development.
- assisting the students to identify and
recognize their interest, values, abilities and
capacities, skills and positive personality
traits and to match these with their chosen
careers.

B. The Youth National Agency, through the

Information and counseling centers for young
people, for those between 14-35 years old, being
under the coordination of the County Department
for Youth;

Turkish
Employment
Agency
established for aiding activities of protecting,
improving, generalizing of employment and
preventing unemployment, and for executing
unemployment insurance services has
obtained a structure that enable it to
implement active and passive labour force
policies alongside its classical services of
finding jobs and employees within an
extended mission area.

A General Council, in which social

parties have a majority and representatives
of public and universities can also
participate, has been formed in order to aid
creating the employment policy of Turkey, by
adopting an organization model open to
participative and social dialogue.

Executive
Board
including

_________________________________________________________________________________________

representatives of workers, employers,

merchants and craftsmen has been formed
as the organ of the institution which
possesses the supreme administration and
decision-making abilities, authority and
responsibility.

Provincial Employment Boards have

been formed so as to improve local initiative
in regional development and determine local
employment policies in provinces.

Establishment
of
Private
Employment Agencies has been permitted
so that they render both domestic and
overseas activities of finding jobs and
employees, and the monopolistic authority of
the Institution in this field has been
abolished.

In order to deliver active services in

provinces, Regional Directorates have been
abrogated and Provincial Directorates have
been constituted.

As career vocation, Employment and

Vocational Expert has been generated in
order the missions of the Institution to be
delivered actively and to provide qualified
personnel employment.
C.

The National Center of Resource for

Eurodesk and National Agency,
through
the Information and counseling
Career Guidance (Euroguidance);
centers for young people, for young
people under the coordination of the County
Department for Youth;

The National Association for School NGOs which deal with career guidance.
and Professional Guidance;

The Institute of Educational Sciences - Ministry of Education, Guidance Services

the School and Professional Orientation General Directorate.
Lab;

_________________________________________________________________________________________

CH. V. AN ANALYSIS OF THE SCHOLAR CURRICULUM FROM THE POINT OF VIEW

OF THE EDUCATION AND CAREER GUIDANCE FOR STUDENTS
5.1. A school office for psycho-pedagogical counseling
ROMNIA
TURKEY
1. What is the school cabinet for psychopedagogical assistance?
The
school
cabinet
for
psichopedagogical assistance (S.C.P.A.) is a
special designed room in an educational
institution (kindergarten, secondary school or
highschool). It is used for the counselling
activities after the classes, according to an
established program.
There is an S.C.P.A. in all the preuniversity
educational institutions in which there are
enrolled at least 400 children or 800 pupils. If
the number of pupils is lower then they can got
a school cabinet for psichopedagogical
assistance in another school.

The
school
cabinet
for
psichopedagogical
assistance
or
Counselling Department is a room at
schools in an educational institution (primary,
secondary school or highschool).
Counseling Department helps students
find ways to better understand themselves,
and deal more effectively with the challenges
they face. The department also guides
parents in supporting their children, provides
informational sessions for teachers and offers
feedback to students regarding their
academic performance.

2. Facilities of the school cabinet for psychopedagogical assistance

proper space;
heating;
furniture;
computer;
internet;
consumables;
phone;
printer;
xerox;
videoprojector;
CDs;
specialized books;

furniture;
relaxing colour of the walls and
curtains;
CD player;
students portfolio;
computer;
printer;
specialized books;
Assesment Tests;
internet;
consumables;
phone;

3. Aim and objectives of the school cabinet for psychopedagogical assistance

General objectives of The school
The school cabinet for psichopedagogical
assistance is aimed to create a positive attitude cabinet for psichopedagogical assistance
of children/pupils towards their own self, is to:
towards school, family and society2.
Possess knowledge of the historical
General objectives:
background of school counseling
1. Offering psichopedagogical assistance
programs.
for a harmonious, complete and free
Understand the philosophy and
development of pupils in order to form an
functioning of school counseling
autonomous and creative personality.
programs.
1.1.
Developing self consciousness
Possess the ability to design and
and positive attitude towards themselves.
implement a program evaluation.
2

www.scoalaeuropeana.ro/facilitati-si-resurse/cabinetul-de-consiliere
73

_________________________________________________________________________________________

1.2.
Developing social responsibilities
and acquiring social interacting skills.
1.3.
Developing proper attitude and
behaviour for being in good physical and
mental health.
1.4.
Developing efficient learning
techniques
and
teaching-learning
management.
1.5.
Developing the skill of career
planning.
2. Counselling for parents and teachers
who have difficulties in their interaction with their
children. Adapting to school.
3. Ensuring quality and eficiency of the
specific activity of the school cabinet for
psychopedagogical assistance.
4. Initiating and developing educational
projects adapted to the needs of the school3.

Know the roles, duties, and

responsibilities of a school counselor.
Possess the knowledge to make
referrals inside and outside the school
system.
Possess the knowledge to function on
a child study team.
Be knowledgeable of the diversity
within the school environment and be
able to recognize the needs of
children from special populations.
Be able to function as a consultant to
other school personnel.
Be familiar with the legislation and
policies relevant to school counseling.
Understand
the
process
of
coordinating the guidance curriculum
within the structure of the total school
curriculum.
Know how to function as an advocate
for the students.
Know how to present guidancerelated programs to school personnel
and parents.
Understand and be able to implement
the
Nebraska
Comprehensive
Guidance and Counseling Program
Model.
Possess knowledge of standardized
tests commonly utilized by school
personnel.
Possess
knowledge
of
career
exploration and decision-making.
Be able to work with families on a
therapeutic and educational level.
Possess skills to provide group
guidance and group counseling in the
schools.
Understand the legal and ethical
issues of the school counseling
profession.
4. Who does the counselling activities in the school cabinet for psychopedagogical
assistance?
The psychopedagogical counselling in the
As in Romania, the psychopedagogical
school
cabinet
for
psychopedagogical counselling in the school cabinet for
assistance is performed by a professional psychopedagogical assistance is performed
school
counsellor
having
studies
in by a professional school counsellor having
Sociopsichopedagogy, Psycology, Educational studies in Sociopsichopedagogy, Psycology,
Sciences,
Sociology,
Sociology
and Educational Sciences, Sociology, Sociology
Psychology,
Phylosophy,
Communication and
Psychology,
Phylosophy,
Sciences.
Communication Sciences.
3

ibidem
74

_________________________________________________________________________________________

The school counsellor:

- Sets the working schedule for the school
cabinet for psichopedagogical assistance;
- Presents an activity report every
semester during the school council, referring to
the number of pupils, parents, teachers who
have benefited of counselling services and of
psychopedagogical asistance, as well as the
remedial measures recommended for solving
crisis situation;
- The school counsellor must show
professionalism, communication skills, active
listening, empathy, patience, analitical spirit, the
ability to solve problems, the evaluation ability,
understanding,optimism, management skills,
honesty, morality, tact, emotional balance,
perseverance,
responsibility,
creativity,
tolerance, respect, mediation skills, negotiation
skills, confidentiality4.
The school counsellor has to protect the
pupils interests.
The relationship between a counsellor and
the pupils is based on two main principles:
1. All persons are special and
valuable because they are unique. ()
2. Every person is responsible for
his/her own decisions (one of the aims of
counselling being to teach pupils to
make responsible decisions and to deal
with the consequences of their
actions)5.
Educational counselling is confidential.

The school counsellor:

School counselors should spend most of
their time in direct service to and contact with
students. School counselors' duties are
focused on the overall delivery of the total
program through guidance curiculum,
individual student planning and responsive
services. A small amount of their time is
develoted to indirect services called system
support. Schools should eliminate or reassign
certain inappropriate program tasks, if
possible, so school counselors can focus on
the prevention needs of their programs.

5. Who are the beneficiaries of counselling in the the school cabinet for
psychopedagogical assistance?
Kindergarten, pupils, teachers and parents Target groups:
can benefit of counselling in order to improve - Students at all levels
their own abilities for:
- Parents
- Improving interpersonal relationships - Teachers
child-child, child-teacher, child-parent;
- Administrators
- Learning
efficient
assertive - Students in secondary school, high school
communication;
and universities
- Developing creativity, improving pupils - Young graduates
selfconfidence;
- The Unemployed
- Diminishing shyness;
- Job seekers
- Reducing internalization;
- Soldiers
- Overcoming adaptation and learning - Disadvantaged groups
difficulties;
- Parents
- Preventing impulsive or agressive - Teachers

4
5

www.cmbrae.ro/wp-content/uploads/ANALIZA_CALITATEA-ACTIVITATII-DE-CONSILIERE_2005.pdf
www.stefanodoblejacv.licee.edu.ro
75

_________________________________________________________________________________________

tendencies;
- Counsellors
Overcoming a crisis situation (parents
divorce, a disease or the death of a
family member etc.)6.

6. What does counselling mean in the school cabinet for psychopedagogical assistance?
Counselling in the school cabinet for
The beneficiaries need to have
psychopedagogical assistance means:
assistance to identify their problems, and find
proper solutions in both their academic field
and their life. Besides this, students generally
Pupils
Meetings
Meetings
want to have career guidance and the
counselling
with
with parents
suitable faculties to study in regarding of their
teachers
character. The service lay a bridge for
regarding7:
students and parents to choose the most
Self
Knowing the Knowing their
suitable field to study.
knowledge
pupils
children
Self image
UnderstanUnderstanThe role and basic functions of the school
ding pupils
ding
counsellor in career guidance is to:
needs
childrens
needs and
Understand the need to balance the
behaviour
multiple roles assumed by individuals
Adaptation
Supporting
Identifying
throughout their career development.
and social
their
the risk
integration
development
factors in
Understand
and
integrate
into
family, school
practice
that
making
a
living
is
only
and social
one component of ones identity.
integration
School
Assuring
Improving
Understand that individuals, their
succes
balance
their
values and the environment are
between
relationship
interdependent.
school needs with their own
and pupils
children
possibilities
foster career management strategies
by helping individuals develop the
Development Identifing the
Supporting
skills to effectively manage their
crisis
cause of
school in
careers.
school
educating
inadaptation
children
Help individuals understand that
career management is a lifelong
Solving and
Optimizing
process.
overcoming a
the schoolconflict
pupil
relationship
Help individuals understand how
Acquiring
societal trends play a major role in
efficient
career management.
learning
techniques
Promote individuals independence
Carreer
and self-confidence.
guiding
Increase individuals awareness of
Special attention is paid to carreer
opportunities and options.
6
7

http://www.ueb.ro/dppd/Lector_univ.dr.Simona_Glaveanu_Consiliere_si_orientare_DFP.pdf
ibidem
76

_________________________________________________________________________________________

guidance. This helps pupils know themselves

(their own preferences, values, interests,
abilities, skills, personality traits) taking them
into account when deciding what job they will
choose. Pupils are offered infos about
universities and faculties in order to keep them
informed (What does a particular job mean?,
What qualities does the emplyee need?, What
education?, Which are the selection criteria to a
faculty in order to practice a particular job?).
Pupils are helped to decide for themselves
what they are going to do in the future, being
aware of their choice.
Counselling meetings can be individual or
group meetings.
Counselling also implies the following:
- supervising pupils in their activity (during
the classes and outside, during breaks, at
lunchtime, on the playground, extracurricular
activities);
- developing projects and campaigns at
school level;
- collaboration with different governmental
and non-governmental institutions (speech
therapy centres, kilograms protection centres,
neuropsychiatry centres for infants, social
assistance centres etc.) in order to oprimize
pupils lives;
- fill in Counselling and Career Guidance
Reports for pupils Ist-VIIIth grade, pupils
selection, interviews with Ist graders/pupils
transfers, primary and secondary level;
- improving communication and relating
abilities;
- adapting to changes;
- psychological tests at request and
knowing intelectual skills, abilities and interests;
- preventing and diminishing negative
moods, counselling in crises situations;
- group
counselling,
personal
development workshops on various topics at
request;
- educational alternatives regarding free
time, volunteering8.

Agree on possible outcomes.

Work out steps needed to make and

implement a decision so individuals
achieve goals.

High school years are full of growth,

promise,
excitement,
frustration,
disappointment and hope. It is the time when
students begin to discover what the future
holds for them. Secondary school counselors
enhance the learning process and promote
academic achievement. School counseling
programs are essential for students to
achieve optimal personal growth, acquire
positive social skills and values, set
appropriate career goals and realize full
academic potential to become productive,
contributing
members
of
the
world
community. The professional high school
counselor holds a masters degree and
required state certification in school
counseling. Maintaining certification includes
on-going professional development to stay
current with educational reform and
challenges
facing
todays
students.
Professional association membership is
encouraged as it enhances the school
counselors knowledge and effectiveness.

7. Promoting the services offered by the school cabinet for psychopedagogical

assistance
To promote the services offered by the
For the well-functioning of the school cabinet
for psychopedagogical assistance it is school cabinet for psychopedagogical
necessary to present its services, the assistance:
professional skills and the collaboration with
- to improve strategic recognition of
specialists. The offer is advertised through:
guidance and counselling through
8

www.cnprsv.ro
77

_________________________________________________________________________________________

fliers;
posting them in a visible place in school;
presenting the offer at parents
meetings;
- presenting the offer at counselling
classes9.
The schedule of the school cabinet for
psychopedagogical assistance has to answer
the needs of the parents, the pupils and the
teachers.

relevant planning, policies and

procedures;
to improve an integrated approach to,
and shared understanding about,
guidance and counselling;
improvement of professional learning
and development and appropriate
appraisal strong relationships and
communications;
increase self review of their guidance
and counselling provision, so school
leaders and trustees will know if their
guidance and counselling provision
will meet the needs of their students.

5.2. A Counseling and Guidance Course

ROMNIA

TURKEY

Preparatory Class, 1st and 2nd Class

Personal Development is scheduled as a
school subject within the curricular area School
Counselling and Guidance Course, belonging to
the curriculum-plan for the primary school
system, namely 2hs/week for the Preparatory
Class and 1h/week for the 1st and 2nd class,
respectively.
The main objective of this school subject is
developing the necessary skills and attitudes for
integrating students into the socienty.
The Personal Develpment syllabus, adopted
through the Educational Ministery Order no.
3418/19.03.2013, is ellaborated according to the
curricular plan aimed at skills development.
Hereby, within the scool syllabus there can
be
identified
general
skills
(student`s
acquisitions gained throughout the entire study
time period), specific competences (derived
from the general competences, developed
throughout the entire school year) and contents
(student`s necessary acquisitions, organised in
3 principal domains):
Preparatory
Class

1st Class

2nd Class

General Skills10
I. Manifesting interest for self-knowledge
as well as having a positive attitude
towards oneself and the others
9

Based on the decision of the Board of

Education with number 192 and dated
14.07.2005 ,In the weekly course schedules
of the primary and secondary schools,
compulsory lesson hours are allowed from
the first year until the end of eighth grade for
guidance and social events.
In order to ensure coherence between
Primary
and
Secondary
Classroom
Guidance Program classroom guidance
program has been revised in 2006.
Each school is in charge of conducting the
events and activities within the framework of
school Psychological Counseling and
Guidance (PDR) program
prepared
according to school charecteristics and the
needs of school students.
School counseling and guidance service is
carried out under the coordination of
counselors in every school.
THE
STRUCTURE
OF
THE
PROGRAMME
When planning the structure of the
programme personal - social, educational
and vocational guidance fields are based.
7 competency areas are determined
relevant to 3 main development areas
above to be applied for the grades the
grades 1 to 12:

http://www.ueb.ro/dppd/Lector_univ.dr.Simona_Glaveanu_Consiliere_si_orientare_DFP.pdf
The Personal Develpment syllabus, adopted through the Educational Ministery Order no. 3418/19.03.2013.
78

_________________________________________________________________________________________

Domain
1. Self-knowledge and a healthy life-style
Subdomain
1.1. Self-knowledge and a positive attitude
towards oneself and the others
Contents
Who am I?
Physical
characterics
Body
schema:
identifying and
naming human
body parts

Who am I?
Personal
characterics:
simple,
strengths and
weaknesses
noticeable
within the
school and
leasure
activities

Me and the
others
Similar and
different
characterics
between oneslf
and the others
regarding
simple criteria:
physical
aspects, sex,
age, types of
clothing (sports,
ellegant,
traditional etc.)
Diversity.
Each human
being is unique;
individual
features/
differences

1.2. Personal hygiene

Objects and
daily activities
for personal
hygiene

Personal
hygiene
regulations
within the
school and at
home
Home and
classroom
hygiene

Hygiene
regulations
within different
contexts
Importance of
hygiene
regulations for
health, study
and
interpersonal
relationships

1. Adapting to the school and the

environment
2. Educational Success
3. Self-acception
4. nterpersonal relationship
5. Family and society
6. Safe and Healthy Life
7.Educational
and
Professional
Development.
The program includes activities for each
competency area for elementary and
secondary education.
An active participant in the activities of
students and researchers who issues an
individual case, a has been taken as the
basis.
Student-based approach has been
taken into account that makes the students
as an active participant and problem
investigators.
School guidance counselor Is required
to give the necessary support to the
classroom teachers, prepare the School
Guidance Program, provide the support of
the other stakeholders and supply the
necessary materials and evaluation tools.
COMPETENCIES
ORIENTATION FOR THE SCHOOL AND
ENVIRONMENT
EDUCATIONAL ACHIEVEMENT
SELF ACCEPTANCE
INTERPERSONAL RELATIONS
FAMILY AND SOCIETY
SAFE AND HEALTHY LIFE
EDUCATIONAL AND PROFESSIONAL
DEVELOPMENT

II. An adecquate self-expression of

personal emotions when interacting with
children and familiar adults
2. Emotional and social development

DISTRIBUTION OF THE COMPETENCES

IN SCHOOL GUIDANCE PROGRAM IN 7
COMPETENCY AREAS
(1st and 2nd Grade)

2.1. Emotional exaltment and manifestation,

wellness

Recognizes classmates, teachers,

administrators and other employees
Expresses their feelings about
school
Realizes the way of school
Realizes own rules of different
environments
Recognizes the importance of
having the course materials
Explains the dreams of upper

Basic
emotions
named through
words (joy,
sadness, fear,
fury) in familiar
activities/
contexts

Basic
emotions (joy,
sadness, fear,
fury) and
simple
nonlinguistic
elements
(facial
expressions,

Basic
emotions (joy,
sadness, fear,
fury) expressed
through one`s
personal
behaviour

1
1
1
1
1
1

_________________________________________________________________________________________
gestures,
classes
physical
Refers to the positive characteristics 1
stance) as
that he sees in himself
well as
Refers to the importance lenient
1
paralinguistic
behaviors
to
people
with
disabilities
elements
Recognizes the importance of
1
(voice
sharing
intonation)

2.2. Efficient school communication

Communicati
on rules within
the school
activity

Communication
with one`s
classmates and
teachers

Basic
Communicati
on skills
Simple
linguistic,
nonlinguistic
and
paralinguistic
messages

Active
listening
elements:
visual contact,
physical stance,
voice
(intonation,
accent, pitch)

2.3.Simple interactions with familiar human

beings and objects
Favourite
human beings
and objects
Characteristics

Friendship.
A good
friend`s
characteristics
What does
a good friend
mean?

Necessary
skills and
accepted
behaviour
within
interpersonal
relationships
Respect
within
interpersonal
relationships

III. Making use of all skills and attitudes

specific to school context learning
3. Specific aspects regarding learning
organisation and life preparation in small
students
3.1.Routines and engagements
Basic rules of
new routines
regarding the
preparatory
classes
activities

Tasks for
the school
and home
activity: types
of tasks,
deadline, task
ending.

How do we
use the time?
Daily activity
programme
Effort/
relaxation
alternance
(work-time
/freetime).
Alternana
efort/relaxare
(timp de
lucru/timp liber)
Time
importance
during learning

3.2. Skills and learning attitudes

Recognizes the importance of timing

in communication
Knows what to do when faced
bullying
Understands that anger is a natural
emotion that can be experienced
from time to time
Protects him/herself from situations
that pose hazards
Prepares educational and vocational
planning file
Recognizes the professions of
parents and the other employees
around
Obeys to the class and school rules
Queries the change in feelings
about school
Realizes the responsibilities
Recognizes that errors can be done
and it is natural
Recognizes the positive
characteristics he sees in others
Requests appropriately
Communicates paying attention to
the importance of timing
Explains the importance of
protecting their personal limits
Recognizes to help the importance
of people with disabilities when
needed
Recognizes the importance of
solidarity in friendship
Expresses positive and beautiful
aspects of friends
Refers to behaviors to react when
encounters bullying
Refers to the importance of
cooperation in the family
Consumes the nutrients required for
healthy growth
Expresses what s/he likes and s/he
doesnt like

1
1
1

2
2
2
2
2
2
2
2
2

2
2
2
2
2
2

_________________________________________________________________________________________
Simple
techniques
supporting
learning
Rules for
learning
organisation

Learning
importance
Simple
techniques for
monitoring
learning
acquisitions

Learning
conditions:
favorable
factors/resourc
es-stress
factors/
obstacles
(tools, people,
contetxs)

3.3. Exploring professions

Hobbies and
favourite
activities
Personal
portfolio
containing
learning
results/
evidences

Well-known
professions:
naming, main
activities,
tools and
techniques,
workshops

What are
professions
good for?
Social utility
of professions:
finished
products,
benefits for
oneself and for
the whole
community

Specific skills represent different stages in

developing general skills and are actually
correlated with learning activities such as:
- games;
- drawings;
- labels;
- exposing one`s picture at different ages;
- pair/ small groups discussions/debates;
- riddles, poems, songs;
- film watching;
- practical activities;
- organising certain events;
- going visiting;
- taking part in contests;
- organising exhibitions/ expositions etc.;
3rd and 4th Classes
Within the curricular area for the 3rd and 4th
classes, School Counselling and Guidance
Course is scheduled 0-1h/week, where the
teachers can choose this optional course/class
in order to help students become responsible,
to bring their own contribution to the school,
family and their friends` life, to change learning
activity into a continuous process, to create their
own future, actually11.
The thematic contents are structured on 5
thematic modules, which emphasize each
11

Ibidem.
81

DISTRIBUTION OF THE COMPETENCES

IN SCHOOL GUIDANCE PROGRAM IN 7
COMPETENCY AREAS
(3rd and 4th Grade)
Recognizes the result of fulfilling
3
their responsibilities
Protects tools and equipment of the 3
school
Explains the relationship between
3

_________________________________________________________________________________________

curricular objective:
3rd Class
4th Class
Curricular Objectives
I. Developing self-knowledge skills and
having a positive attitude towards oneself
and the others
Thematic Modules
1. Self-knowledge and personal
development
1.1 Self-knowledge
Contents
Personal space,
privacy need related to
the self-image
Cultural and ethnical
diversity. Why are people
different?

Interests and
personal skills:
individual
characteristics

1.2 Selftransformation,
growth, development
Preparation for a
changeand the 5th
class

II. Developing interrelating skills within

different contexts
2. Communication and social abilities
2.1 Communication
Communication:
speaking, listening, nonlinguistic behaviour. How
to become a good
listener (look, mime,
gestures, physical
stance, positive attitude
to the speakers).

2.1 Social skills

Taking group roles

2.2 Family
Roles within the family.
Relationship with one`s
parents.

Relationships
between the family
members. Values and
traditional practices
given by the familycritical aspects which
should be debated with
the parents (related to
children education,
relationships with their
colleagues and
teachers).

III. Developing skills to the information use

in the learning process
3. Information and learning management
82

success and study

Explains the importance of using
time effectively
Free time is evaluated in
accordance with the interest
Realize his/ her interests
Realizes strong and weak parts of
himself/ herself
Recognizes his/ her behaviors and
its effects on others
Realizes what to do when ostracized
by friends
Knows what to do in the mock
situation
Protects own personal boundaries
Recognizes the importance of
listening in communication
Behaves sensitive to protect the
environment and nature
Explains the different characteristics
of each profession
Give examples from various
professions
Fulfills responsibilities
Participates in the selection process
in the school
Refers to the factors that affect
success in exams
Uses time efficiently
Realizes own learning styles
Collects information from various
sources
Explains the advantages of group
work
Explains the activities which s/he is
successful.
Expresses feelings and thoughts
Finds solutions when faced bullying
Finds solutions when discriminated
Recognizes that there is a feeling of
anger which can be controlled.
Expresses anger in a reasonable
way
Expresses the importance of
friendship
Give examples of jobs in the local
vicinity

3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4

_________________________________________________________________________________________

3.1. Information
Management
Selecting information
criteria

3.1 Efficient learning

Learning (to a small
extent) optimal
conditions for an
efficient learning
Developing skills for
an efficient study:
organising learning
contents, dosing
effort/relaxing time
periods
Learning discipline:
involvement,
perseverance,
responsability, taking
work engagements.
Internal and external
conditions: learning
background (space,
background), personal
health estate
Efficient learning
means/ techniques:
TIC

3.2. Efficient learning

Planning learning:
weekly objectives, daily
schedule, working plan,
establishing deadlines

IV. Developing skills for exploring and

career planning
4. Career planning
4.1 Exploring favourite
activities
Individual and team
activities- advantages
and disadvantages
Specific terms for
carrying out an activity

4.1 Exploring
priorities
Priorities and
objectives regarding
activities (personal
diary, daily and weekly
activities lists)

V. Practising management skills for having

a healthy lifestyle
5. Lifestyle quality
5.1 Personal lifestyle quality
Relevant situations for
children who need
decision-taking (e.g.:
violent behaviours and
accidents caused by
these ones within
schools or in social
backgrounds).

Arguments for
decisions taken (e.g.
accidents in the
transport means, on
trips or when
sightseeing etc.)
Alternatives for
problem-solving,
involvements
83

_________________________________________________________________________________________

5th 8th Classes

During the 5th-8th casses, School
Counselling and Guidance Course is taught by
the form-teachers.
School Counselling and Guidance Course is
scheduled 1h/week in the common school
frame-work, according to The Personal
Develpment syllabus, adopted through the
Educational
Ministery
Order
no.
3638/11.04.2001.
All the activities carried aut within this school
subject aim at contributing to the students`
personal development in order to successfully
reach students` professional integration into the
social background.
All the learning contents foreseen/ scheduled
in the curricular area.
School Counselling and Guidance Course for
the 5th-8th classes are easily adaptable to
students, community and society`s needs.
5th
Class

6th
7th
8th
Class
Class
Class
Curricular Objectives
I. Developing self-knowledge skills and
having a positive attitude towards oneself
and the others
1. Thematic Modules
1.1 Self-knowledge
Contents
Selfesteem:
what is
self-esteem
and in what
kind of
situations it
is
manifested
Positive
attitude
towards
oneself

Selfesteem.
Labellin
g. How
can
selfesteem
be
improved.

Selftrust,
personal
success

Selfevaluation:
interests,
strengths,
weakness,
personal
characteristics

1.2 Change/ Transformation, growth,

development

Preadolesc
ence
characteris
tics:
physical
changes,
personality

Change,
growth,
develop
ment:
childhood
, puberty,
adolesce
84

DISTRIBUTION OF THE COMPETENCES

IN SCHOOL GUIDANCE PROGRAM IN 7
COMPETENCY AREAS
(5th and 8th Grade)
Benefits from the educational and
social opportunities surrounding
Explains the characteristics of an
effective group members and
leaders
Uses appropriate working methods
to their learning styles
Explains how a top-class dreams
and expectations would be
Explains the factors that are
associated with educational success
Explains how behavior is affected by
emotions
Explains how to cope with peer
pressure
Knows what to do when faced with
personal, social and educational
problems
Gives examples about how to reject
properly
Understands his/her friends
Evaluates the communication with
others
Recognizes positive behaviors
needed to live in peace
Explains the importance and
necessity of voluntary work for the
community
Recognizes the impact of mass
media on society
Explains the importance of study for
people and society
Explains the importance of setting
goals
Explains the criteria in determining
goals
Sets short, medium and long term
goals
Has hobbies
Indicates the importance of free time
activities in achieving the future
goals
Self-assess success and failure in
terms of cause factors
Realizes the thoughts that affect

5
5

5
5
5
5
5
5

5
5
5
5
5

5
5
6
6
6
6
6

6
6

_________________________________________________________________________________________
developnce,
success in exams
ment,
youth,
Evaluates the results of the errors
6
relationshi
maturity,
and searches for solutions
ps with
agingIf necessary, refuses
6
colleagues noticeabl
Explains
the
elements
to
be
6
, expectae general
considered
in
the
problem
solving
tions.
characteprocess
ristics.

Explains the consequences of anger

reveal
Uses relaxation and breathing
exercises when angry
Understands the teachers feelings
and thoughts
Recognizes the importance of using
mass communication tools
appropriately
Explains the relationship between
vocational courses at school
Recognizes the impact on the
success of test anxiety
Explains the importance of selfknowledge via testing and nontesting techniques applied in the
school
Collects information about entrance
examinations to secondary schools
Recognizes the physical change
Appreciates himself in situations to
be successful
Realizes his/her talents
Realizes the conflict situations
Evaluates conflict resolution
methods that s/he uses
Understands the family members
thoughts and feelings
Describes how communication
barriers can be overcome
Explains the importance and
necessity of rules governing social
life
Explains the school lifes impact of
being a good citizen
Recognizes the impact of harmful
habits on human lives
Recognizes the role of attention in
the choice of profession
Recognizes the importance of
career choice
Recognizes the effects of the
decision on the future plans
Implements the stages of the
decision-making process

II. Developing interrelating skills within

different contexts
2. Communication and social skills/
abilities
2.1 Emotions
management

Relationshi
ps between
events,
thoughts
and
generated
emotions.
How can
we
emotionally
overcome
difficult
situations?

2.2 Social
skills

Importance
of each
member
contribution
to the
group
activity
they
belong to.
Advantage
s of group
collaboration.
Solidarity.

2.1 Social skills

Selfcontrol
importan
ce.Selfcontrol
techniqu
es.

How can
we
recognise
a leader?

Individu
al and
social
responsa
bility
within
school ,
family and
community

2.2 Communication

Agressive
vs. nonagressive
behaviour

What
does
efficient
communic
ation
mean?

Communi
cation
skills:
listening,
positive
feedback,
asking
questions
Taking
care and
giving
support
within the
family
Cultural
and
ethnical
diversity.
Intercultur
ality

Prejudice
s and
stereotyp
es: impact
on
communic
ation

6
6
6
6

6
7
7

7
7
7
7
7
7
7
7
7

7
7
7
7
8
8

_________________________________________________________________________________________

III. Developing skills to the information

use in the learning process
3. Information and learning management

Explain the factors affecting the

academic achievement from the
physical standpoint
Knows the factors affecting success
in exams
Determines whether the level of test
anxiety is to reduce the performance
and get help if necessary
Realizes that the emotional and
physically changes is a natural part
of adolescence
Recognizes the importance of
criticism in self-improvement
Prepares CV for the job applications
Benefits from the results of the
techniques implemented in schools
Determines the tasks that can be
done after the Primary
Realizes abilitys role in the choice
of profession
Refers to the education and
personal characteristics required by
the profession's interests
Collects information about the
professions of the future
Evaluates general secondary
education programs in achieving
professional goals
Evaluates vocational technical
programs in achieving professional
goals

3.1 Information management

Modalities
of
information
identification. Roles
of
information
regarding
the
acquisition,
learning
and
familiarizati
on process

Information
regardin
g
selection
criteriaadvantag
es and
limits.

Time
managem
ent
elements

Informing
sources
regarding
specializa
tions,
profiles
from
highschoo
ls/
vocational
schools
(publicatio
ns,
websites,
data
bases,
education
al offers
within
fairs);
advantag
es and
limits of
using TIC
in order to
inform
about the
9th class
options
Analysi
ng criteria
of the
informatio
n
regarding
education
al offers:
relevance,
upgrading
, complexity,
accuracy
etc.

3.2 Efficient learning

Favoura
ble/
unfavourab
le factors
for an
efficient
learning

Learnin
g activity;
Characteristics of
an
efficient
learning

Creativity
stimulating
technique
s
86

8
8

8
8
8
8
8
8

8
8

_________________________________________________________________________________________

IV. Developing skills for exploring and

career planning
4. Career planning
4.1. Career exploration

Characteri
stics of an
activityengageme
nts,
responsabi
lities,
working
place,
special
equipment,
schedule

Occupations
evolution

Job,
occupatio
n and
career
characteri
stics

Educational
preparation
necessary
for an
occupation/job
Analysi
ng criteria
when
choosing
a career.
A
personal,
wellinformed
and
responsibl
e decision
regarding
career
choosing
.

4.1.Care
er
planning
Personal
portfolio
for the
5th-8th
classes:
drawings,
questionai
res
results
and selfassessme
nt lists
regarding
interests
and skills,
obtained
diplomas
and
certificate
s, results
on
different
volunteer
ship
activities,
suggestio
ns,
reccomm
andations
9th
class
Applicatio
n Forms
filling up
modalities
completare

V. Practising management skills for

having a healthy lifestyle
5. Lifestyle quality
5.1 Social
5.1
5.1
5.1.
relationshi Personal
Social
Personal
ps quality
lifestyle
and
lifestyle
quality
working
quality
backgrou
nd
relations
hips
quality
87

_________________________________________________________________________________________
Group
Decisio Social,
Determi
affiliation.
n-making
cultural
native
Group`s
situations. and
factors of
role in
High-risk
economic personal
identifying
problemal factors
developm
and
solving.
regarding ent
Stress
accomplish (e.g.
professio
ing
abuse or
nal
efficient
personal
exploitatio interests
adaptatio
interests.
n
n
and
relationshi career
supportin
ps) and/or evolution
g sources
Person
crisis
in stress
(accidents al
situations;
stress
/natural
steretype
calamities s and
managem
etc.)
career
ent in
Respec planning
evaluation
ting
situations
Crisis
regulation
situations;
emotional
and
behaviour
reactions
in critical
situations
(natural
calamities
, violence,
accidenta
etc.) and
reaction
modalities
; human
trafficking.

5.2.
Personal
lifestyle
quality
Chooso
ng best
options
(safety
seatbeltAle
respecting
traffick
regulations
,
respecting
fireprecention
regulations
, fge-rea
alternativei
optime
(rst-aid
88

_________________________________________________________________________________________
regulations
etc.)

Working tasks can be done individually, in

pairs or in team, carrying out different activities
such as:
role play, simulation,
brainstorming,
art-creative methods,
exercises,
interests and skills questionaire,
conversation, discussion, debate.
Learning contents unfold, as well, general
aspects regarding community and volunteership
implication, where students themselves can take
roles as an active and responsible citizen.
9th 12th Classes
As far highschool system regards, the
curricular area School Counselling and
Guidance Course includes:
- general skills;
- values and attitudes;
- specific skills;
- contents;
- methodological suggestions.
School Counselling and Guidance Course
aims at spporting the youngs through a socioprofessional insertion, through making them
aware about the connections bewteen what they
learn and all skills and knowledge acquaired in
order to put all the information into real life
practice12.
9th
Class

10th
Class

11th Class

12th
Class

General Skills
1. Exploring personal resources with high
influence on career planning
Thematic Modules
1.Self-knowing and personal development
Contents
1.1 Self-knowing
Selftrust
Factors
influencin
g selftrust
12

Qualities
and
personal
values
Person

Personal
selfassessment
carrying aut
modalities

Person
al
resources
managem
ent
technique
s; taking

Ibidem.
89

DISTRIBUTION OF THE COMPETENCES

IN SCHOOL GUIDANCE PROGRAM IN 7
COMPETENCY AREAS
(9th and 12th Grade)
Learns about regulations at school
Exhibits a positive attitude about
school
Benefits from educational and social
opportunities in and around school
Determines the factors leading to
success and failure.
Develops
strengths
and
weaknesses in the educational field.
Explains the efficient studying
techniques
Evaluates study habits in terms of
efficiency
While creating their goals for the
future in schools, benefits from
implemented technical tests results
Recognizes the values
Cope with physical and emotional
changes during adolescence period
Analyzes interpersonal
communication, in terms of
elements and types
Evaluates the factors to be
considered in terms of effective
communication.
Evaluates communications, which

9
9
9
9
9
9
9
9

9
9
9

_________________________________________________________________________________________
al
responsa
he founded, in terms of
success
bilities
communication barriers.
and
Explains anger caused by physical,
assuming
emotional and intellectual effects
conseque
Evaluates the methods used to deal
nces
with anger in terms of the impacts
Strategi
Use constructive ways to deal with
es
anger
regarding
adult-life
Explains effective conflict resolution
preparati
steps.
on and
Evaluates the conflict resolution
engagem
stage used in daily life are in terms
ent

1.2
Change
and
growth

1.2 Personal resources

Management

Adoles
cence:
physical,
mintal
and
emotional
developm
ent
character
istics

Types of
personal
resources
Optimal use
of personal
resources

Educatio
nal
program
mes for
personal
resource
s
manage
ment

II. Integrating interrelashionship skills for a

personala and professional development
2. Communication and social skills

Collabo
2.1 Communication

Efficient
communicat
ion
modalities

Efficient
communic
ation
within the
family:
how to do
it

2.2
Emotional
self-control

2.2
Emotions
managem
nt

Emotional
self-control
techniques

Practising
emotional
self-control

Respecting
alternativ
e pointsof-view
Rights
and
responsib
ilities
between
family
members;
sex
equality

rating
behaviours in
affiliation
groups
Addapting
modalities
for
changing
situations
Leaders
qualities;
developin
g leader
qualities

of the effectiveness
Cope with peer pressure.
Acquire the necessary habits for a
healthy life.
Sorts factors that affect the field
selection.
Explain how career selection will
affect the his/her future
Recognizes the importance of selfknowledge in the field selection
Establishes a relationship between
the profession and interests,
abilities, values and personality with
selected field
Assesses himself and his conditions
in a realistic manner in field
selection
Explains the relationship between
jobs and the field selection
Gathers information about the field
which he can choose at school
Rearranges educational and
vocational planning file
Benefit from educational and
vocational planning files while
selecting field
Chooses a field appropriate to his
interests, skills, values and
personality
Effectively participates in the group
work
Explains the importance and
necessity of cooperation in group
work
Explains the aims for the future
Evaluates decisions in terms of
effective decision-making steps
Uses effective decision-making
elements in his decisions
Explains the impact of values on his
life

9
9
9
9
9

9
9
9
9
9
9

9
9
9
9

10
10

10
10
10
10

_________________________________________________________________________________________
in different
Recognizes that how an individual's 10
situations
self-perception affects his behaviors

III. A correct and practical use of the

information for success gaining
3. Information and learning management
3.1 Information management

Information
al and
communicat
ional
resources
regarding
learning,
work and
career

Informati
on search
on the
Internet
regarding
learning,
work and
career
Elearning as
an
alternative
educational
system;onl
ine
learning:
advantage
s and
limits

Resource
s
regarding
collecting
informatio
n on
education
al or
professio
nal
options
Selectin
g criteria
regarding
information
sources

Relevant
resources
regarding
learning,
work and
career

3.2 Learning Management

Types of
learning
Types
and
performanc
e levels in
learning
School
requests

School
success;
school
performan
ce:
characteris
tics,
favourable/
unfavoura
ble factors

Different
learning
styles for
achieving
learning
success

School
successpersonal
and
professio
nal
success
relationshi
p:
analysing
criteria for
a
personal/
professio
nal
success
Role of
school
success
in
reaching
further
personal
and
professsio
nal
success:
students`
percep-

Critical
thought
and selfcontrol on
personal
learning
Longlife
learning
(characte
ristics,
national
and
Eurpean
rule)

Realizes others' opinions about

himself how it affects individual
perception
Understands the importance of
developing healthy relationships
with the opposite sex friendships
Appreciate others' achievements
and positive behavior
Behaves flexible and tolerant in
interpersonal relationships
Defines where he can get help while
faces with physical, verbal and
emotional violence
Defines where he can get help while
faces with physical, verbal and
emotional abuse
Uses effective conflict resolution
step
Resists inappropriate requests to
personal values, beliefs and
attitudes by using communication
skills
Becomes aware of social and
educational problems he or peers
may face
Applies to unit where he can ask
help when faced with educational
and personal-social problems.
Recognizes the impact of the mass
media on personal and social values
Protects himself from harmful habits
Explains how to act in emergency
situations
Distinguish situations that require
adult assistance and peer support
Explain the role of values in career
choice
Recognizes the relationship
between values, talent, professional
satisfaction and personality traits
Collects information about the
training required by the interested
career
Collects information about the
personal characteristics required by
the interested career
Evaluate the effects of prejudices
career at choice
Researches institutions and
vocational courses that prepare
post-secondary education and work

10
10
10

10
10

10
10
10
10
10
10

10
10

_________________________________________________________________________________________
tion,
Collects information on professional
teachers`
information resources
percepBenefits from professional sources
tion,
of information
decision/
Learns about vocational and
making
academic program options for
factors,
Higher Education
public
Determines the objectives for the
opinion

IV. Project ellaboration on personal and

professional development
4. Career planning
4.1
4.1 Career planning
4.1
Career
Alternaplanning
tive
and
educadevelop
tion
ment
Career:
definition

Factors
influentin
g career
choosing

Career
planning
after
graduating
compulsory
sch ool
levels:
objectives,
resources,
obstacles,
actions

Alternative
options
(consequen
ces,
advantages,
limits):
continuing
educational
path under
superior
highschool
levels/
professional
insertion;
Resource
s necessary
reching the
proposed
objectives

Economi
cal, social,
technologi
cal
changethe
ir
influences
on career
dynamicity
Options
and
resources
of reaching
short and
long-term
career
planning

Postcompusor
y
learning:
posthighschoo
ls,
short/long
-term
universita
rian
system,
adult
education
, entry
conditions
, graduating
study
diplomas
and
European
correspon
decies
diplomas

4.2
Personal
marketin
g
elements
Person
al
portfolio
92

future, taking into account social and

economic resources of the
community
Evaluates the accessibility of the
goal set for the future
Collects information about entrance
examinations to higher education
institutions
Makes study plans for preparing
entrance examinations to higher
education institutions.
Evaluates his study plan for
entrance examinations to higher
education institutions in terms of
applicability
Determines his own exam tactics for
entrance exam to higher education
institutions
Evaluates daily life problem-solving
methods in terms of effectiveness
Uses effective problem-solving
steps
Indicates the importance of love in
human life
Establishes a connection between
personal freedom with the rules
governing social life
Analyzes the suitability of wrong
messages and models presented in
mass media in accordance with
individual and social values
Acts in accordance with the rules
governing social life
Evaluates his own behavior in terms
of sensitivity towards nature
conservation and the environment
Participates in volunteer work for the
community
Indicates his/her rights
Specifies the common health
problems facing the world
Refers to the ways of the world
community and the protection of the
interests of common health
problems

10
10
10

11
11

11
11
11
11

11
11

11
11
11
11

_________________________________________________________________________________________
and
Explains the causes and symptoms
personal
of stress
plan for
Evaluates the response in terms of
finishing
efficacy used under stress
superior
Uses appropriate methods to cope
highschoo
with stress
l level;
Collects information about the
integratin
growing importance and declining
g and
correlatin
occupations
g priotities
Collects information about the
and aims
conditions of higher education
(educatio
programs
nal,
Collects information about courses
professio
and organization that prepares them
nal,
for professions
family) in
Uses the mass media in reaching
order to
professional goals
obtain
personal
Evaluates the conditions of the
and
various higher education institutions
professio
in achieving professional goals
nal
Finds information about the
success
admissions process of national and
CV,
international trainings
cover
Obtains information about
letter, job
scholarships and dormitories benefit
interviewfrom higher education
formal
requests,
Explains the effects of the economic
European
and social needs of the professions
standards
Collects information about where

they can do an internship

Europass
Learns about occupations in which
docuthe validity of the international labor
ments:
market
European
Explains the factors affecting the
CV,
linguistic
academic achievement before
passport,
higher education institutions
diploma
entrance exam
supplAssess their feelings about the
ment,
exam in terms of their effects on test
qualificati
performance
on
Uses ways of coping with exam
diploma

V. Practising management skills for having

a healthy lifestyle
5. Quality lifestyle
5.1
Social
relations
hips
quality

Factors
improving

5.1 Personal life quality

Quality
lifestyle;
quality

Commu
nity

Career
and
professiona
93

anxiety
Indicates the importance of hobbies
in human life
Refers to contribute to the
personality and career of the cultural
heritage
Accepts people as they are
Respects the people's private lives.
Explains the elements to be
considered in the importance of
mate choice and mate choice
Recognizes the changing roles of

11
11
11
11

11
11

11
11
11

12
12
12

_________________________________________________________________________________________
social
lifestyle as a
implicati l impact on
women and men in family life
relatioshi resource in
on as a
life quality
Becomes aware of social problems
Life
ps quality personal/prof promoti
and solutions

essional
ng
quality in
Exhibits the characteristics of good
Factors
activity
modality crisis
citizenship
damagin
for
situations:
Evaluates jobs in the local area
g social
career
how can a
Determines the jobs that will suit him
relatioshi
develop critical
after secondary school
ps quality
ment
situation
(e.g.
and
influence a
Recognizes the importance of
domestic
lifestyle
person`s
productivity for society
violence)
quality
life quality;
Explains the need for a successful

improve intervention
working life skills and experience
Optimal
ment
modalities
Determines short and long-term
social
in critical
professional goals
relatioshi
situations
Evaluates his own characteristics in
ps

5.2.
Options
quality
regarding
career

5.2.Social and working background

quality relationships

Career
choosing
from the
perspecti
ve of the
intended
lifestyle

Exploitatio
n through
work, sexual
exploitationnegative
consequence
s on young
people`s

Volunteer
ship:
definition

Communit
y actions
in critical
situations:
natural
calamities
(floods,
earthquak
es) traffic,
railway,
aerial,
nuclear
accidents;
kidnaps;
terrorists
acts

Exams
preparati
on and
failure
managem
ent

5.3.
Chance
equality
regarding
career
develop
ment
General
dimensio
n in
career
94

terms of employment, maintaining

and developing
Recognizes the importance of
business ethics and professional life
Collects information about the labor
market, working area and conditions
Explains the relationship between
lifelong learning and career
Writes CV for various purposes
Explains the job interview
techniques
Collects information on employer
and employee rights and
responsibilities
Explains the importance of finding a
job in the professional experience
and business success
Defines the places to do internship
Benefits from "educational and
vocational planning file" when
choosing a higher education
program
Evaluates institutions and courses
which prepares students for work
Evaluates the programs and
conditions of Higher Education
Recognizes the importance of
realistic assessment in choosing
higher education programs
Evaluates the appropriateness of
the higher education programs
related to personal preferences
according academic and vocational
preferences

12
12
12
12
12
12
12
12

12
12
12
12
12
12

12
12

12
12
12

_________________________________________________________________________________________
developin
g and
planning;
genre
stereotyp
es career
barriers

Interactive
working
strategies
are
reccommended for carrying out methodological
activities:
- brainstorming;
- debate;
- problem-posing;
- role-play;
- simulation;
- case-study;
- critical thought techniques;
- metaphorical exercises;
- values clarification techniques etc.

_________________________________________________________________________________________

5.3. An analysis of the school subjects

5.3.1. Horizontal competencies13
1. The ability of using creative thinking in the process of knowledge (to prove
creative thinking):
1.a. using, evaluating and permanently improving own strategies in solving problems;
1.b. elaborating action models and making adequate decision models in a dynamic
world;
1.c. forming and using skills of critical judgment;
1.d. using various argumentation techniques in different social contexts;
1.e. developing a receptive, non-critical, non-appreciating attitude, generating multiple
associations, different versions and solutions;
1.f. developing fluidity (the skill of easily activating knowledge from the memory in a
divergent way and in various forms);
2.
The ability of adequately using different types of communication in real
situations):
2.a. forming and using skills of social, verbal and non-verbal communication;
2.b. knowing and efficiently using the codes, the languges and the conventions which
belong to the terminology of various domains of knowledge;
2.c. forming the ability of understanding ( to understand and to understand oneself) and
to make others understand various messages in various situations;
2.d. developing the ability of identifying and distinguishing the relevant information from
the irrelevant in various domains of knowledge;
3.
The ability of integrating communitary values (to understand the meaning of
belonging to various types of groups and communities):
3.a. participating to the social life of the class, the school and the local community they
belong to ; understanding and evaluating the interdependence between identity and alterity,
between the local and national leve, between the national and global level;
3.b. developping a positive attitude towards solving the problems which affect the local
and nationalcommunity;
4.
The ability of adapting to various social situations (to prove the ability of
adaptation to various situations):
4.a. using a large variety of languages and instruments to send ideas, experiences and
feelings;
4.b. knowing various social roles and their implications towards the daily life;
4.c. proving the ability of team-work, respecting the other s opinions;
4.d. expressing the willingness to follow a target through various means;
4.e. using flexible thinking and behaviour but also admitting their own limits;
4.f. developing a positive thinking towards new things, towards changes, in the context
of a socio-economic life in a full process of transformation;
5.
The ability of building and promoting a quality life (to contribute to the
building of a quality life):

Product developed within POSDRU/87/1.3/S/62350 Model of advisory focused on Advisory and Education Students CareerBeneficiary: Teacher Training Center of Mehedini Conuty.

_________________________________________________________________________________________

5.a. developping a positive attitude towards themselves and the others: tolerance,
responsability, rigor etc.;
5.b. forming and expressing an opinion for a healthy and balanced life;
5.c. accepting and promoting a natural environment favorable to life;
5.d. knowing and respecting the fundamental human rights;
5.e. expressing aesthetic judgement about various aspects of natural and aesthetic
reality;
5.f. forming an open sensitivity towards artistic and aesthetic values;
5.g. developing and promoting an ecological attitude both towards their own person and
the environment;
6.
The ability of integrating the IT in the social life in an adequate way (to
understand and to use IT adequately):
6.a. using IT equipment in their quality of communication tools;
6.b. knowing and using technology met in daily life;
6.c. understanding the ethical consequences of science technology development upon
humans and the environment;
6.d. forming the habit of efficiently using IT in an adequate and ecological way area both
for a personal and professional purpose;
7.
The ability of investigating and valorization of their own experience (to
develop the abilities of investigation and value their own experiencle):
7.a. developing a methodology of intelectual work and the ability of exploration the
surrounding reality;
7.b. acquiring a culture of physical and intellectual effort, as an expression of the desire
of personal and social achievement;
8.
The ability of building/planning a career (to build a set of individual and social
values and to guide their behaviour and career according to these criteria):
8.a. proving the competence of sustaining their own options;
8.b. understanding the way in which the social and cultural environment (family, social
norms, linguistic codes, historical traditions etc.) influence both their and other people s own ideas
and behaviour;
8.c. knowing and analyzing the opportunities offered by vocational profiles, according to
individual skills;
8.d. making personal action plans and finding motivation for life-long learning;
8.e. identifying and giving value to their own action resources, educational and
profesional resources, educational and profesional opportunities by reaching the career objectives
established in their own professional path.

_________________________________________________________________________________________

5.3.2. An analysis of the syllabus in the Romanian educational system

DOMAIN: MUSICAL EDUCATION

Proposer: Dondoe Liana Poema
Teacher at the Traian General School, Craiova
Horizontal Competence

Methods and
Techniques

Contents/Proposed Topics and

Activities

1.f. Developing the fluidity (of the

ability
of
easily
activating
information from the memory in a
divergent way and in various
forms);

- Exercises of memory and

attention;
- Exercises of intonation;
- Exercises of oral, written
recognition;

Contests with gropus of students

having as topics:
- Favourite singers of folk, dance
or cult music;
- Famous biographies;

4.c. Demonstrating the capacity

of working in a team, by
respecting each and everyone' s
opinions.

- Exercises vocal culture

play;
- Exercises of beating the
time and directing;

- Participating at choral activities;

- Participating at school festivals,
contests
and
cultural-artistic
manifestations,

2.a. Forming and using the - Musical games

abilities of social, verbal and non- Rhythmic
exercises
verbal communication.
associated or not with
body movements;

-Vocal, individual and group

interpretation of songs belonging
to various musical genres (folk,
dance, cult, religious);

2.c. Forming the ability of

understanding (of understandaing
the others and oneself) and make
the others understand different
messages in various situations;

- Melodic exercises of
intonation and recognising
melodies;
- Exercises of phrasing
and varying,

- Singing at the same time with the

artist;
- Classifying the musical works
that have been sung and heard,
according
to
their
thematic
content;
4.d. Expressing the intention of - Exercises of vocal - Presenting the songs within
following a goal by various technique:
respiration, festivals,
means;
emission, phrasing;
7.b. Acquiring a culture of - Jrhythmic games;
physical and intelectual effort, as
an expression of the desire of - Dancing while listening;
personal and social development;

- Improvisations of rhythmic
movements according to the
character of the song;
- Marking the rhythm of the songs
with
percussion
instruments:
triangle, drums, tambourines.

4.a. Using a variety of languages - Exercises of instrumental

and tools in order to transmit technique;
ideas, experiences and feelings;
Exercises
of
differentiating the vocal
timbre
from
the
instrumental one;
5.e. Formulating esthetic ideas - Musical audition
regarding different aspects of

Vocal
interpretation
with
instrumental accompaniment
- Enriching the singing with
interventions at different musical
instruments;

- Identifying within the auditions

the specific timbre of certain

_________________________________________________________________________________________

natural and social reality;

- Exercises of recognising musical instruments from

the timbre of some symphony orchestra and
musical instruments;
music;

the
folk

3.a. Participating to the social life - Auditive demonstration;

of the class, the school and the - Inquiry-interview among
local community;
the students about the
heard singers;

-Philharmonics in the school

lesson-concert in the Music
Classroom of the Traian General
School sustained by instrumentists
from the Oltenia Philharmonics;
- Presenting the biography of
some famous singers;

5.f. Forming a sensibility opened - Musical audition;

towards the esthetic and artistic
values;
- Vocal and instrumental
demonstartio;
- Systematic observation
on an individual or group
paper;

-Are you afraid of classical

music? - participating to educative
concerts
sustained
by
the
Phylharmonic Orchestra and the
Academic Choir where they can
see a parade of musical
instruments and of singers;

8.c. Knowing and annalysing

different opportunities offered by
different vocational departments
depending on the individual
aptitudes;

- Role-play;
- Auditioning some shows of opera
- Simulation (acting a life and ballet at the Opera House of
situation very similar to the Craiova;
real one);
- Meeting singers and instrument
artists;

1.c. Forming and using some Methods

of
oral
critical judgement abilities;
communication:
conversation,
debating,
problemization;

- Annalysing some concerts

according to the student's own
criteria:
expressing
the
preferences;

- Demonstartion through - Evaluating the personal ideas in

audio-visual means;
the strict (according to the plan) or
free commenting of the heard
musical pieces;

_________________________________________________________________________________________

Subject: Personal Development

Planned by teacher Alexie Elena
Secondary School Traian Craiova
Horizontal skills

Methods and techniques

Contents/Topics and activities

2.c. forming the comprehension

capacity (understanding, selfunderstanding) and help others
understand different types of
messages;

Communication methods:
- oral expository (explanation,
description, storytelling, lecture,
instructing);
- coversational (dialogue,
debate, questioning),
- written, oral-visual (TV/radio
teaching, video techniques);

- Thematic debates: What job is

right for me?, What motivates me
to learn?, Uder what conditions
can I be effective?;
- Organizing discussions with
notables or professionals at
school;
- Analyzing different works
(autobiographies, diaries, books,
news items, TV and radio shows,
documentaries, economic
journals, advertising journals etc.)
which relate to the subject of
Counselling and orientation;

8.b. Understanding how the

social and cultural background
modifies behaviour and
influences ideas;

Research methods:
-first-hand (observation,
experiment, case study,
inquiry);
-indirect (graphical
demonstration, modelling);

- Spending a few hours at the

workplace of a parent or in
another company to familiarize
oneself with the real working
conditions;

4.c. Proving teamwork

capabilities and exchanging
ideas;

Action methods:
-real (exercises, practical work,
projects, creative activities);
- simulated (roleplay, learning
simulators);

- Computer games about

Occupations;
- Lego building The city of the
future;
- Thematic projects: I choose a
career, Me and my career,
Work and working conditions;
- Practical activities A handful of
trade, a handful of gold.
(construction, decoration, collage,
sewing, food preparation etc.);
- Roleplay with the theme: Its
known every job has its role!;
- Crossword puzzle about
Occupations;
- Mazes: The way to
school/hospital/post office;
- Educational games: The
pyramid of occupations, The
wheel of jobs, What do you
know about, There are so
many jobs children love,

100

_________________________________________________________________________________________

Peasants on the field;

- Crossword on professions ;
- Tangram technique: Towers,
Crafts and craftsmen (collage);
- Riddles and poetry recitation
contest;
- Conversation: Tools arent
toys;
- Modelling activity Tools
- Making compositions using the
acquired practical techniques Work is a gem, if you enjoy it!;
- Memorization: How do jobs
smell? by Gianni Rodari;
- Compilation of statistics on the
most popular trades in recent
years, based on tables / charts;
- Multidisciplinary optional
subject: Choosing a job - Key to
Success, Get ready, make your
way to success!;

4.a. Using different types of

languages and tools to convey
ideas, skills and feelings;

6.a. Employing IT equipments Rationalization Methods

(algorithmic methods,
as communication tools;
programmed schooling,
computerassiste instruction);

4.f. Building a positive attitude

towards change in todays
dynamic economy and society

- Educational programmes:
Todays hobby, tomorrows
career!, Choose a career!;
- Self-knowledge activity: How I
see myself/How my peers see me
?, Identificarea intereselor
profesionale, Decision making;
- Filling and interpretation of a
questionnaire to identify the style
of decision;
- Participation in activities of
information and guidance: Open
Day, Job Fair;
- Promoting internship
programmes through partnerships
with public institutions, firms and
NGOs ; organizing recruitment of
students for internship
programmes at their request;
- organizing specialized camps
for painting, sculpture, music,
dancing, origami etc.);
- simulation of various life and
work situations;

101

_________________________________________________________________________________________

SUBJECT: FRENCH LANGUAGE

Author: teacher Oprea Elena Alina
Traian Vuia Highschool Craiova
Horizontal Competence

Methods and techniques

Contents/ Topics and activities

1.d.
Using
various - Question and answer
argumentation techniques in exercises.
different social contexts.
Fill in exercises,
clozed texts, wording;
Building
a
paragraph exercises;
Writing exercises
for elementary level
based on a plan and on
support questions;
Exercises in which
students tell each other
about different activities;
Dialogue, guided
or
free
conversation,
interview, role play.
Debates,
descriptions, comparison,
narration;
Presentation under
the form of a monologue;
Writing
mail

formal/informal
(messages, letters, e-mail,
greeting cards, postcards,
invitations,
requesting
information);
Writing exercises:
paragraphs, summaries;

Describing
situations;

2.c.
Developing
comprehension
skills
(understanding
others
and
oneself)
making
others
understand different messages in
various situations;

Authentic
texts
of
intermediate level: audio / video
conversations, or read loudly by
the teacher, oral reports, general
information texts, press articles;

Narrative and descriptive

texts/paragraphs;

Oral
presentations
(of
average difficulty and length) on
familiar topics;
Variable length texts, which also
contain
unknown
vocabulary
items:
formal
and
informal
messages, utterred by people

- Identifying exercises;
- Differentiating exercises;
Reading
or
listening
for
general
comprehension exercises;
-Exercises
that
help
students identify the main
ideas (oral or written);

102

objects,

people,

Telling a story orally;

Paragraphs;

Newspaper
focused on different
areas;

articles
thematic

Formulas
and
other
functional texts;
Exchanging spoken or written
information concerning: factual
informationincluding
personal
details; instructions, explanations,
advice,
social
arrangements;
relating events or activities
connected with daily life situations;
Descriptions of people, places,
processes, activities, situations.
Oral /written presentation,
relating stories/narration;

Frequently used formulas;

Letters, questionnaires, minutes,
C.V-s.;

_________________________________________________________________________________________

around; audio-video recordings on

topics of interest, radio and TV
programs, talk-shows; telephone
conversations, including telephone
messages.
2.d.
Developing the ability to
identify and distinguish between
the relevant and the irrelevant
information in various fields of
knowledge;

Comprehension
exercises (understanding
the ideas of a written or
oral
text,
structured
dialogue,
conversation,
description,
discussion,
report, chart, presentation,
narratives);
-Matching
paragraphs
exercises authentic or
literary texts;

4.a.
Using
a
variety
of
languages
and
tools
to
communicate ideas, experiences
and feelings;

-Pairwork and groupwork

exercises: dialogue, face
to face or telephone
conversation
interview,
letter, replying to letters;
Role
play,
discussion;
Groupwork

ordering ideas/ sentences;

Designing
an
interview - exercises;
Writing exercises/
letters according to certain
steps to follow;
Writing down notes
exercises;
Group projects;
- Face to face interaction/
in pairs or small groups;
long distance interaction
(on the phone,through
letters or by exchanging
messages);
- Interaction in front of an
audience (presentations);
long distance: mail, on the
phone;
- Contexts: informal social
situations,
familiar
situations,
arguments;
informal meetings and
professional contacts;
- Exchanges of views:
arguments
supporting
ideas / personal opinions;
103

Texts of various types

(medium
length)
containing
general information from various
sources;

Audio-video recordings of
news bulletins;

Literary texts;

Texts which are suitable

for the group profile;
Audio /video adaptations of
literary texts (excerpts from films
and documentaries);

Structured dialogues;

Everyday
conversation;

Exchanges
of
views;

Personal messages/ letters;

Products/
services
presentations, on a given topic,
spoken at normal speed;

Communicative functions
required to improve those skills: to
introduce
oneself
/
his/her
colleagues, the
environment,
initiate/ carry on and conclude a
conversation, give /ask actual
information about people, objects,
places,
events,
personal
experiences, describe people,
objects, places, activities, personal
experiences, to report activities
/events, make a wish /to
congratulate ask /give
refuse
permission, to express prohibition,
to
express
agreement
/
disagreement,
asking
/giving
explanations,
request
/offer
something (an object /support /a
favour etc.) politely; to give
information or describe people,
places, objects, ask for
or
express points of view, personal
opinions, expressing moods and
feelings, to give advice, make
suggestions, give instructions,
encourage somebody, report an
activity/a project, summarize an
oral message, a da/a cere

_________________________________________________________________________________________

preferences, assumptions,
predictions; face to face
interviews or by telephone;
Conventions
and
language: how to begin,
end or carry on a
conversation;
nonverbal
language; how to politely
interrupt a conversation;
using
the
appropriate
vocabulary according to
the social or personal
context or vocabulary
appropriate to a certain
field/domain;

8.b.
Understanding how the
social and cultural environment
(family, social norms, codes of
language, historical traditions)
influence ones ideas and
behaviour as well as those of the
others.

-- Identifying exercises;
- Differentiating exercises;
Reading
or
listening
for
general
comprehension exercises;
Exercises that help
students identify the main
ideas (orally or written);

104

informaii
practice;
approach
someone;
identify
/describe
places, objects, people, place an
event in time, to report an event
/action /a series of actions, to
make a speech on a certain topic,
to express admiration, interest,
gratitude, to support a point of
view, give instructions, directions,
require repeating and rephrasing a
message, express a point of view
by identifying relationships of the
type cause-effect, hypothesisconclusion, summarize a story,
conversation, to emphasise a part
of a message /to insist, to express
quantity.
Topics of the studied texts related
to the occupational field:
- Being familiar with of significant
aspects of professional life
(activities and occupations);
- Individual and professional
training projects;
- Significant aspects, concerns,
projects related to jobs and the
professional future;
- Jobs and occupations relevant
issues;

_________________________________________________________________________________________

SUBJECT: ENGLISH LANGUAGE

Author: Irina Dorovschi
Traian Vuia Highschool Craiova
Horizontal Competence

Methods and techniques

2.c.
Building
up - Writing personal letters;
comprehension
skills - Oral presentations;
(understanding
or
self- - Description of objects,
understanding) and the ability to people;
make others understand different - Story telling oral /written;
messages in various situations;
-Dialogue;
- Everyday conversation;
- Role play;

Contents/Topics and activities

Interpersonal
relationships;
Daily life activities;

2.b. Being aware of and using reading

and
comprehension
exercises
efficiently and correctly codes,
on
general
conventions
of
language, based
information texts;
terminology belonging to different
- Reading or listening for
fields of knowledge;
general
comprehension
exercises;
-Exercises
that
help
students identify the main
ideas (oral or written);
- Group projects;
- Role-play;

Countries and cities - Travelling;

Aspects of contemporary life
(social,
literary,
technical,
environmental);

5.a.
Having and expressing Group projects
the choice of a healthy and Oral presentations
Conversation
balanced life;

Personal
life
(food,
health,
education, leisure activities);

1.c Training and use of critical -Writing oral and written

presentations;
judgment skills;
-Interviews;
-Writing
dialogues,
conversations;
-Comprehension exercises
based on
audio-video
recordings of tv or radio
news reports;
-Role-play;
8.a.
Proving
the -Debate;
ability/competence to support -Dialogue;
- Role play
your own choices;

Mass-media;

8.a.

Teenagers
sports);

Understanding how

the Reading
and
comprehension exercises
105

Aspects
connected
to
jobs/occupations and professional
future;
world

(culture,arts,

_________________________________________________________________________________________

social and cultural environment

(family, social norms, codes of
language, historical traditions)
influence ones ideas and
behaviour as well as those of the
others.

based
on
general The cultural life and the world of
information texts;
arts (film, music, exhibitions);
- Reading or listening for
general
comprehension
exercises;
Exercises that help
students identify the main
ideas (orally or written);
- Group projects;

SCHOOL SUBJECT: HISTORY

Author: Teacher Vdeanu Liviu
Traian Vuia Highschool, Craiova
Horizontal Competence

Methods and techniques

1.f. The development of fluidity - Role play and simulation of a

(the
skill
of
activating historical event;
knowledge in a divergent way
and under different forms);
- Free discussions;

Contents/ Themes and

activities
-Describing a historical context
using role play;

-Filling-in a conceptual map by

using
interdisciplinary
elements;

-Problem-solving
techniques
based on the stimulation of
creativity:
thinking
hats, -Creating
a
glossary
of
starbursting, 6/3/5 method, historical terms and concepts;
Philips 6/6 method, Frisco,
synectics;
-Exchanging
ideas
with
students from other schools,
- Methods of stimulating critical who developed similar projects
thinking: S.I.N.E.L.G, mind based on history.
maps;
2.a. Developing and using both -Using active and participative
verbal
and
non-verbal methods of oral communication
communicative skills;
(discovery techniques, problem
solving, role play, debates,
brainstorming etc.);

-Crosswords
historical terms;

involving

-Extracting
essential
information from a historical
source;

-Modeling;
-Oral communication in both
formal and informal contexts;
-Group work;
106

-Creating
chronological
timelines,
models
and
mouldings based on historical
themes;

_________________________________________________________________________________________

-Expressing
freely;

ones

- Presenting the results of the

opinion students work;

- Involving students in radio or

TV shows;
3.b. Developing a positive -Case studies on respecting -Using different sources of
information in order to develop
attitude and solidarity towards and abusing human rights;
a group project based on how
solving problems that affect
we see the others;
both the local and national
community;
- Debates and discussions with
local authorities and other
participants who deal with all
the necessary means of
supporting similar activities;
4. The ability to adapt to - Diagnosis methods;
different social situations;
-Techniques involving making
decisions: Multi-voting;

-Creating exhibitions( at school

or in other public institutions) in
collaboration with teachers
from the Art and Technology
Department;

-Organising school campaigns

of promoting students rights - Disseminating the results of
the students work on a special
and responsabilities;
week designed for extracurricular activities;
5.g. Encouraging a positive -Methods
based
on
the
attitude towars the students exploration of reality: projects
themselves
and
the and investigations;
environment;

- Designing a project based on

different themes such as family
history,
school
history,
town/village history, raising
awareness of ecological issues
by studying the changes that
have affected the surrounding
architecture
and
scenery,
preserving the cultural heritage
in order to improve the quality
of life;

6.d. Developing the ability of

using technology properly,
effectively and ecologically in
order to achieve success both
personally and professionally;

- Writing an essay based on

extracting specific information
from the interviews taken with
the help of teachers from the
Language Department;

Using
technology-based
teaching skills and materials
such as: audio-video materials,
recordings, video cameras,
downloading files, creating
audio-video archives (with the
help of teachers from the
Informatics and Technology
Department),
storing,
modifying
audio-video
materials, editing, transcrips,
creating recording files with the
purpose
of
storing
and
archiving information etc;
107

_________________________________________________________________________________________

7.a. Developing intellectual -Using active methods of

skills and the ability to explore communication
(discovery
the surrounding reality;
techniques, problematization,
role
plays,
debates,
brainstorming etc.);

8.e. Identifying and taking full

advantage of the resources
and of the existent educational
and professional opportunities
in order to achieve the
established
professional
objectives of each student.

-Using
observation
and
discussion
in
order
to
understand how an archive is
organized: documents, archive
files, cyrillic alphabet;

-Special
meetings
with
survivors of the traumatic
events of the XX century;
- Publishing a book or a special
edition of the school magazine
including the interviews taken
by the students (with the help
of
teachers
from
the
Languages Department, Art
and Technology Department
and
Student
Counselling
Department);
- Field trips;
-Writing an essay based on the
importance of the archived
documents studied as a followup activity after visiting SJAN
Dolj (The National Archive
Department in Dolj County);
- Advising students to choose a
proper career and encouraging
them to continue their higher
studies after visiting the
University of Craiova on a
special occasion held by the
Professors teaching there;
- Including a cross disciplinary
optional subject in the syllabus
Career and Education through
History;

108

_________________________________________________________________________________________

SUBJECT: ROMANIAN LANGUAGE AND LITERATURE

Author: teacher: Dima Julieta Andreea
,,tefan Odobleja College, Craiova
Horizontal Competence

Methods and techniques

1.b Developing appropriate Simulation:

models of action and decision - designing a tv news edition
through dramatization, role play.
making in a dynamic world.
Brainstorming-ul:
- choosing a theme that will
provide a broad and attractive
framework in order to acquire
targeted competences.

2.a. Devising and using Oral communication methods:

social communication skills, -interview;
both verbal and non-verbal;
-debate;
-stating an issue.
Methods which imply exploring
reality:
-project;
-watching films;
-research.

2.b. Knowing and using Techniques in making decisions:

efficiently and correctly the -identifying the main ideas;
codes and conventions of -an inventory of the ideas for or
109

Contents/Topics and
activities
Theme 1.
Project: designing a tv news
edition
Actions:
-creating a group who takes
the lead;
- conducting interviews to
select human resources.
- establishing the Editorial
group;
-appointing the leader, the
editor in chief;
- identifying current, general
interest issues,
- sharing work tasks
-choosing the topic of the
news bulletin;
- creating a suitable
advertisementfor the by
using titles and attractive
slogans both suitable and
appealing;
Theme 2.
The debate: Organize a
meeting to discuss the most
important titles of news
edition.
Actions:
-choosing 2 or 3 major
topics;
- selecting guests on the
show representing different
fields: specialists, analysts
well known people;
-making invitations and
presentating topics for the
debate;
-having the actual debate
-drawing conclusions.
Theme 3.
Dissemination and
evaluation of the results.

_________________________________________________________________________________________

language
terminology against;
belonging to different fields of -presenting relevant arguments.
knowledge;
- drawing conclusions.
Solving exercises:
-correcting spelling mistakes or
punctuation for every news;
7.b. acquiring a certain Expressive reading:
discipline of the physical and - the use of nonverbal and para
intellectual exercise which elements.
expresses the desire of
Working visit.
personal
and
social
achievement.

Actions:
-identifying any difficulties
- S.W.O.T. analysis;
- a plan which involves
improvement and correction
methods;
- self evaluation;
Theme 4.
Doing the job of a journalist.
Actions:
- visiting a local TV news
station such as TVR 3
Craiova orTele ,,U
-the video recording of the
project in theme 1.

DOMAIN: TECHNOLOGICAL EDUCATION

Proposer: Cercelaru Margareta, teacher
The Nicolae Romanescu General School, Craiova
Horizontal Competence

Methods and Techniques

Contents/Proposed Topics
and Activities

The Project complex Carrying a poll

method used in order to
2.c. Forming the ability of evaluate the Technology of Objectives
-revaluating the specialised
understanding (to undersatand Information module.
terms in communication;
and to understand oneself) and
In
this
case,
the
theme
of
the
- using the informational
making the others understand
poll
refers
to
the
content
of
the
sources and the processing
different messages in various
Professional
Domains
means in order to take over, to
situations;
module, its results representing transform and to present the
important
and
interesting information;
starting points in the school and - developing the ability of
professional guidance of the 8th cooperating in order to achieve
graders.
an application;
Working period of time: six
weeks
Working steps
1.
Deciding
upon
the
members of the groups. The
activity develops within mixed
groups of five students.
2. Deciding upon the theme
of the poll for each group.
The theme is selected from a
list made by the teacher and
completed
with
students'

2.d. Developing the ability of

identifying and separating the
relevant information from the
irrelevant one in different
domains;

110

_________________________________________________________________________________________

proposals. Proposals of themes

for the poll:
a)
Professional guidance
for the 8th graders;
b)
The
8th
graders'
preferences
regarding
the
school subjects;
c)
Means
of
spending
spare time;
d)
Realtionships between
teenagers and parents;
e)
Friendships
The polls will be achieved on a
group of 8th graders.
3.
Deciding
upon
the
activities within every group.
Each group receives a working
sheet of paper. The groups will
follow the theme plan written on
the working paper.
3.a. Participating to the social
life of the class, of the school
and of the local community they
belong to;

The Working Paper

Group no.....
Members of the group......
Topic: Carrying a poll
Working period of time: six
weeks
The plan of the topic:
writing
down
the
questionnaire;
- multiplying the questionnaires,
distributing them among the 8th
graders, collecting the filled
questionnaires;
- collecting and organising the
data;
- manual processing of the
data;
organising
the
report
comprising the centralising and
the interpreting of the results.
4. Deciding upon the role of
each student within the group
- individual activities: asking at
least two opened or closed
questions that are to be
comprised
within
the
questionnaire;
collecting,
organising
and
manual
processing
of
the
data;
organising
and
graphically
representing the results in
accordance with the innitial
questions.

6.a.
Using
computerised
equipment
as
tools
for
communicating;

111

_________________________________________________________________________________________

- collective activities: writing the

questionnaire,
multiplying,
distributing and collecting the
questionnaires; centralising the
results; writing the report.
5. There is chosen a
representative of each group
that is to present the ideas of
the group.
After debating, the students of
each group will choose a
representative of the group.
6. The activity is finished by
presenting a report. Eacg
group chooses the method of
presentation (posters, pictures,
writing-paper etc.).
Example
of
questionnaire
regarding the spending of the
spare time.
The title of the poll: How do we
spend our free time?
1. How much spare time
do you have after doing your
homework? (more than 7 hours;
5-7 hours; 3-4 hours; 1-2 hours;
I don't have any spare time).
2. How do you spend your
free time? (reading; listening to
music; watching TV; helping my
parents with housework; playing
on the computer; practicing
sports; meeting my friends;
walking; other activities).
3. What do you like
reading?
(scientific
books;
historical
books;
romance
books; detective books; S.F.
books; others).
4. What programmes do
you like watching on TV? (news,
amusement,
politics,
films,
others).
5. What type of music do
you like listening to? (gipsy
music, dance, house, rap,
symphonic, folk, another).
6. Do
you
constantly
practice a sport? (yes; no; if
yes, which one?).
7. Have you ever gone to
the theatre, except the cases
when you went in an organised
way with your classmates? (yes,

7.b. Acquiring a certain culture

of the physical and intellectual
effort, as an expression of the
wiil of
personal and social
achievement;

112

_________________________________________________________________________________________

no)
8. What about going to the
cinema? (yes, no).
9. Which are the main
activities of your group of
friends? (going in a club; going
to parties; walking; going to
Internet-cafes, others).
10. Do you have a constant
hobby that occupies your free
time? Which one? (yes; no).
Abilities that are being
evaluated during the project:
the correctness of the working
methods, respecting all the
steps within the plan, the
correctness of the calculations,
the adequate representation of
the results in graphical forms,
the accuracy of the drawings,
the quality of the presentation,
the interpretation of the results,
the generalisation of the
information).
The teacher has a role of
continuous evaluator. It is to be
checked the participation of
each member of the goup as
well as the use of the personal
features of the students:
cooperation, initiative, creativity,
flexibility and being openminded
to
new
ideas,
perseverence).
Conclusions
The
choosing
of
topics
proposed by students, the
accurate
filling
of
the
questionnaires allow the results
of the poll to offer a real image
of the class as a group, of the
teenagers' problems and of the
way
these
are
being
approached.
By
assuming
different roles within the group,
approaching the problems that
come up during the activity,
expressing and sustaining one's
point of view and by listening to
the others' opinions, this activity
also
develops
social
competences.
113

_________________________________________________________________________________________

5.3.3. An analysis of the syllabus in the Turkish educational system

SCHOOL SUBJECT: 2nd Grade Social Sciences
Institution: 24 Kasm Primary School
Skills for career

Methods/Approach

Topics/proposed activities

4.a.
using flexible thinking - Drawing
and behaviour but also
- Role-play
admitting their own limits;

- Self management (using time

and space effectively) is used
to develop personal skills. Each
student draws a picture of his
desk and its place in the
classroom.

5.c.
accepting and
promoting a natural
environment favorable to life;
8.b.
proving
competence of
their own options;

the - Drama
sustaining
- Role-play

8.c.
knowing and analyzing
the opportunities offered by
vocational profiles, according
to individual skills;

- An effective use of resources

(planning and production) is
intended to improve the career
awareness.

- Inter-active activities

5.b. forming
and -Role- play
expressing an opinion for a
-Demonstration
healthy and balanced life;

Providing Security and

Protection (Health Protection).

-Debate
-Conversation
-Learning by guessing
-Brainstorming
4.b. knowing various social
roles and their implications
towards the daily life;

- Drama

- The development of the

critical thinking skills.

- Role-play
-Conversation
-Learning by guessing
-Debate

114

- The protection and

development of cultural values.

_________________________________________________________________________________________

SCHOOL SUBJECT: 3rd Grade Social Sciences

Institution: 24 Kasm Primary School
Skills for career

Methods/Approach

- Drawing
- Role-play
- Question and Answer
exercises
- Debate
- Conversation
7.c.
acquiring a culture of - Drama
physical and intellectual effort,
as an expression of the desire - Role-play
of
personal
and social
- Inter-active activities
achievement;

Topics/proposed activities

5.c. developing a positive

attitude towards themselves
and the others: tolerance,
responsability, rigor etc.;

8.b. understanding the way in

which the social and cultural
environment (family, social
norms,
linguistic
codes,
historical
traditions
etc.)
influence both their and other
people s own ideas and
behavior;
8.b. understanding the way in
which the social and cultural
environment (family, social
norms,
linguistic
codes,
historical
traditions
etc.)
influence both their and other
people s own ideas and
behavior;
8.c.knowing and analyzing the
opportunities
offered
by
vocational profiles, according
to individual skills;
5.c. accepting and promoting
a
natural
environment
favorable to life;

- Conversation
- Group work

- I'm Growing Up, Changes.

- Do my emotions affect my
body?

- What has changed in my

familys life?

- Individual study
- Demonstration
- Debate
- Conversation
- Drama

-Why do I need to choose this

job?

- Role-play
- Simulation
- Information gap

- Narration
- The inducement
- Deductive
- Group discussion
- Simulation

115

- What will the weather be like

tomorrow?

_________________________________________________________________________________________

SCHOOL SUBJECT: 5th Grade Maths

Institution: 24 Kasm Primary School
Skills for career

Methods/Approach

Topics/proposed activities

1.a. using, evaluating and -narration

permanently improving own -review
strategies in solving problems; -discussion
-sampling
-application
-conversation

- Organizing data by doing

schemas;

1.a. using, evaluating and -narration

permanently improving own -review
strategies in solving problems; -discussion
-conversation
-information gap
-sampling
-application
-problem solving
8.c. knowing and analyzing -debate
the opportunities offered by
vocational profiles, according -review
to individual skills;
-question-answer

- Symmetry;

- Atatrks attribution to Maths

and geometry, famous
mathematicians in our country;

8.d. making personal action -discussion

plans and finding motivation
-sampling
for life-long learning;
-application
-problem solving
1.c. forming and using skills of
critical judgment;

-conversation
-narration
-review
-discussion
-sampling
-application
-problem solving

116

- Probability;

_________________________________________________________________________________________

SCHOOL SUBJECT: 5th Grade Music

Institution: 24 Kasm Primary School
Skills for career

Methods/Approach

Topics/proposed activities

3.b. developing a positive Lecture

attitude towards solving the
problems which affect the Singing-playback
local and national community;
Playing musical instruments
Application
8.b. understanding the way in
which the social and cultural Question-answer
environment (family, social
Lecture
norms,
linguistic
codes,
historical
traditions,
etc.) Singing-playback
influence both their and other
people s own ideas and
behaviour;
8.d. making personal action
plans and finding motivation
for life-long learning;
8.e. identifying and giving
value to their own action
resources, educational and
professional
resources,
educational and professional
opportunities by reaching the
career objectives established
in their own professional path;
1.f. developing fluidity (the skill Lecture
of easily activating knowledge
from the memory in a Singing-playback
divergent way and in various
Playing musical instruments
forms);
Application
1.e. developing a receptive, Lecture
non-critical, non-appreciating
attitude, generating multiple Singing-playback
associations,
different
Playing musical instruments
versions and solutions;
Application
117

The national anthem;

Famous musicians and their

career;

I'm learning new sounds, new

music sheets;

Different rhythms in different

tunes;

_________________________________________________________________________________________

SCHOOL SUBJECT: 9th Grade Biology

Institution: Yahya Akel Science High School
Skills for career
5.d. developping a positive
attitude towards themselves
and the others: tolerance,
responsability, rigor etc.;

7.d.
acquiring a culture of
physical and intellectual effort,
as an expression of the desire
of
personal
and social
achievement;
8.c.
understanding the way
in which the social and
cultural environment (family,
social norms, linguistic codes,
historical
traditions,
etc.)
influence both their and other
people s own ideas and
behaviour;
8.b. understanding the way in
which the social and cultural
environment (family, social
norms,
linguistic
codes,
historical
traditions,
etc.)
influence both their and other
people s own ideas and
behaviour;
8.c. knowing and analyzing
the opportunities offered by
vocational profiles, according
to individual skills;
5.c. accepting and promoting
a
natural
environment
favorable to life;

Methods/Approach
- Discussion
- Research-Search
- Drawing
- Role-play
- Group work
- Conversation
- Debate
-Discussion
-Research-Search
-Research
-Narration
-Debate
-Sampling
- Individual study
- Demonstration
- Debate
- Conversation
- Information- gap
-Learning by guessing

Topics/proposed activities
- Common features of the living
things;

- Body features of the human;

- A biologists life;

- Narration
- Brainstorming
- Role- play
- Demonstration
- Debate
- Conversation
- Learning by guessing
- Storytelling
- Information gap

-My environment;

- Narration
- Brainstorming
- Role- play
- Demonstration
- Debate
- Conversation
- Learning by guessing
- Information gap

- Current environmental
problems and human beings;

118

_________________________________________________________________________________________

SCHOOL SUBJECT: 9th Grade Counseling

Author: Mersin National Educational Directorate
Institution: Yahya Akel Science High School
Skills for career

Methods/Approach

Topics/proposed activities

8.b. understanding the way in -Group Counseling

which the social and cultural
environment (family, social -Parents support
norms,
linguistic
codes,
historical
traditions
etc.)
influence both their and other
people s own ideas and
behavior;
8.c. knowing and analyzing
the opportunities offered by
vocational profiles, according
to individual skills;
8.d. making personal action
plans and finding motivation
for life-long learning;

Parents attendance;

5.a. developing a positive - Individual Counseling

attitude towards themselves
and the others: tolerance, -Group Counseling
responsability, rigor etc.;
-Monitoring

School guidance and

counseling service through
planning studies, determination
of the needs.
The PDR documents used in
the standardized
Teachers Consulting;

-The Ship

8.a. understanding the way in

which the social and cultural
environment (family, social
norms,
linguistic
codes,
historical
traditions,
etc.)
influence both their and other
people s own ideas and
behavior;
8.b. knowing and analyzing
the opportunities offered by
vocational profiles, according
to individual skills;

-Consultancy
- Individual Counseling
-Group Counseling
-Monitoring

- Family Education;
- Introduction To The National
Occupational Information
System;

-The Ship
-Consultancy

7.a.
developing
a - Individual Counseling
methodology of intellectual
119

The absence of continuous

assessment of students with

_________________________________________________________________________________________

work and the ability of

exploration the surrounding
reality;
7.b. acquiring a culture of
physical and intellectual effort,
as an expression of the desire
of
personal
and
social
achievement;

-Group Counseling

academic failure;

-Monitoring
-The Ship
-Consultancy

SCHOOL SUBJECT: 9th Grade History

Institution: Yahya Akel Science High School
Skills for career

Methods/Approach

Topics/proposed activities

1.a. using, evaluating and Narration

permanently improving own Individual Studies
strategies in solving problems; Preparing and solving puzzles
Brainstorming
Debate
Conversation
Learning by guessing
Storytelling

A puzzle of history;

2.a. forming and using skills of Narration

Individual
Studies
social, verbal and non-verbal
Preparing and solving puzzles
communication;
Brainstorming
Debate
Conversation
Learning by guessing
Storytelling

Strips of time;

3.a. participating to the social

life of the class, the school
and the local community they
belong to; understanding and
evaluating
the
interdependence
between
identity and alterity, between
the local and national leve,
between the national and
global level;

Memory of the societies;

Narration
Essay writing
Research
Review
Discussion
Biography Work
Individual Studies
Debate

3.a. participating to the social Narration

life of the class, the school Essay writing
and the local community they Research

Evaluation Of Historical Events;

120

_________________________________________________________________________________________

belong to; understanding and

evaluating
the
interdependence
between
identity and alterity, between
the local and national leve,
between the national and
global level;

Review
Discussion
Biography Work
Individual Studies
Debate

SCHOOL SUBJECT: 12th Grade Counseling

Author: Mersin National Educational Directorate
Institution: Yahya Akel Science High School
Skills for career

Methods/Approach

2.a. forming and using skills of -Individual Counseling

social, verbal and non-verbal
-Group Counseling
communication;

Topics/proposed activities
Conducted
In
School
Guidance Activities Related To
Presentation And Evaluation;

-Monitoring
-The Ship
-Consultancy
8.a. proving the competence
of
sustaining their own
options;
8.b. understanding the way in
which the social and cultural
environment (family, social
norms,
linguistic
codes,
historical
traditions,
etc.)
influence both their and other
people s own ideas and
behaviour;
8.c. knowing and analyzing
the opportunities offered by
vocational profiles, according
to individual skills;
8.d. making personal action
plans and finding motivation
for life-long learning;
5.a. developping a positive
attitude towards themselves
and the others: tolerance,

-Group Counseling

- Parents attendance;

-Parents support

-Individual Counseling
-Group Counseling
121

School
guidance
and
counseling service through
planning studies, determination

_________________________________________________________________________________________

responsability, rigor etc.

of students' needs. The PDR

documents
used
in
the
standardized
Teachers
Consulting;

-Monitoring
-The Ship
-Consultancy
8.a. understanding the way in
which the social and cultural
environment (family, social
norms,
linguistic
codes,
historical
traditions,
etc.)
influence both their and other
people s own ideas and
behaviour;
8.b. knowing and analyzing
the opportunities offered by
vocational profiles, according
to individual skills;

-Individual Counseling

7.a.
developing
a
methodology of intelectual
work and the ability of
exploration the surrounding
reality;
7.b. acquiring a culture of
physical and intellectual effort,
as an expression of the desire
of
personal
and
social
achievement;

- Individual Counseling

-Group Counseling

- Family Education;
- Introduction To The National
Occupational
Information
System;

-Monitoring
-The Ship
-Consultancy

-Group Counseling
-Monitoring
-The Ship
-Consultancy

122

- The absence of continuous

assessment of students with
academic failure and failure to
investigate the reasons for the
absence of teachers, students
and their parents, who were
invited at school, the main
information exchanging the
necessary redirects to be done;

_________________________________________________________________________________________

5.4. Samples of lesson plans regarding the career guidance for students
LESSON PLAN
Class: 8th
Teacher: Mariana Mrculescu
Curriculum Field: Math and science
Subject: Math
Chapter: Problems that are solved by using equations
Learning content / topic of the activity: Problems in which percent are involved
Lesson Type: Practicing capabilities
Objectives:
Cognitive:
- To name previously learned mathematical concepts: the ratio of two quantities of the same kind,
a ratio;
- To determine the percentage out of real numbers to understand the meaning and properties of
ratio percentage and know how to apply them in solving problems;
- To solve exercises for determining a number when p% of it is known;
- Solving by using reports and proportions some problem situations and the interpretation of
results;
- To demonstrate the ability to work in a team, respecting everyone's opinions;
- Developing a methodology for intellectual work and the ability of exploration of the surrounding
reality;
Emotional - attitudinal:
- Developing an open and creative thinking, develop initiative, independence in thought and action
to have the availability to address various tasks;
- Development of the spirit of observation;
- Development of aesthetic and critical spirit, the ability to appreciate the rigor, order and elegance
in solving problems or building a theory;
Psychomotor:
- Training to use mathematical concepts and methods in addressing everyday situations or to solve
practical problems;
- Training motivation for studying mathematics as a field related to social and professional life;
Teaching Strategy:
Resources procedures (methods and techniques of work):
- conversation, explanation, demonstration, practice, group work.
Material resources:
- Mathematics manual
- Auxiliary
- Working sheet
Organization forms:
- on groups
Type of assessment: working sheets
Duration: 50 minutes
Venue: classroom
References:
Radu Dana, Radu, E., Manual clasa a VIII-a, Ed. Teora, Bucureti, 2013;
Gheorghe I., Dorel L., Matematic clasa a VIII-a, Ed. Paralela 45, Piteti 2013;
Fianu, M., Perianu, M., Clubul Matematicienilor, Ed. Art, Bucureti, 2013;
Programa colar Nr.5097/09.09.2009;
123

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LESSON PROCEDURES
STAGES
1. Organizational
moment / Preparation
of the class for the
activity
(3 minutes)
2. Checking
homework
(2 minute)
3. Reactivating the
knowledge
(5 minutes)

DESCRIPTION OF THE ACTIVITIES

The teacher checks the frequency.
Preparing the materials needed for the lesson.
Creating the proper environment for the lesson.

The given homework is checked.

Update of the theoretical knowledge on the percentage ratio,

calculating a percentage of a number, percentage increases or decrease
percentage.

4. Introductory talk
(2 minutes)

The teacher presents to the students the importance of calculating a

percentage of a number in everyday life and the types of issues that will
be addressed in the lesson - appendix 1.

5. The announcement
of the content and the
objectives
(1 minute)

The teacher presents the students the lesson objectives: the calculation
of the price of an item after a rise or a cheaper by one percent the
interest calculation of a deposit in a bank and the calculation of the
percentage of the cheaper or more expensive items.

6. Learning leading
(24 minute) O mo

The students solve the tasks from Appendix 2.

7. Providing feedback
(8 minutes)

The students are given the Appendix 3. They work individually. If

there are tasks that cannot be performed individually are solved at the
white board.

8. Homework /
Explanations in order
to continue the
activity at home
(5 minutes)

Students will be given as homework some exercises from the textbook.

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_________________________________________________________________________________________

INFORMATIVE CONTENT

ANNEX 1
PERCENTAGES
-

Percentages are used in trade, mathematical statistics, bank operations etc.

What does a blouse is made of 40% cotton and 60% elastic, our planet is made of 70%
water, wine contains 4% alcohol mean?

1
, is written 1% (its read 1 percent or 1 procent)
100

3
= 3%
100
p
p%,
100

p Q

Percentage ratio the ratio which has 100 as denominator.

p
- percentage ration
100
Transforming a ratio into a percentage ration

36
18

18%
200 100
Ex:

3
12

25 100
Representing the percentages in graphics

125

_________________________________________________________________________________________

Representing percentages in circular diagrams

Finding p% of a number
Ex. 1: find 15% of 200 kg;

15
200 30(kg)
100
Ex. 2: In a factory, there are 1800 workers. 60% of them are in their 20s. How many workers
(under their 20s) work in the factory?

60
1800 1080
100
Finding a number when knowing its p%
Ex. 1: There are 10 girls in a class, which represents 40% of all the students. How many students
are there?

40
x 10 x 25 (students)
100
Ex. 2: Of 2500 workers of a factory, 500 are men. How much (percent) is the number of men of
the number of workers?

x
2500 500 x% 20%
100
Creteri cu x%
Ex. 1: More confectioners have agreed on preparing 600 cookies.They have prepared 30% more
than their agreement. How many cookies have they prepared?

600

30
600 780
100

Ex. 2: The price of a product has increased with 20% of the price it initially had. The product is now
600 lei. Calculate the initial price of the product.
126

_________________________________________________________________________________________

20
x 600 x 500
100

Percentages of percentages
Ex: It is known that 21% of an amount of milk is cream, and 23% of an amount of cream is butter.
Find out of how many kg of milk you can obtain 96.6 kg of butter (exercise taken from the algebra
manual, 1989).
21% l = s
23% s = u

23% 21% l 96,6

l = 2000 (liters of milk)
Examples of percentages uses
1. Sales comission it is the amount paid by the employee to the people working in the sales
department (to motivate them to sell more). Generally, the comission is 10% of the sale.
2. Discount it is a price discount applied by different shops.
3. Commercial addition it is the difference between the selling price and the purchasing price.
4. Bank interests banks attract money from their clients by their bank accounts, the clients
deposits being major source of funds.
ANNEX 2

1. Find out:

a) 15% of10 =
b) 10% of 25% of 1200 =

2. Write the ratio of these numbers: a) 5 and 16

b) 2,4 and 6,3
3. Find out how much percent is 60 of 240.
4. Find out the number knowing that 30% of it equals 531.
5. 10% of a companys capital, that is 7000 lei, are used for transportation. Whats the
companys capital?
6. A coat is 250 lei. How much money will the buyer pay if at the price a 24% of VAT is added.
7. After a 10% discount, a product costs 99 lei. What is the initial price of the product?
8. Teo has made a deposit of 350 euro with an interest of 8% per year. What amount of
money will Teo withdraw after one year?
9. A vehicle covers a distance in 3 days.
In the first day, it covers 25% of the distance, the second day 60 % of the rest and for the third day
162 km are left.
a) What was the total distance it covered?
b) What distance did it cover in the second day?
c) What percentage is the distance covered the second day out of the total distance?
127

_________________________________________________________________________________________

ANNEX 3

WORKSHEET

1. Transform the percentages: 40% and 12,5%.

2. Transform in percentages:

5
7
;
;
8
125
2. Find out:
a) 15% of 120 =
b) 25% of x = 400;

3. A vehicle had to cover 4000 km. The first day, it covered 20% of the distance, the second day
75% of what it covered the first day, and the third day the rest. Find out how many km it covered
the third day.
4. A bank gives an annual interest of 10%. Find out what amount of money will a student have after
3 years if he makes a deposit of 1200 lei (the interest accumulates).
5. The price of a product is 250 lei. Find out the price of the object after an increase of 20% and a
discount of 15%.
6. The price of a product after a rise of 20% has become 2400 lei. Find out the initial price.

7. A student has spent 20% of the money he had the first day, and the second day 10% of all the
money. Knowing that he has 140 lei left, find out the initial amount of money.

128

_________________________________________________________________________________________

LESSON PLAN
Grade: 6th B, D
Teachers: Daniela Toma, Nadia utelc
Curricular area: Language and communication
Subject: Romanian Language and Literature
Chapter: The epic genre. The sketch
Lesson title: "Dl.Goe..." de I. L. Caragiale - dramatizing
Lesson type: capacities practice
Lesson aim: growing the ability to play and build a dialogue
Horizontal competencies developed by integrating career counseling and guidance the students
within the school subjects.
Competence to adapt to different social situations (to demonstrate the ability to adapt to different
situations):
- the use of a variety of languages and tools to send ideas, experiences and feelings;
- the knowledge of different social roles and their implications on daily life;
- to demonstrate the ability to work in a team, respecting everyone's opinions;
- expressing the will to pursue a goal through different means;
- the use of flexibility in thinking and behaviour, and recognizing their limits;
- developing a positive attitude to change, to change, in the context of socio-economic life in full
process of transformation;
Specific skills:
2.1. to achieve proper chain of ideas in an oral message;
2.4. to use the stress and intonation to highlight the purpose of communication;
2.7. to sustain a verbal exchange into a group conversation using the correct literary language and
expressive possibilities of the spoken language;
3.2. to notice the role of the dialogue in the characterization of the characters;
Operational objectives:
Cognitive:
- to highlight the role of the expressive dialogue;
- to request and provide information in a clear, precise and polite way;
Emotional objectives:
- to show interest in tasks;
- to interiorize the this knowledge and integrate them into the correct expression skills;
Psychomotor objectives:
- to act complexly by applying the model (in whole or in part) under other circumstances;
Teaching strategy:
Resources procedures (methods and techniques of work):
- Conversation;
- Role play;
- Working with text;
Type of assessment:
- systematic observation;
- self-evaluation;
Timing: 50 minutes
Location: classroom
Bibliografie:
Ion Luca Caragiale, Momente i schie. D-l Goe, Editura Hyperion, Bucureti, 2003;

129

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LESSON PROCEDURES
STAGES
1. Organizational
moment / Preparation
of the class for the
activity
(13 minutes)
2. Learning leading
(27 minutes)

3. Providing feed-back
(10 minutes)

DESCRIPTION OF THE ACTIVITIES

The students prepare for the activity: costumes, props, stage layout.

The students act D-l Goe... de I. L. Caragiale MR GOE by Ion Luca

Caragiale a famous playwriter.

Students are asked to reflect on the facts presented, on the child's

behavior, on the attitude of the ladies, the mistakes made.
Then they are invited to provide similar examples of everyday life.

130

_________________________________________________________________________________________

LESSON PLAN
Grade: 5th
Teacher: Daniela Velicescu
Institution: Gymnasium School Traian
Subject: English
Lesson title: What Do I Want To Be?
Specific skills:
Linguistic
To use adequately different types of communication in real situations:
- proving their capacity of working in teams, groups or pairs, respecting each
others opinion;
- expressing their will in achieving their goals through different ways/paths;
- developing a positive attitude towards new and changing social-economical life;
Pragmatic
To plan and build a career (to build a set of individual and social values and guide their
behaviour and career according to them);
- proving their competence of sustaining their own options;
- reaching their own set of objectives regarding career;
Objectives:
To recognize and understand the message of a text.
To talk about themselves, about the people and about the activities around them.
To select conversational patterns and ask questions according to the conversational situation.
Techniques:
reading dialogues;
written exercises;
conversation;
explanation;
Visual aids:
poster;
worksheets;
realia;
Forms of activity:
whole class;
groupwork;
pairwork;
Evaluation: solving exercises
Duration: 50 minutes

131

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LESSON PROCEDURES
STAGES
1. Organizational
moment / Preparation
of the class for the
activity
(5 minutes)
2. Reactivating the
knowledge
(5 minutes)
3. The announcement
of the content and the
objectives
(3 minutes)
5. Learning leading
(27 minutes)

DESCRIPTION OF THE ACTIVITIES

Preparing the materials, attendance, checking homework.

Reactivating the knowledge is made by conversing with the students.

The teacher presents the students the objectives of the activity.

Students are trained in recognition activities of a message around a text,

conversations about themselves, about people and the activities around
them etc.

O mo
6. Providing feedThe teacher makes question to the students regarding the content of the
back
lesson.
(5 minutes)
7. Homework /
Explanations in order
to continue the
activity at home
(5 minutes)

Exercises.

132

_________________________________________________________________________________________

LESSON PLAN
Class: 7th
Teacher: Liana Crciunoiu - Du
Curricular area: Physical Education and Sport
Subject: Physical Education
Chapter: Basic movement skills and abilities
Learning content / topic of the activity: Technical and artistic training
Lesson Type: skills development
Specific skills:
- to perform basic movements associated with musical gesticulation;
- to acquire the necessary basic mechanism for a choreographic interpretation of a text in
musical rhythm;
- to show team spirit, cooperation, fair play;
Objectives:
- to tact rhythmic exercises given by teacher;
- to execute properly the sport dance steps according music background;
- to present a cha-cha choreography, waltz and structure according music background
(individual, pairs and group);
- to adopt good posture specific dance style;
- to show team spirit, cooperation, fair play;
Teaching Strategy:
Resources procedures (methods and techniques of work):
- observation;
- exposure (explanation);
- conversation;
- demonstration;
- practice;
- game;
Material resources:
- CD player;
- Whistle;
Organization forms:
- frontal;
- pair;
Type of assessment: continues
Duration: 50 minutes
Venue: gym
References:
Viorel Dan Nstase - Initiation sport dance;
Marioara Popescu Mirage of Dance;
Adina Stroescu - Gymnastics;
Tudusciuc I. - Artistic Gymnastics;

133

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LESSON PROCEDURES
STAGES
1. Preparation of the
class for the activity
(2 minutes)

DESCRIPTION OF THE ACTIVITIES

- Assembly, alignment and greeting;
- Check students, equipment and health;
- Presentation of the lesson topics;

2. Preparing the body

for effort
(6 minutes)

Variants of walking, running and jumping exercises (walking on toes, on

heels, running, playing the ankles, legs swinging back added step,
crossover step jump step jumping, running accelerated).

3 Selective influence of
the musculoskeletal
system
(7 minutes)

Complex of exercise for an harmonious physical development for the

head-neck, arms, torso, legs (bending, arching, bending, twisting,
lunges, jumping), with music background.

4. Development of
reaction speed of
execution
(8 minutes)

Performance cha-cha choreography in music as 4/4: Time Step, Close

Basic Movement, New York, Spot Turn to Left and to Right, Hand to
Hand.

5. Learning steps
(12 minutes)

Learning steps of Sirtaki - Greek dance (famous from the movie:

Zorbas The Greek).

6. Development of
resistance of legs
muscles
(10 minutes)

Viennese waltz choreography according music (tempo ): working in

pairs.

7. Restoring the body

after exercise
(3 minutes)

Slow jog, exercises for relaxation of muscle of arms and legs, exercise
for inspiration /expiration.

8. Assessments and
recommendations
(2 minutes)

Feedback on how the students have performed specific steps.

Emphasizing compliance rhythm, melodically, and proper body
position.

134

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LESSON PLAN
Grade: 10th
Teacher: Oprea Alina
Curricular area: Language and communication
Subject: French
Unit /Chapter: Unit 8, Le terroir retrouv
The content of learning/The theme of the activity: Le voyage- mode demploi
Lesson type: Teaching and learning
Specific skills:
- The reception of oral or written messages in different communication situations;
- Identifying the global meaning of a message;
- Identifying the key information in authentic texts;
- Identifying details in oral/ written messages (authentic);
Operational objectives:
- Developing vocabulary about tourism and travelling;
- Understanding a report about foreign tourists who came on a visit in France;
- The ability of adequately using different types of communication in real situations;
- Developing the ability of identifying and distinguishing the relevant information from the irrelevant
in various domains of knowledge;
Teaching strategy:
Methods and techniques: methods and techniques for speaking comprehension,
intonation recognition, repeated listening of the audio document, repeated viewing of the video
document, reading, explanation, dialogue, problem solving, euristic conversation.

Teaching aids:
Worksheets;
Computer;
OHP;
CD Le nouvel dito;
Students groupings:
whole class;
individual work;
group work;

Evaluation: formative assessment

Timing: 50 minutes
Place: the festivity hall of the school
Bibliography:
E. Heu, M. Abou-Samra, M. Perrard, C. Pinson, Le nouvel dito, B1, ditions Didier;

135

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LESSON PROCEDURES
STAGES
1. Preparing the class
for the lesson (activity)
(2 minutes)

DESCRIPTION OF THE ACTIVITIES

Greeting, checking who is present or absent, getting the materials
ready, checking the homework.

2. Focusing the
attention / introductory
talk / icebreaking
exercise (preparatory)
(3 minutes)

The Teacher gives the Students a definition:

Action de se rendre dans un lieu relativement lointain ou
tranger; sjour ou priple".
They are asked to find the word that matches it.
Students conclude that it is the word voyage.

3. Presentation of the
content and of the
objectives
(5 minutes)

The teacher announces the students the title of the lesson, Le voyage
- mode demploi", and presents them the specific and operational
skills covered in the lesson:
Specific skills:
- The reception of oral or written messages in different communication
situations;
- Identifying the global meaning of a message;
- Identifying the key information in authentic texts;
- Identifying details in oral/ written messages (authentic);
Operational objectives:
- Developing vocabulary about tourism and travelling;
- Understanding a report about foreign tourists who came on a visit in
France;
- The ability of adequately using different types of communication in
real situations);
- Developing the ability of identifying and distinguishing the relevant
information from the irrelevant in various domains of knowledge;

4. Learning leading
(20 minutes)

At this stage of the lesson the students are given the first worksheet
and are explained the unknown words. The words are divided into
categories: voyager, les dpenses, les personnes, les lieux
touristiques, les activits, lhbergement, lorganisation du sjour, le
camping, caractriser un htel, les vacances en plein air, le climat.
Then they are asked to solve exercises 1, 2, 3, 4 and 5.
1. Complete the text using the following words: voyage organis,
rservation, basse saison, agence de voyage, offre de dernire
minute, croisire.
2. Here are the luggage contents of 4 passengers. Imagine what
their destination is and the activities they do there.
3. What would you do in these situations? Match each situation
with an action.
4. The teacher uses a listening document. Listen to the reactions
of the hotel clients and match them with situations they have
been spoken.
5. Match each definition with the right type of climate.

5. Providing feed-back
(15 minutes)

The Students will revise the new vocabulary in a speaking

comprehension activity on a video document. The document is called:
Les touristes trangers sont de retour (The foreign tourists are coming
back).
136

_________________________________________________________________________________________

The Teacher gives the Students the second worksheet. First they have
three minutes to read some questions and then they are asked to
watch a video document twice with a four- minute break. After they
have finished watching it they have five minutes to write down their
answers.
(Vous allez regarder un document vido. Vous aurez tout dabord 3
minutes pour lire les questions ci-dessous, ensuite vous regarderez
deux fois lenregistrement avec une pause de 4 minutes entre les deux
visionnages. Aprs le deuxime visionnage, vous aurez encore 5
minutes pour complter vos rponses.)
Answer the questions: tick or fill in the right answer.
1. Which of the subjects is mentioned in the report? Tick the right
answer.
2. Watch the report. Decide if the information is true or false.
3. Fill in the text with the missing information: 2009 / 0,5 / 4,1 / 3
4. Match each character with the right opinion.
After the Students have finished answering, the Teacher plays again
the video document, the subtitled version, in order to justify the
answers. The Students are asked to translate the subtitle and this way
it is checked if they have learnt the new vocabulary.
(Rpondez aux questions en cochant la rponse ou en compltant la
rponse demande:
1. Quel sujet est abord dans le reportage? Cochez la bonne case.
2. Regardez le reportage. Dites si les informations sont vraies,
fausses.
3. Compltez le texte avec les donnes qui manquent: 2009 / 0,5 /
4,1 / 3
4. Associez chaque personnage lopinion qui lui correspond.)
6. Homework /
Explanations in order to
continue the activity at
home
(5 minutes)

Students are asked to solve exercise 6 from the vocabulary worksheet:

expression oral.
You are working in a travel agency and you are organizing a trip for
three people: the first one loves museums, the second one wants to do
sports and the third one wants to lie in the sun. Choose a destination
that suits all of them. Name the activities each of them could do.
(Vous travaillez dans une agence de voyage et vous organisez un
voyage runissant une personne qui aime les muses, une autre qui
veut faire du sport et la dernire qui a envi de se reposer au soleil.
Choisissez une destination qui convienne tous. Vous indiquerez les
activits que chacun pourra faire.)
The Teacher marks the Students.

137

_________________________________________________________________________________________

WORKSHEETS
Comprhension orale
Titre du document vido : Les touristes trangers sont de retour
Vous allez regarder un document vido. Vous aurez tout dabord 3 minutes pour lire les questions
ci-dessous, ensuite vous regarderez deux fois lenregistrement avec une pause de 4 minutes entre
les deux visionnages. Aprs le deuxime visionnage, vous aurez encore 5 minutes pour complter
vos rponses.
Rpondez aux questions en cochant la rponse ou en compltant la rponse demande.
1. Quel sujet est abord dans le reportage? Cochez la bonne case.
Les vacances des touristes trangers
Les possibilits dhbergement
Le tourisme dans la rgion Centre
Lembarras du choix entre gte et htel
Les ftes dhiver
2. Regardez le reportage. Dites si les informations sont vraies, fausses.
Vrai
1. La clientle qui fait vivre le secteur dont il est question est
celle europenne.
2. Ce secteur se porte bien.
3. Jean Paul est dorigine franaise.
4. Liliane prfre lhtel.
5. Marie accueille pour la premire fois des Canadiens.

Faux

3. Compltez le texte avec les donnes qui manquent :

2009 / 0,5 / 4,1 / 3
le nombre de nuites dans les campings a augment de __________% lorsque les htels
enregistrent une hausse de seulement________% mais aprs une chute de de plus de
________% en __________.
4. Associez chaque personnage lopinion qui lui correspond.
Sabrina Melloult
cest la formule idale de se retrouver en
famille.
Le journaliste
Les gtes attirent donc de plus en plus de
monde.
Jean- Paul
on veut que les gens se sentent bien.
Liliane
Le principal enseignement cest le retour de
la clientle trangre.
Marie
cest convivial et on voit un peu comment les
gens vivent.

138

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GRID OF CORRECTION (GRILLE DE CORRECTION)

Titre du document : Les touristes trangers sont de retour
Vous allez regarder un document vido. Vous aurez tout dabord 3 minutes pour lire les questions
ci-dessous, ensuite vous regarderez deux fois lenregistrement avec une pause de 4 minutes entre
les deux visionnages. Aprs le deuxime visionnage, vous aurez encore 5 minutes pour complter
vos rponses.
Rpondez aux questions en cochant la rponse ou en compltant la rponse demande.
1. Quel sujet est abord dans le reportage? Cochez la bonne case.
Les vacances des touristes trangers
Les possibilits dhbergement
x Le tourisme dans la rgion Centre
Lembarras du choix entre gte et htel
Les ftes dhiver
2. Regardez le reportage. Dites si les informations sont vraies, fausses.
Vrai
1. La clientle qui fait vivre le secteur dont il est question est
celle europenne.
X
2. Ce secteur se porte bien.
3. Jean Paul est dorigine franaise.
4. Liliane prfre lhtel.
5. Marie accueille pour la premire fois des Canadiens.

Faux
X

X
X
X

3. Compltez le texte avec les donnes qui manquent:

2009 / 0,5 / 4,1 / 3
le nombre de nuites dans les campings a augment de 4,1% lorsque les htels enregistrent
une hausse de seulement 0,5% mais aprs une chute de de plus de 3% en 2009.
4. Associez chaque personnage lopinion qui lui correspond.
Sabrina Melloult
Le principal enseignement cest le retour de
la clientle trangre.
Le journaliste
Les gtes attirent donc de plus en plus de
monde.
Jean- Paul
cest la formule idale de se retrouver en
famille.
Liliane
cest convivial et on voit un peu comment les
gens vivent.
Marie
on veut que les gens se sentent bien.

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LESSON PLAN
Grade: 12th
Teacher: Cristiana Popescu
Curricular area: Technologies
Subject: CDS WEB learning
The content of learning/The theme of the activity: Project presentation Ways of exploring
career opportunities - Career in Web Design;
Lesson type: checking and assessment
Specific skills: To identify the appropriate programming techniques for solving a problem and
their creative application.
Operational objectives:
Cognitive:
- To design a web interface (website) taking in consideration a certain architecture, page
organization and browsing;
- To draft a project as a site on a theme of their choice in which to submit a passion or a
career they would like to follow;
Affective attitudinal:
- To be aware of the social, economic and moral impact of informatics;
Psychomotor:
- To use computers properly;
Teaching strategy:
Methods and techniques:
- Conversation;
- Debate,
- Example,
- Brainstorming;
Teaching aids:
- Computers;
- text editors;
- browsers;
Students groupings:
- Whole class;
- Individual;
Evaluation (assessment):
- summative;
Timing: 50 minutes;
Place: The informatics lab
Bibliography:
- Ionel Simion, Proiectarea paginilor Web, Editura Teora;
- Lenua Alboaie, Sabin Buraga, Servicii Web - concepte de baz i implementri, Editura
Polirom;
- Elizabeth Castro, HTML pentru World Wide Web, Ghid de nvare rapid, Editura Corint,
2003;
- Rich Darnel, Totul despre HTML, Editura Teora, 2005;

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LESSON PROCEDURES

STAGES
1. Organizational
moment / Preparation
of the class for the
activity
(2 minutes)

DESCRIPTION OF THE ACTIVITIES

Greeting, checking who is present or absent, getting the materials
ready.

2. Focusing the
attention / introductory
talk / icebreaking
exercise (preparatory)
(3 minutes)

Each student tells his first name and a feature that describes the
project achieved.

3. The announcement
of the content and the
objectives
(2 minutes)

The teacher announces the theme, the aim and the objectives of
the activity.

4. Checking the
Students learning (the
projects)/ Guiding the
assessment activity
(28 minutes)

- Each student presents the project achieved, explaining the theme

the way it was achieved, and the information sources.
- Debate: the students will be encouraged to express their own
ideas, to listen to everyones opinion, to ask the others questions
about their projects and also to identify the people that have the
necessary qualities for a web developer.

5. Additional
explanations
(5 minutes)

At this stage of the lesson the focus will be on the concepts related
to the user interface as an important part of the application. The
interface should meet all the requirements of the project. The
emphasize will be on the importance of design in creating an
interface.
The students will be presented the skills and abilities needed for
the web designer job.

6. Feed-back
(9 minutes)

There will be individual and collective feedback on the activity.

The students will tell one important thing that they have learnt from
this activity.

7. Homework
assignment
(1 minute)

To improve the quality of the project.

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LESSON PLAN
Grade: 11th
Teacher: Mirela Isuf
Curricular area: Counseling and guidance
Subject: Psycho-pedagogical counseling
The content of learning: Career counseling - The relationship between career and professional
interests;
Specific skills:
To demonstrate the ability to support their own options (choices);
To create personal action and motivational plans for continuous learning;
To identify professional interests and occupations which are suitable for them;
Operational objectives:
Cognitive:
- to rank their own professional interests;
- to notice the relationship between professions and personal interests;
Affective- attitudinal:
- to show interest for career counseling activities;
Psychomotor:
- to use properly and ecologically the materials available;
Teaching strategy:
Methods and techniques:
- conversation;
- example;
- explanation;
- administration of questionnaires;
- the use of informative materials;
Teaching aids:
- paper sheets;
- writing instruments;
- flipchart;
- questionnaires;
- answer sheets;
- information sheets;
Students groupings:
- whole class;
- individual;
Evaluation: continuous- formative
Timing: 50 minutes
Location: School Cabinet for Psycho-pedagogical Assistance
Bibliography:
Slvstru, Dorina, Psihologia educaiei, Ed. Polirom, Iai, 2004.
Lemeni, Gabiela, Mircea Miclea (coordonatori), Consiliere i orientare ghid de educaie pentru
carier, Ed. ASCR, Cluj-Napoca, 2004.

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LESSON PROCEDURES
STAGES

DESCRIPTION OF THE ACTIVITIES

1. Organizational
The students are asked to get ready for the activity.
moment / Preparation
of the class for the
activity
(2 minutes)
2. Focusing the
attention /
introductory talk /
icebreaking exercise
(preparatory)
(15 minutes)

The students receive paper sheets and writing instruments and then
they are asked to create a passport for future describing in a few
words their actual lifestyle and the lifestyle they want to have 10
years later (expressing preferences and/or rejections to certain
school and extracurricular activities, possible professions, leisure
time, family situation, etc.).

3. The announcement
of the content and the
objectives
(3 minutes)

The teacher tells the students the theme and the aim of the activity,
mentioning that people's preferences for certain activity fields are
called professional interests; that they can be identified with the help
of the questionnaires; and during the activity they will discover which
their own professional interests are.

4. Learning leading
(20 minutes)

At this stage of the lesson students will be given a questionnaire

about interests and they are offered the time required to complete
them. Then they are asked to discover with the help of the answer
sheets their own ranks of personal interests.
After that the teacher describes the 6 categories of professional
interests (according to Holland's theory), and also gives examples of
professions which fit the categories.
Students are provided with information sheets about professional
interests and are asked to motivate the importance of the
relationship between career and professional interests.

5. Providing feedback
(7 minutes)

There is a feedback on the way the activity took place and the pupils
are asked to name a pleasant/ unpleasant aspect of the activity.

6. Homework /
Students are asked to reflect on the things they learnt about their
Explanations in order professional interests and to talk to their parents about them.
to continue the
activity at home
(3 minutes)

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LESSON PLAN
Grade: 11th
Teacher: Carmen Oprea
Subject: Religion
Unit /Chapter: Liturgics concepts
Lesson title: The significance of the settlement of the Holly Icons in the church
Lesson type: Acquisition of new knowledge
Specific skills:
1.3. Introducing the significance and the role of iconography in worship;
2.b. The efficient and correct use of the codes, conventions and language belonging to different
fields of knowledge;
2.2. The comparison of different opinions and arguments in debates on religious themes;
8.b. Understanding how the social and cultural environment (family, social norms, codes of
language, historical traditions, etc.) influence their ideas and behaviours and those of others;
8.c. Getting to know and analyzing the opportunities offered by different vocational branches,
taking in consideration individual skills;
Operational objectives:
Cognitive:
At the end of the lesson the students will be able to:
- describe the painting in the Orthodox Church;
- to give arguments for the spiritual, artistic and pedagogical value of the religious painting;
- identify the specific elements of the Byzantine painting;
- establish the bond between the icon and the Gospel;
Affective- attitudinal:
- to be actively engaged in solving the tasks given by the teacher;
Psychomotor:
- to use properly the teaching aids;
Teaching strategy: inductive, directed, cognitive;
Methods and techniques:
- conversation;
- explanation;
- reading and interpretation of the biblical text;
- problem solving;
Teaching aids:
- textbook;
- worksheets (individual and for groups);
- flipchart;
Students groupings:
- whole class;
- pair work;
- group work;
Evaluation: continues
Timing: 50 minutes
Location: the Orthodox Church
References:
Boghiu, Arhim, Sofian, Chipul Mntuitorului n iconografie, Editura Bizantina, Bucureti, 2001;
Branite, Ene, Liturgica special, Editura Institutului Biblic i de Misiune al Bisericii Ortodoxe
Romne, Bucureti, 1980;
Branite, Ene, Liturgica, Editura Institutului Biblic i de Misiune al Bisericii Ortodoxe Romne,
Bucureti, 1984;
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Branite, Ene, Branite, Ecaterina, Dicionar enciclopedic de cunotine religioase, Editura

Diecezan, Caransebe, 2001;
MUHA, Corneliu, Religie Auxiliar didactic pentru elevi, clasa a XI-a, Editura Sf. Mina, Iai, 2009;
*** Biblia sau Sfnta Scriptur, Institutul Biblic i de Misiune al BOR, Bucureti, 2001;
LESSON PROCEDURES
STAGES
1. Organizational
moment / Preparation
of the class for the
activity
(2 minutes)

DESCRIPTION OF THE ACTIVITIES

The teacher greets the students.
Together they say the prayer Our Father.
He checks who is present or absent and Organizes the students.

2. Reactivating the
knowledge
(3 minutes)

The teacher through questions asks the students to explain the

word icon, to explain why the veneration of icons is not idolatry, to
what Ecumenical Council was given the freedom of worshiping the
icons. In pairs they are asked to complete the worksheet 1.
After the timing for the activity is over the students are asked to
compare the result of their activity with the completed worksheet
proposed by the teacher.

3. Focusing the
attention / introductory
talk / icebreaking
exercise (preparatory)
(2 minutes)

The teacher invites the students to talk about the Christian church,
left by Jesus Christ, gained through His blood on the Cross.

4. The announcement
of the content and the
objectives
(2 minute)

The teacher announces the new lesson title and mentions the skills
reached during the class.

5. Learning leading
(28 minutes)

He asks the students to answer questions about the icon as the

painting in the church. The teacher presents the students
information about the iconography, about architecture and
Byzantine painting.
He talks to the students about the parts of the church, about the
icons and the paintings existing in each part of the church, about
the sacred objects, what they symbolize.
The teacher explains the students that the religious painting is a
revision of the history of the salvation.

6. Providing feed-back
(11 minutes)

The students are asked questions about the importance of the

church painting in the life of a Christian Orthodox, about the order
in which the main areas (inside and outside) of the church were
painted.
Then the students are explained if there are any
misunderstandings.
The teacher draws general conclusion on the topic discussed and
emphasizes the important elements. One Holy and Apostolic
Church is the Church of Jesus Christ, which He promised that not
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even by the gates of hell will be defeated. The painting is also

called The Bible in Photos or The Bible for illiterate people.
The teacher makes general comments on the students work,
mentioning the most active students and giving marks to the ones
that gave the most and the best answers.
7. Homework /
Explanations in order
to continue the activity
at home
(2 minutes)

The students are asked to make a portfolio that includes many

photos with the painting from each side of the church.
Both: the students and the teacher say the prayer Cuvine-se cu
adevrat.
The teacher greets the students.

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LESSON PLAN

Grade: preparatory D
Teacher: Dumitrescu Anda
Curricular area: Arts and technologies
Subject: Visual arts and practical skilss
Teaching unit: From Earth to sun
Topic of the lesson: Decorating eggs
Lesson type: Forming and consolidationg painting skills;
Specific competences:
AVAP
2.2 Expressing ideas and personal feelings, in simple applications, typical for visual arts;
DP
5.1 Developing positive attitudes towards themselves and towards others: tolerance,
responsability, rigour;
MEM
1.5 Making repeated additions/ subtractions by counting and objective representations in 0 -31;
CLR
3.2 Identifying the meaning of one or several pictures depicting happening, phenomena, family
events;
Operational objectives:
O1 to use correctly the items for decorating the eggs;
O2 to respect popular traditions;
O3 to show positive attitudes towards themselves and the others;
O5 to analyse their own work and their colleagues works, taking into account the evaluation
criteria established during the class;
Didactic strategies:
methods and proceedings:
- the exercise;
- the demonstration;
- the explaining;
- the conversation;
- the discussion of a problem;
teaching means: rabbit puzzle, eggs, brushes, watercolours, musical background;
forms of organisation:
- frontal;
- teams;
- individual;
Evaluation: sistematic observation, verbal appreciation, analysing the activity products.
Duration: 30 minutes
Place of development: the classroom
Bibliography:
- Cerghit, I., Metode de nvmnt, Ed. Polirom, Iai, 2006;
- MECTS - Programa colar pentru disciplina Arte vizuale i Abiliti practice aprobat prin
ordin al ministrului Nr. 3418/19.03.2013;
- www.didactic.ro;

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________________________________________________________________________________

LESSON PROCEDURES
STAGES
1. Organizational moment
(2 minutes)

DESCRIPTION OF ACTIVITIES
The necessary conditions for a good development of the
lesson are established.

2. Seizing attention
(2 minutes)

Questions about Easter are made.

Puzzle pieces with written exercises of CLR and MEM are
presented. After the correct solving, the image of the
Easter Bunny is discovered.

3. Announcing content and

objectives
(2 minutes)

The theme of the lesson is announced and the aims are

presented in a way that is accesible to the students.

4. Learning leading
(20 minutes)

The sample is presented, the prepared materials are

discussed.
The eggs are decorated, taking into account the given
instructions.

5. Analysing, appreciating
and evaluating works
(2 minutes)

Students are required to make an objective evaluation of

the works.
Arguments are asked for the students appreciations.

6. Closing the activity

(2 minutes)

A general appreciation of the activity is made.

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________________________________________________________________________________

LESSON PLAN
Class: 1st
Teacher: Alexie Elena
Curricular area: Counseling and guidance
Subject: Personal development
Lesson: Crafts and craftsmen
Learning content / topic of the activity: The job-gold bracelet
Lesson Type: practicing capacities
Specific skills / reference objectives:
- The competence to adapt to different social situations;
- Investigative powers and valorization / valorization of their own experiences;
Objectives:
Cognitive:
- To name professions based on an image;
- To form the jobs pyramid, according to given criteria;
- To associate the image that suggests a job with the image of the tools needed for its
development;
- To Identify a job / tool on given riddles;
- To name the tools used in a given job;
- To mime a job;
- To puzzle the imagines of jobs;
- To describe the from the jobs roulette;
Emotional - attitudinal:
- To cooperate in solving tasks;
- To show spirit of competition;
Psychomotor:
To handle the intuitive material;
To make a puzzle from the pieces received;
Teaching Strategy:
Resources procedures (methods and techniques of work):
conversation, explanation, demonstration, practice, group work, the gallery tour, the bunch;
Material resources:
- chips representing trades, riddles about trades, worksheets, pens, puzzle parts, laptop,
projector, wheel of jobs, time machine, post it notes, envelopes with letters;
Organization forms:
- frontal;
- on groups;
- individual;
Type of assessment: systematic observation, oral assessment, peer evaluation incentives;
Duration: 45 minutes
Venue: classroom
References:
1. Cosma, T., Ora de dirigenie n gimnaziu, Ed. Plumb, Bacu, 1994;
2. Lemeni, G., Porumb, M., Consiliere i orientare. Activiti pentru clasele V-VIII, Editura
ASCR, Cluj, 2011;
3. Puia, M., Coma, F., M., ndrumar de dirigenie, Editura Niculescu, Bucureti, 2007.

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________________________________________________________________________________

LESSON PROCEDURES
STAGES
1. Organizational
moment /
Preparation of the
class for the
activity
(1 minute)

DESCRIPTION OF THE ACTIVITIES

The educational space is arranged.
The teaching materials are prepared.
Children are divided by preferences and skills, into eight teams.

2. Reactivating
the knowledge
(6 minutes)

It is played the Jobs Roulette. The students watch a PPT presentation

with the poem THE SMEL OF THE JOBS.

3. Focusing the
attention /
introductory talk /
icebreaking
exercise
(preparatory)
(2 minutes)

The children are invited to travel by the Time Machine. The postman
brings letters for the children with different messages related to different
jobs and gives them to the teacher. She opens the envelopes and reads
the messages to the children. In the envelopes there are also working
tasks that children are asked to solve.

4. The
announcement of
the content and
the objectives
(1 minute)

The teacher presents the working tasks and tells to the students that the
winners will be rewarded.

5. Learning
leading
(30 minutes)

With the help of the jobs riddles the children make the Jobs Pyramid
noticing the criteria on which it was created. They also solve puzzles and
listen to different songs about jobs.

6. Providing feedback
(4 minutes)

The students use post-it notes and write down the name of the job that
they want to have in the future. The post-its are stacked on the
whiteboard and students are taking turns telling why they want that job.

7. Homework /
Explanations in
order to continue
the activity at
home
(1 minute)

As homework students have to make their family professional tree.

The teacher announces the winners after solving all the tasks of the
lesson and gives the reward.

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________________________________________________________________________________

INFORMATIVE CONTENT
PUZZLE

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________________________________________________________________________________

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________________________________________________________________________________

JOBS PYRAMID

JOBS ROULETTE

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________________________________________________________________________________

Teaches students

Bonds metal objects

Cooks delicious
meals

Gets into space by

space shuttle

Fixes cars

Films with
camcorder

Sick people go to

JOBS

A ship is led by

The taxi is driven

by a .

Hew wood or stone

and performs works
of art.

Performs various
roles
on stage and in
films.

Paints the houses

inside and outside

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JOIN THE TOOLS WITH THE PERSONS THAT ARE USING THEM
Color the imagines

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JOBS PIRAMID

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LESSON PLAN
Grade: 1st B
Teacher: Ciupitu Turceanu Eugenia Magdalena
Curricular area: Counseling and guidance
Subject: Personal development
Unit: Let's learn anytime!
Content: Jobs
Lesson type: Revision, systematization
Specific skills:
The competence of integrating the community values (understanding the reason for belonging to
various types of groups and communities):
- be part of the social life of the class, school and local community they belong to;
- understand and evaluate the connection between identity and otherness, between local and
national, between national and global;
The competence adapting to different social situations (proving their ability to adapt to different
situations):
- getting to know various social roles and their implications in the daily life;
- demonstration of the ability of team playing, respecting others opinion;
Operational objectives:
Cognitive:
- to recognize the jobs within some sentences;
- to identify with the help of some riddles certain jobs;
- to give reasons why each person has to be prepared for a job;
- to present their personal motivation concerning their favorite job;
Affective- attitudinal:
- to have a good verbal communication with their mates;
- to take part with great interest and pleasure in the activity;
Psychomotor:
- to stop doing some useless actions during the activity;
- to move around the class in order to solve the tasks;
- to have a correct body position while writing and during the entire class;
Teaching strategy:
Methods and techniques:
- of communication: conversation, individual and group brainstorming, observation, explanation,
problem solving;
- active-participatory: bunches;
- of action: exercise, independent work;
- of evaluation: verbal appreciation, worksheets, selfassessment;
Teaching aids:
- cards showing different jobs, worksheets, riddles, drawings;
Students groupings:
- whole class, individual work, team work;
Evaluation: oral tests, systematic observation, selfassessment, worksheets;
Timing: 45 minutes
Location: classroom
Bibliography:
Breben, S., ,, Metode interactive de grup, Editura Arves, 2002;
Breben, S., ,,Activiti bazate pe inteligene multiple, Editura Reprograf, Craiova, 2004;

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________________________________________________________________________________

LESSON PROCEDURES
STAGES

DESCRIPTION OF THE ACTIVITIES

1. Organizational
moment/ Preparation of
the class for the activity
(3 minutes)

The teacher makes sure that the psycho-pedagogical climate is

suitable for the activity and gets the materials ready.

2. Mentioning the subject Personal development.

that will be revised
(2 minutes)
3. The announcement of The teacher tells the students the theme and goals of the lesson.
the content and the
objectives
(2 minutes)
4. Revising of the contents Some things about different jobs will be revised.
(28 minutes)
- Each occupation is good if you like it.
- What do we understand by job?
- Let's see what is the starting point of having a job.
- Why do you come to school?
- Why is it useful for us to come to school?
- Only if we go to school we can have a job. In order to have a job
we need to work with certain materials, tools, instruments.
- Why does each person need to be prepared for a job?
- What jobs do you know?
At this stage of the lesson the poem: What a smell the jobs have
by Gianni Rodari will be recited.
Students, dressed properly and carrying an illustrative object with
them, will say in turns riddles about jobs.
After they get the right answer, they will show their own drawing
which will confirm the right answer.
5. Extra explanation
(2 minute)

The students will be asked to place the paper buildings created

during the Visual arts and practical abilities class on a piece of
polystyrene.

6. Providing feed-back
(8 minutes)

The students will create a mock of My City by setting the

buildings where people can develop their daily activities on a
piece of polystyrene.

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LESSON PLAN

Class: Preparatory C
Teacher: Stanciu Ileana
Curricular area: Arts and technologies
Subject: Visual Arts and Practical Abilities
Chapter: How it`s made?
Learning content / topic of the activity: The Model
Lesson Type: training for skills and abilities
Specific skills/reference objectives:
AVAP
2.2. Expressing ideas and personal experiences in simple applications specific to the visual arts;
MEM
3.1. The description of some phenomena /processes /simple repetitive structure of the immediate
environment, to investigate regularities;
CLR
1.2. The identification of various information from a short message, spoken clearly and slowly;
DP
4.1. The use of a variety of languages and tools to send ideas, experiences and feelings;
Objectives:
O1 - to mix the pieces properly to make the shapes;
O2 - to stick the pieces correctly;
O4 - to work with the colleagues to make the work;
O5 - analise his own work and his colleagues` according to the marking criteria;
Teaching Strategy:
Resources procedures (methods and techniques of work):
- exposure (explanation);
- conversation;
- demonstration;
- practice;
Material resources: Tiny wooden pieces, music, glue, brushes, example work;
Organization forms:
- frontal;
- on groups;
- individual;
Type of assessment: systematic observance, oral assessment, the analysis of the products of the
activity;
Duration: 30 minutes
Venue: classroom
References:
- Cerghit, Ioan, 2006, Metode de nvmnt, Iai, Ed. Polirom;
- MECTS - Programa colar pentru disciplina Arte vizuale i Abiliti practice aprobat prin
ordin al ministrului Nr. 3418/19.03.2013;
- www.didactic.ro;

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________________________________________________________________________________

LESSON PROCEDURES

STAGES

DESCRIPTION OF THE ACTIVITIES

1. Organizational moment /
Preparation of the class for the
activity
(1 minute)

The necessary conditions for the purposes of the lesson are

provided.

2. Focusing the attention /

introductory talk / icebreaking
exercise (preparatory)
(4 minutes)

Riddles of jobs are read.

The surprise quest is introduced.
Ice-braking exercises.

3. The announcement of the

content and the objectives
(2 minutes)

The topic and the goals of the lesson are announced in a way
accessible to students.

4. Learning leading
(18 minutes)

The working materials are introduced. The students are

divided into working groups.
The working way is explained.
The model is made under the guidance of the teacher and
the surprise guest.
The students are asked to evaluate the work .
Arguments are required for the assessments made by
students.

5. The analysis, the

assessment and the evaluation
of the work
(4 minutes)
6. Ending the lesson
(1 minutes)

The overall assessment of the activity is made.

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LESSON PLAN
Grade: 1st
Teacher: Stnculescu Alina
Curricular area: Counselling and guidance
Subject: Teaching counselling
Teaching content/Theme of the activity: Exploring the career
Topic: On Professions
Fundamental objectives: Gaining exploring and career planning skills
Operational objectives:
Students must:
O1: to recognize a profession after its specific items and pictures;
O2: to link the specific activities of a profession with that profession;
O3: to bring arguments why he/she would like to have a certain profession when he/she
grows up;
O4: to be aware of the fact that each man has to be prepared for a profession;
Didactic strategy:
Procedural resources (methods i working techniques):
Communication: conversation, individual and group brainstorming;
Activ-participative: cluster;
Action: exercise;
Evaluation: verbal appreciation, autoevaluation;
Material resources:
Pictures on the computer, worksheets, flashcards;
Forme of organisation:
-frontally, independently, in groups;
Duration: 30 minutes
Place of development: Teaching Assistance School Cabinet
Bibliography:
Bban A., Consiliere educaional Ghid metodologic pentru orele de dirigenie i
consiliere, S.C. PSINET SRL, Cluj-Napoca, 2003;
Ionescu M., Instrucie i educaie, Vasile Goldi, Arad, 2007;
Jigu M., Consilierea carierei, Sigma, Bucharest, 2001;
Toma Ghe., Consilierea i orientarea n coal, Ed. Credis, Bucharest, 2001;
LESSON PROCEDURES
STAGES
1.Organizational
moment/ Presenting the
stimulus item
(5 min.)
2. Announcing content
and objectives
(5min.)
3. Development of the
activity
(10 min.)

DESCRIPTION OF THE ACTIVITIES

The teams of students (created by counting the students) are
presented and the names of the teams are chosen.
Game: Lets see if you know who... (Annex 1) The game is
presented and the instructions are given.
Theme and aims are announced.
1. Discover the place appropiate for the picture The cluster
(corelating the activity with the corresponding profession) (Annex 2)
Tasks are announed.
Each activity within the cluster is read in turns.
The students are asked to complete with stickers the cluster sheet
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made after the picture has been chosen.

2. Free writing exercise Classification of favourite professions.
-The teacher explains the task (Annex 3).
- Each team has to bring 2 arguments.
4. Obtaining
performance
(10 min.)

My parents professions
The talking penci the students, sitting in a circle, say what are their
parents professions. The ones who dont know them pass on the pencil
to the next student.
Game summary: Its good for everyone to prepare for a profession that
will help him/her to lead a decent life.
Restoring the emotional state at the end of the activity (Annex 4)
Informational content

Annex 1
Game: Lets see if you know who...? (The imges will be shown on a or big flashcards)

1. ... drives computer?

2. ... puts out?

3. ... uses?

4. ... flies?

5. ... uses?

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Annex 2

Classification of favourite professions

1st Place : ____________________________

Why?
______________________________________________________________________________
______________________________________________________________________________
_______________
2nd Place: ________________________

Why?
______________________________________________________________________________
______________________________________________________________________________
_______________

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Annex 3
How are you feeling?

dizzy

happy

sad

excited

confused

dddd

optimist

surprised

suspicious

bored

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LESSON PLAN
Grade: 3rd
Teacher: Mirea Mariana
Curricular area: Language and communication
Subject: Romanian
Lesson title: The professions - play
Lesson type: Acquisition of new knowledge
Operational objectives:
- The ability of adapting to various social situations;
- The ability of investigating and valorization of their own experience;

Cognitive:
to understand the importance of jobs in human life;
to explain the operational steps of obtaining the final products;
to do the role-playing correctly;

Affective- attitudinal:
to show positive attitude towards work;

Psychomotor:
to mimic simple actions of the characters in the role-play;

Teaching strategy:
Methods and techniques:
- heuristic strategy;
- deductive;
- the use of explanation;
- role-play;
Teaching aids: the setting, the appropriate clothes (doctor, lawyer, judge, policeman, farmer,
blacksmith);
Students groupings: whole class, groups;
Evaluation:
- continuous;
- by observing the behaviour of the students;
- by motivating personal preferences for a job;
Timing: 45 minutes
Location: the classroom
Bibliography:
Cerghit, I. , Radu, I.T., Popescu, E, Vlsceanu, L., Didactica-Manual pentru clasa a X-a coli
normale, Editura Didactic i Pedagogic, Bucureti, 1996;

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LESSON PROCEDURES

STAGES
1. Organizational
moment / Preparation
of the class for the
activity
(2 minutes)
2. Checking the
homework
(3 minutes)

DESCRIPTION OF THE ACTIVITIES

The students get ready for the lesson, the setting.

The teacher checks the homework.

3. Reactivating the
knowledge
(5 minutes)

Taking in consideration the text Domnul Trandafir written by Mihail

Sadoveanu, the students are guided to reflect on the beauty of being a
teacher.

4. Focusing the
attention / introductory
talk / icebreaking
exercise (preparatory)
(5 minutes)

At this stage of the lesson the students are asked to listen to some
proverbs and riddles about jobs, read by the teacher.

5. The announcement
of the content and the
objectives
(2 minutes)

The teacher announces the students the title of the lesson and
presents them the specific and operational skills covered in the lesson.

6. Guiding the learning

(17 minute)

The students present the play The professions.

7. Providing feed-back
(10 minutes)

The students fill in some worksheets where they motivate the job that
they would like to have. I would like to become a.....because....., I feel
attracted by my parents job because ....

8. Homework /
Explanations in order to
continue the activity at
home
(1 minute)

Make up a text of maximum one page where you present a job you
would like to have.

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LESSON PLAN

Class: Preparatory A
Teacher: Stoian Aida
Curricular area: Language and communication
Subject: Communication in Romanian Language
Visual Arts and Practical Abilities
Maths and Environment
Chapter: How it`s made?
Learning content / topic of the activity: Jobs
Lesson Type: Integrated
Specific skills / reference objectives:
- The power to adapt to different social situations;
- Communication in Romanian Language: Expressing oral messages in various communication
situations;
- Math and Environment: Using numbers in simple elementary calculations;
- Visual Arts and Practical Abilities: Making functional creations using simple materials and basic
techniques;
Operational objectives:
- The knowledge of different social roles and their implications on daily life;
- To demonstrate the ability to work in a team, respecting everyone's opinions;
- To illustrate by drawing the products obtained by the baker, the printer and the carpenter;
- To identify the number according to the number of goods illustrated;
- To present the story of the grain of wheat, paper and wood;
- On groups to make bread, a little book and wooden spoons dolls;
Teaching Strategy:
Resources procedures (methods and techniques of work):
- observation;
- exposure (explanation);
- conversation;
- demonstration;
- practice;
- problem solving;
- game;
Teaching aids: sheets, crayons, wooden spoons, embroidery sheet, tricolor ribbon, thread, wool
yarn, flour, water, yeast, salt, vases, photos of previous activities, files;
Students groupings:
- frontal;
- on heterogeneous groups;
Evaluation: project
Timing: 30 minutes
Location: classroom
References:
Ana, A., Cioflica, S., M., Proiecte tematice orientative, Editura Tehnoart, Petroani, 2007;
Dan, S. et all., Metoda proiectelor la vrstele timpurii, Editura Mirton, Timioara, 2005;
Curriculum pentru nvmntul primar, M.E.C.T.S. , 2012;

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LESSON PROCEDURES

STAGES
1. Organizational
moment / Preparation
of the class for the
activity
(1 minute)
2. Reactivating the
knowledge
(5 minutes)

3. Focusing the
attention / introductory
talk / icebreaking
exercise (preparatory)
(4 minutes)

DESCRIPTION OF THE ACTIVITIES

Preparing working materials for the three groups
established: bakers, carpenters and printers.

previously

Open discussion about jobs they cherish and their importance to

humans.
One student from each group will tell the story of wheat grain, paper
and wood.
Reading the poem:
SCRISOARE DE INTENIE
Dragi prini, v anunm

Atunci cnd este muncit.

C am dori i noi s-aflm

Orice lucru ar putea

Cte-n lun i n soare

S ne-ajute cu ceva

Despre munc i a ei valoare.

Tema s o lmurim,

O vorb am auzit: C dei are miros,

Bucuroi noi l primim

Orice munc-i cu folos.

n echip s lucrm,

Bunul este preuit

Valoarea s i-o dublm.

4. The announcement
of the content and the
objectives
(5 minutes)

I present to the students the working tasks and the objectives of the
lesson.

5. Learning leading
(15 minutes)

Students will draw corresponding products of three crafts, they will write
their name in capital letters, will count the products identifying the
corresponding number.
Each will give a product made by them: The bakers - bread, printers books, and carpenters - wooden spoons dolls.

6. Providing feed-back
(15 minutes)

Communication activities: Children are placed in two concentric circles,

singing "If you are happy and you know it". At the teacher`s signal
should stop and communicate to the colleague who met what he liked
most in the activity. It is repeated three times.

7. Homework /
Explanations in order to
continue the activity at
home

Preparatory graders have no homework.

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LESSON PLAN
Grade: 10th
Teacher: Irina Dorovschi
Curricular area: Language and Communication
Subject: English
Unit /Chapter: Make yourself at home
The content of learning /The theme of the activity: Writing semi- formal emails
Lesson type: Teaching and learning
Specific skills:
- Writing functional texts;
- Adapting the message to the communicative situation based on the semi-formal style;
- Developing the necessary skills for producing written messages;
- Identifying details in written messages;
Operational objectives:
- Reviewing and learning new rules for writing emails in English;
- Writing semi-formal emails;
- Forming and using skills of social, verbal and non-verbal communication;
- Knowing and efficiently using the codes, the language and the conventions which belong to the
terminology of various domains of knowledge;
Teaching strategy:
Methods and techniques:
- methods and techniques for producing written messages;
- reading;
- explanation;
- dialogue;
Teaching aids:
- worksheets;
- board;
- textbook;
Students groupings:
- whole class;
- individual work;
- pair work;
Evaluation: formative assessment
Timing: 50 minutes
Place: the classroom
Bibliography:
http://www.teachingenglish.org.uk/article/email-writing
LESSON PROCEDURES
STAGES
1.Preparing the class
for the lesson
(2 minutes)
2. Checking homework
(3 minutes)
3. Focusing the
attention / introductory
talk / icebreaking
exercise (preparatory)

DESCRIPTION OF THE ACTIVITIES

The teacher greets the students, checks who is present or absent, gets
the materials ready for the lesson.
One of the students reads aloud the solution to the activity they have
been assigned as homework. The other students are asked to correct
their homework while he/she is reading.
The teacher warms the students up by asking them what factors are
important for them when they choose a holiday destination (e.g.
weather, accommodation, activities, costs, culture, food, history etc.).
Next, they are asked where they usually get information about a holiday
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(5 minutes)
4. Presentation of the
content and of the
objectives of the lesson
(5 minutes)

6. Guided learning
(30 minutes)

destination (e.g. guidebooks, Internet, recommendations from friends).

The teacher announces that in this lesson they will be emailing a tourist
information centre in a city of their choice to get information about that
place and also presents the Specific skills and the Operational
objectives aimed in the lesson:
Specific skills:
- Writing functional texts;
- Adapting the message to the communicative situation based on
the semi-formal style;
- Developing the necessary skills for producing written messages;
- Identifying details in written messages;
Operational objectives:
- Reviewing and learning new rules for writing emails in English;
- Writing semi-formal emails;
- Forming and using skills of social, verbal and non-verbal
communication;
- Knowing and efficiently using the codes, the language and the
conventions which belong to the terminology of various domains of
knowledge;
The teacher announces the students that before writing the emails,
they are going through some rules of email writing. The students are
asked what style they would use, if writing a letter to e.g. a prospective
employer; a close friend; a formal recipient- a tourist information centre.
Next, they are given out the cut out strips and are asked to group them
into a formal letter, a semi-formal email and an informal email and then
to put the strips into the right order. The teacher further explains that
they are going to focus on the semi-formal email because emailing has
become the main means of communication and so it is important to
know the conversations of this style of writing.
At this stage of the lesson students are given a copy of a semi-formal
email (worksheet 2b) as a copy of a good email and a copy of a bad
email (worksheet 4).
Comparing the two, together they will discover the rules of writing a
good email.

7. Organizing
feedback
(3 minutes)
8. Homework
assignment
(2 minutes)

The teacher asks the students in pairs to write an email to the

information centre of the city of their choice asking for any information
they require. They are informed that they can use the model email
(worksheet 2b).
When the students have finished, they are asked to read it aloud.
The teacher corrects the most frequent and serious errors arising
during the practice stages.
The students are asked to answer another pairs questions via e-mail,
playing the role of the tourist information centre.

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INFORMATIVE CONTENT

Worksheet 1

Formal letter, to be cut up into strips.

---------------------------------------------------------------------------------------------------Dear Mr Jones,
---------------------------------------------------------------------------------------------------I am writing to enquire about your language courses in the summer. I am a university student
studying to become a translator.
---------------------------------------------------------------------------------------------------I would like to know whether your school offers courses specifically for university level students as I
would like to study techniques for essay writing in English. Could you also tell me how many hours
of lessons there are per week?
---------------------------------------------------------------------------------------------------With regards to accommodation, do you only provide homestay-style lodgings or are there any
other possible alternatives? I feel I wouldprefer to stay in shared accommodation with self-catering
facilities.
---------------------------------------------------------------------------------------------------Finally, I was wondering if any extra-curricular activities such as lectures or excursions are offered
at your school. If so, are these included in the price, or at an additional cost?
---------------------------------------------------------------------------------------------------I would be grateful for any information you can give me and I look forward to hearing from you
soon.
---------------------------------------------------------------------------------------------------Yours sincerely,
Jaana Nikkinen
----------------------------------------------------------------------------------------------------

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Worksheet 2a

Semi-formal email. To be cut up into strips.

---------------------------------------------------------------------------------------------------Subject: Information about summer courses
---------------------------------------------------------------------------------------------------Dear Mr Jones,
---------------------------------------------------------------------------------------------------Im a university student from Finland and Im writing to get some information about your language
courses this summer. Ive got a few questions:
---------------------------------------------------------------------------------------------------1. Do you do a course for university students, which helps them with their essay writing skills?
---------------------------------------------------------------------------------------------------2. How many hours a week are the courses?
---------------------------------------------------------------------------------------------------3. What sort of accommodation do you offer?
---------------------------------------------------------------------------------------------------4. What after-school activities are there?
---------------------------------------------------------------------------------------------------5. Do you do any trips to other towns in the UK?
---------------------------------------------------------------------------------------------------Im hoping to come over in June, so if you can get back to me as soon as possible, it would be
great. Thanks for your help.
---------------------------------------------------------------------------------------------------Best regards,
Jaana Nikkinen
----------------------------------------------------------------------------------------------------

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Worksheet 2b
Model good email.
Dear Mr Jones,
Im a university student from Finland and Im writing to get some information about your
language courses this summer. Ive got a few questions:
1. Do you do a course for university students, which helps them with their essay writing skills?
2. How many hours a week are the courses?
3. What sort of accommodation do you offer?
4. What after-school activities are there?
5. Do you do any trips to other towns in the UK?
Im hoping to come over in June, so if you can get back to me as soon as possible, it would
be great.
Thanks for your help.
Best regards,
Jaana Nikkinen

Worksheet 3

Informal email. To be cut up into strips.

---------------------------------------------------------------------------------------------------Subject: Dani is back in Bournemouth
---------------------------------------------------------------------------------------------------Hi Jack,
---------------------------------------------------------------------------------------------------Remember me, Dani from last summer? How could u forget, we had such a good laugh every
weekend, didnt we? Hows it going?
---------------------------------------------------------------------------------------------------Anyway, just writing to let u know that Im coming back! Im gonna be working in a hotel in
Bournemouth from June till September. Brilliant, eh?
---------------------------------------------------------------------------------------------------Actually, there was something else* Do u reckon it would be possible to have my old homestay
family? We got on so well, and the mum was a fantastic cook! Dunno if its possible, but just
thought Id ask.
---------------------------------------------------------------------------------------------------Would be great to catch up sometime, so gimme a bell*Ive still got the same SIM, so my numbers
the same: 0786 8757652.
---------------------------------------------------------------------------------------------------Cheers, mate!
---------------------------------------------------------------------------------------------------Dani
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Worksheet 4

Bad email.
Subject: Hello!
Hi Jack!!!
My names Jaana and IM FROM FINLAND!!! I bet you havent had students from here B4 ;)
;-) Thats probably coz were so amazing at languages, that we dont need any xtra help? except
me I need all the help I can get!! FYI: the problem really started when I was in primary school,
and my parents, who had been arguing non-stop since I was a little baby, got divorced and decided
that I should be adopted as they couldnt decide who should have custody of me. If I had been in
their situation, I think I probably wouldnt have known either!! Anyway, this was all a bit traumatic,
so all my school subjects suffered, especially English. HAHAHAAA ONLY JOKING!!!! :-) (Actually,
dont tell anyone, but Im actually quite a good student? but if anyone found out, my reputation
would be ruined, so shhhhhh!) BTW do u do courses for uni students? How many lessons/week?
Is there any extra stuff after school, SO I CAN MEET SOME COOL PEOPLE? How about trips?
Give me all the info you can, man.
Jaana (although all my mates call me Jakki!!)

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LESSON PLAN
Grade: 11 th
Teacher: Dilek Yiit Nacar
Curricular area: Vocational subjects
Subject: Child development and training
Unit /Chapter: 6th Unit 2nd Chapter
Lesson title: Educational toys
Lesson type: Practicing capabilities
Specific skills:
- Recognising, designing and making educational toys;
- Understanding the importance of toys on children;
Operational objectives:
- Recognising appropriate educational toys;
- Being able to prepare the stages of preparing educational toys;
- Realising the points to be considered in making educational toys;
- Demonstrating the ability to identify the basic features to prepare educational toys;
- Creating educational toys for children;
Teaching strategy:
Methods and techniques:
- lecture;
- question and answer;
- demonstration;
- observation;
- experiment;
Teaching aids:
- textbooks;
- computers;
- projectors;
- photographs;
- posters;
- handcraft materials;
- brochures;
- magazines;
- stimulating board;
- overhead projector;
- photos, CD, VCD;
- television;
Students groupings:
- 3 students per group;
Evaluation: Post lesson questionnaire & making an educational toy;
Timing: 120 minutes;
Location: Classroom and workshop;

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LESSON PROCEDURES
STAGES
1. Organizational
moment / Preparation
of the class for the
activity
(15 minutes)
2. Reactivating the
knowledge
(15 minutes)

DESCRIPTION OF THE ACTIVITIES

The teacher gives information about educational toys.

The teacher shows some pictures about the educational toys

production steps.

3. Focusing the
attention / introductory
talk / icebreaking
exercise (preparatory)
(10 minutes)

The teacher shows some toys and gives information about them.

4. The announcement
of the content and the
objectives
(20 minutes)

The teacher announce the production steps, time table, content and
objectives of the subject.

5. Learning leading
(40 minutes)

Students will going to design and make an educational toy. The toy will
educate young children through play, maintaining interest and
enjoyment. It will be aimed at young children of the age range 1 to 3
years. It will also help develop their hand / eye coordination skills.
The educational toy will fit on a table top comfortably and be easy to
understand. It will be colourful and require a level of concentration in
order to use successfully.
The educational toy will be safe to use especially by young children.
Parents will feel confident that the toy/game will help their child learn.
The new toy will keep young children occupied and ensure that parents
feel confident that it is helping their child learn.

6. Providing feed-back
(10 minutes)

The teacher talks about the stages again and shows the toys to the
other students. At the end s/he evaluates the students orally and gives
feed-back.

7. Homework /
Explanations in order to
continue the activity at
home
(10 minutes)

The teacher gives homework about writing summary of the experiment.

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LESSON PLAN
Grade: 10 th
Teacher: Hayri Derya USLU
Curricular area: English
Subject: Gerunds & Infinitives
Unit /Chapter: 8
Lesson title: Gerunds that go with verbs
Lesson type: Practice in four skills
Specific skills:
- Using gerunds in the right place;
- Using the correct propositions with gerunds;
Operational objectives:
- Students will have a chance to see gerunds in grammatical constructions;
- To identify and understand the function of gerunds and gerund phrases; to use gerunds phrases
correctly;
- To use gerunds while speaking and writing;
- To understand structures in listening and reading passages with gerunds;
Teaching strategy:
Methods and techniques:
- Role-Play;
- Translation;
- Repetition Drill;
- Transformation Drill;
- Pair- Work Fill- Ins;
- Parallel Writing;
- Dialogues;
- Word Order Exercises;
- Interview, Grid Drill;
- Dictation;
- Expansion Drill;
- Substitution Drill;
- Silent Reading;
- Reading Out loud;
Teaching aids:
- Course-book;
- Workbook;
- Supplementary Materials;
- Blackboard;
- Classroom Objects;
Students groupings:
- 4 students per group;
Evaluation: Assessment Sheets
Timing: 80 minutes
Location: Classroom

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LESSON PROCEDURES
STAGES

DESCRIPTION OF THE ACTIVITIES

1. Organizational
moment / Preparation
of the class for the
activity
(10 minutes)
2. Reactivating the
knowledge
(15 minutes)

The teacher will greet the Students. He will ask about the previous
week, namely last week subjects.

3. Focusing the
attention / introductory
talk / icebreaking
exercise (preparatory)
(15 minutes)

The teacher will identify the subject and ask some questions as the
following using the some important verbs we use to talk about
activities: I like.
Teaching the usage of gerunds as an object will be given in
examples.
He will let them listen to a dialogue and fill in the blanks.
The teacher will let them make their own sentences about the
activities they like doing every day in their free time.

4. The announcement
of the content and the
objectives
(5 minutes)

The teacher will announce what to do in two lessons and the

objectives and goals of the lesson.

5. Learning leading
(20 minutes)

He will have his students correct the mistakes in the text Chess
he read it once paragraph by paragraph and let them read it loudly.
If they make pronunciation mistakes he will correct them at the
end.
In fourth lesson, the teacher will have his students listen to cd and
then fill in the blanks and answer the questions about the dialogues
they are going to listen.
At the end the students will have a chance to pronounce a
sounds.

6. Providing feed-back
(10 minutes)

Students do true-false exercises and study new words. Correct the

mistakes in a short text in their book.
The teacher summarizes the subject and asks questions to the
students.

7. Homework /
Explanations in order to
continue the activity at
home
(5 minutes)

The teacher gives work sheets about the subject.

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LESSON PLAN
Grade: 9 th
Teacher: Tlin Kse
Curricular area: History
Subject: Islam Hstory
Unit /Chapter: Unit 4/ Chapter 2
Lesson title: Islam Civilizations
Specific skills:
- Learning characteristics of Islam Civilizations;
- Comparing Islam Civilizations with other civilizations;
Operational objectives:
-The students learn to be tolerate about different cultures and religions.
-The students get information about the idea of civilization and its contribution to human life.
-The students learn how to evaluate events according to period it happens.
-The students get the information about other cultures and religions in order to understand
differences and similarities.
Teaching strategy:
Methods and techniques:
- Presentation;
- Question and Answer;
- Discussion;
- Summarizing;
Teaching aids:
- Course book;
- Test books;
- Maps;
Students groupings:
- 5 students per group;
Evaluation: Assessment Sheets
Timing: 80 minutes
Location: Classroom
LESSON PROCEDURES
STAGES

DESCRIPTION OF THE ACTIVITIES

1. Organizational
moment / Preparation
of the class for the
activity
(15minutes)

The teacher writes the content on the board and inform students
about the importance of each title.

2. Reactivating the
knowledge
(10 minutes)
3. Focusing the

Explaining the terminology related to subject.

The teacher summarizes the titles.

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attention / introductory
talk / icebreaking
exercise (preparatory)
(10 minutes)
4. The announcement
of the content and the
objectives
(5 minutes)
5. Learning leading
(10 minutes)

The teacher explains the objectives of the lesson and the significant
parts.

The students discuss the titles with the group.

6. Providing feed-back
(20 minutes)

The students ask questions to the teacher after discussion about

the unclear points.

7. Homework /
Explanations in order to
continue the activity at
home
(10 minutes)

The teacher gives homework about the titles and asks the students
to check the maps at home.

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LESSON PLAN
Grade: 11th
Teacher: Ava DABAKOLU
Curricular area: Food and Nutrition Technology
Subject: Basic Chemical Analyses in Food
Unit /Chapter: 7/3
Lesson title: Food in Volumetric Analysis
Lesson type: Total Acidity Determination in Food
Specific skills:
- Making the determination of total acidity;
- Control in food in acidity and alkalinity;
Operational objectives:
- Students will learn the meaning of total acidity;
- Students will learn how to determine the acidity and alkalinity;
- Students will learn the total acidity calculations in food;
Teaching strategy:
Methods and techniques:
- lecture;
- question and answer;
- demonstration;
- observation;
- experiment;
Teaching aids:
- balance;
- flask;
- funnel;
- burette;
- volumetric flask;
- pipette;
Students groupings:
- 5 students per group;
Evaluation: Assessment Sheets
Timing: 80 minutes
Location: Laboratory

LESSON PROCEDURES
STAGES
1. Organizational
moment / Preparation
of the class for the
activity
(10 minutes)
2. Reactivating the
knowledge
(10 minutes)

DESCRIPTION OF THE ACTIVITIES

The teacher asks the meaning and importance of acidity in food.

The teacher asks about Total Acidity Determination Policy which

was taught in previous lesson.
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3. Focusing the
attention / introductory
talk / icebreaking
exercise (preparatory)
(10 minutes)

Food in the presence of phenolphthalein indicator of normality is

calculated by titrating the total acidity of a particular base and taking
advantage of the spent amount of base solution.
The teacher summarizes the titles.

4. The announcement
of the content and the
objectives
(10 minutes)

The teacher explains the objectives of the lesson and the significant
parts.

5. Learning leading
(25 minutes)

The teacher gives the details of Chemical Substances Used,

Process Steps and Calculation of results. Then s/he shows the
experiment steps.

6. Providing feed-back
(10 minutes)

Students do the experiment and the teacher guides them. At the end
s/he evaluates the students orally and gives feed-back.

7. Homework /
Explanations in order to
continue the activity at
home
(5 minutes)

The teacher gives homework about writing summary of the

experiment.

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LESSON PLAN
Grade: 11th
Teacher: Hasan ATABEY
Curricular area: Science
Subject: Acids and bases
Unit /Chapter: 3 / 2
Lesson title: Chemistry
Lesson type: experimental learning
Aim of the lesson: In this lesson, the students will learn the characteristics of acids and bases
including the associated pH values. The students will conduct a hands-on activity that shows color
indicators for different pH values.
Operational objectives:
- Use supporting evidence to predict if common household substances are acids or bases.
Determine the pH of the substances.
Describe the results of the investigation and characteristics of each substance.
Teaching strategy:
Methods and techniques:
- lecture;
- question and answer;
- demonstration;
- observation;
- experiment;
Teaching aids: Acids PowerPoint, Lab materials, aprons and gloves, high school chemistry
textbook, LCD projector, Interactive board and/or student response system.
Students groupings: 4 - 5 students per group;
Evaluation: Assessment Sheets
Timing: 40 minutes
Location: Laboratory
LESSON PROCEDURES
STAGES

DESCRIPTION OF THE ACTIVITIES

1. Organizational
moment / Preparation
of the class for the
activity
(2 minutes)

The teacher should set up the lab activity before the students
arrive. Students should have a strong background regarding the
periodic table including the location of metals, nonmetals and the
ions formed by each. Standard lab safety guidelines should be
reviewed.

2. Reactivating the
knowledge
(5 minutes)
3. Focusing the
attention / introductory
talk / icebreaking
exercise (preparatory)
(3 minutes)

Present the powerpoint presentation allowing time for students to

take notes, ask questions etc.

4. The announcement
of the content and the

The teacher explains the objectives of the lesson.

Lab introduction - The purpose of the lab is to create a standard

pH indicator scale. Each pH level will be indicated by a specific
color. The scale will then be used to measure the pH of several
household products.

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objectives
(2 minutes)
5. Learning leading
(20 minutes)

Give an overview of the lab procedure to ensure students are

confident with techniques used. Review safety procedures.
Lab activity - Students will perform the lab procedure in groups of
4-5 students of varying skill levels. Skilled students may perform
the procedure and lower level students may collect data.

6. Providing feed-back
(5 minutes)

Be certain the lab materials are cleaned and put away upon
completion of the lab per lab attachment.

7. Homework /
Explanations in order to
continue the activity at
home
(3 minutes)

Students who need additional information/help may be directed to

this pH tutorial site (pH tutorial).

INFORMATIVE CONTENT

Vocabulary
Acid Definition: A substance that can donate hydrogen ions.
Context: Lemon juice and other acids usually have a sour test, sting when touched, and react
strongly when combined with metals.
Base Definition: A substance that can accept hydrogen ions.
Context: Soap and other bases have a bitter taste, feel slippery to the touch, and do not react
when combined with most metals.
Indicator Definition: A material that has the property of changing color in the presence of an acid
or a base
Context: Litmus paper is an indicator; it turns from blue to red in the presence of an acid and from
red to blue in the presence of a base.
Neutralization reaction Definition: The chemical reaction between an acid and a base that results
in both substances losing their distinctive properties.
Context: One substance that usually results from a neutralization reaction is a salt, an example of
an ionic compound.
pH Definition: A scale that measures the concentration of hydrogen ions in a solution.
Context: In general, acids have a pH below 7; bases a pH above 7; and neutral solutions a pH of
7.

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CH. VI. EXTRACURRICULAR PROJECTS FOR THE EDUCATION AND CAREER

GUIDANCE FOR STUDENTS
1. Projects title
JOB CLUB Career is built in school14
Proponent: Mariana Mirea
Traian School, Craiova
2. Projects summary (includes project elements and their results)
The project was generated by the low involvement of the educational actors in advising and
educating students.Starting from this, the projects was suppossed to be an alternative way of
training and expanding the abilities of promotion and personal marketing.
Within the project, there will be involvement in the forming and advisory activities from the
human resource of the school, but also from the community one, having as a purpose the
achievement of some educational partnerships on school-community axis.
The programme will give the students the possibility of getting acquainted to promotion
elements and personal marketing, development and planning instruments for their career, things
that can take shape in the active searching of a job-CV, letter of intention, searching portals and so
on.
Subsequent to the training activities, the students will be engaged in the elaboration of the
educational offer, that will be presented during the county fair of educational offer. On this
occasion, they will experiment organizational abilities, team-work, problem solving, efficient
commnunication, risks and time management and so on.
The assessment body part of the project has the role of making the learning process efficient
and making the students to get acquainted easier to the quality standards involved in writing and
project management.
3. Projects explanation
The projects need: low attending degree of all educational actors in educating students
career.
Low capacity of the school to provide advisory and education services of the career, able to
integrate students on labour market. The lack of connection between the educational offer and
labour market generates major difficulties in finding a job, the more so as the student leaves the
educational system without knowing the personal marketing capacities, which should be developed
through activities integrated in the schools educational offer.
Schools relationship with the community is a formal one, there being any actual inputs of the
numerous protocols concluded with different institutions and judicial ones in business and NGOs.
Entailing upon the community resources in advisory and education services of students career is a
priority objective, that can be achieved through involvement in projects and educational
programmes. The successful school graduates can be used as a resource, participating in
meetings with the students, exposing their experience and their professional track.
4. The purpose
Raising schools participation degree and also familiys and local communitys in advising and
education students career, active involvement of the students in planning and development
14

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activies of their own career and personal marketing.

5. Specific aims SMART (Specific, Measurable, Achievable, Realistic, Timebound)

Aim no.1 to develop the capacity of 50 % of schools students to identify their needs, capacities
and professional aspirations within a complex advisory programme of the career that involves
educational resources from school and community.
Aim no. 2 to develop for 25 % of schools students habits of using the techniques and information
methods about labour markets offer for a job within the job-club programme.
Aim no. 3 To involve 15 students in development and organization the schools educational offer.
6. Aim groups/Beneficiary (the ones involved directly and indirectly, the ones costs are
made for)
Aim groups
Beneficiary

students
Engaging 50 % of the students in training
activities,
Engaging 25 % of the students in Job-Club
programme,
10 parents sau representatives from bussiness
and NGO, 10 teachers.

7. Activities graphic (everything we do to achieve the aims)

No. of
activity
A1

Activity name

Period

Activity
management

SeptemberOctober

Advisory career
programme

January-May

Implementation method
1.1. setting the project: choosing
the team, setting the place,
setting necessary resources,
getting working instruments and
so on;
1.2. forming the training team;
1.3. listing the participants:
students, parents, teachers,
community representatives,
companies, NGOs, institutions;
1.4. establishing partnerships
with APL, companies, NGOs,
institutions;
2.1. Self-knowledge-identification
and assessment of personal
abilities-standard instruments of
testing skills and professional
interests;
2.2. skill and vocational
assessment, through individual
counselling;
2.3. planning personal and
career development-SWOT,
development career plan;
186

Assigned
resources
Project teamproject
coordinator,
project assistant,
class masters,
mentors,
community
representatives.
Consumables.

Mentors, class
masters.
CSAP-place and
equipment.
Testing
instruments.
Consumables.

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Job-club
programme

January-May

Educational
offer fair

March-May

Dissemination/
Promotion

Permanent

Monitoring

Permanently

3.1. personal and professional

development programme:
communication, team work,
transaction techniques,
information techniques;
3.2. personal marketing
programme: writing CV, letter of
intention, informing related to
larbour market, getting ready for
an interview, simulation of an
interview;
3.3. job seeking-job fair, massmedia, using the searching
portals of a job;
3.4. non-formal education
activities on volunteer,
development and personal
marketing;
3.5. formal and informal meetings
with ex-successful graduates,
that expose their professional
track;
4.1. forming the team, setting the
duties within the team;
4.2. realising a participating
analysis of strong points of the
instructive-educative processstudents, teachers, parents,
community representatives and
so on;
4.3. development of educational
schools offer-promotion
materials, the way the stand is
organized.
4.4. participating to the
educational offer fair ; interactive
presentation of the offer within
the fair;
5.1. Promoting the project and
the results within the school and
within the commnunityinformation campaigns,
promotional materials and so on.
5.2. presenting the experience
gathered during the practice
internship-presentations of
students, parents and
companies representatives;

Respecting the activity calendar,

teenagers involvement,
satisfaction degree of the
187

Mentors, class
masters.
Representatives
of the local
communityAPL,AJOFM,
business area,
parents, exsuccessful
graduates and
so on.
CSAP-place and
equipment.
Consumables.

Project
coordinator.
Team-students,
teachers,
commnunity
representatives.
Promotional and
consumable
materials.
Educational
offer.
IT.

Project team,
local
commnunity
representatives,
students
engaged into the
programme.
Promotional
materials-folders,
flyers, posters,
media products
and so on.
Project
coordinator.

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Assessment

Intermediate,
after each
activity.

participants, the relationship with

the partners;
Assessment of achieving the
aims and indicators proposed
within the project.

Team.

8. Results, impact, indicators.

The results of the project (outputs)- advantages/ results of eliminating or diminishing the
problem.
Specific aims of the
project
To develop capacity of 50 %
of schools students to
identify their needs, skills
and professional aspirations
within a complex advisory
programme that involves
educational resources in
school and community.

Quantitative and
qualitative results
Personal
development plans

To develop to 25 % of
schools students skills of
using techniques and
information methods about
labout market and
application for a job within
the job-club programme.

To engage 15 students in
development and
organisation of schools
educational offer.

Indicators name
Percentage of students
that edit the professional
development plan

Indicators
value
40%

Skill-vocational
assessment reports

Percentage of students
headed
academic/professional

50%

Educational
partnerships with
commnunitary
resources

No. of educational
resources within
commnunity that take
place at orientation
activities in career

10 %

Forming sessions

No. of organized forming

sessions

10 %

Personal marketing
instruments

Percentage of students
that edit personal
presentation instruments
Percentage of students
that take place at a
simulated interview
No. of educational
resources within
community engaged in
activities

25%

No. of meetings

10 %

Educational
schools offer

No. of educational offers

Educational offer
fair

No. of presentations
sessions for the
educational offer

Simultated
interviews
Community
educational
resources engaged
in Job-Club
programme
Meetings debating
upon educational
offer

188

25%

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Projects impact (outcomes)

It raises schools capacity as an institution of providing advisory and education career
services, of actively engaging students in planning and developing their own career. By developing
the communication skills, team work, taking decisions, transaction techniques, information
techniques within the job-club programme, students make an overview upon their future career,
overview that allows them to follow a selective professional track, in accordance with this one.
School, as an institution, improves its image and manages to appeal as many communitary
resources as possible, both human and material, resources that are used to streamline the
advisory and education services of students career.
By actively involvement in development actions of educational offer, students develop their
promotion and personal marketing competences, that will be subsequent used for following an
educational track which allows them to be active on labour market.

9. Assessment (measuring and comparing performances with the required standards,

giving out judgements regarding the registered progress in achieving the aims, what and
especially how these aspects will be underlined).
What it is assessed:
Achievieng the aims
Efficient usage of resources

Methods and evaluation

instruments:
Assessment meeting, facilitated
discussions
Working meetings

Who assesses:
Project coordinator
Project assistant

Respecting deployment
deadline of activities
Rolling each activity

Assessment meeting, facilitated

discussions
Direct discussions, observations,
assessment questionnaires

Active involvement of the

partners in all projects stages
Relationship with the partners

Working meetings
Assessment meeting, facilitated
discussions

Project coordinator

Engaging students and

teachers into activities
Promoting the project and
promotion materials quality

Working meetings

Project assistant
Activities coordinators
Project assistant

Projects impact on school and

community level

Assessment meeting, facilitated

discussions, projects journal

Working meetings, questionnaires,

projects journal

189

Project coordinator
Activities coordinator
Project assistant
Activities coordinators
Attendees to the
course
Beneficiaries of the
workable activities
Project assistant

Project coordinator

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1. The title of the project

Entrepreneurial Club the key to success in tourism15

2. Summary of the project (includes project elements and results)

The purpose of this project is to develop entrepreneurial competences of teenagers in tourism
with the aim of their active involvement in the life of the local community.
The project will start with the selection of 10-15 students, aged between 14-17, with the aim of
including them in an entrepreneurial club during a school year. The selected students, as well as
the willing teachers, will benefit from a training course which will tackle about the entrepreneurial
education during 40 hours.At the same time, the target group will get into contact with
representatives of the local community, experts in tourism and bussine in order to do educational
activities specific to tourism.
3-6 bed and breakfast local hotels will take part in the entrepreneurial club, by means of their
representatives. At these hotels, groups of 3-5 students will do a practical activity as employees of
the hotel, manager for a day at the mentioned hotels and, at the same time, they will develop a
bussiness plan, either of a virtual hotel, or of the hotel chosen for the training activity.
After a thorough knowledge of life in a pension, the target group will make promotional
materialsin order to promote his own pension, and with support from local community, will make
the guide of pensions from the local tourist area. The oppinions along the development of project
as well as from activites run in the entrepreneurial club will be highlighted in the schools
magazine/newspaper.
The results from the entrepreneurial Club will be rewarded at the International
Entrepreneurship Fair when the laurels will be received by those who will have succeeded in
making the most of their experience accumulated during the practice done in the pensions (the
best bussiness plan, the most attractive promo materials, the pension's web site).
The originality of the materials will be evaluated by a competent jury who will include
representatives of the local authorities who already own tourism bussinesses in the area. At the
entrepreneurial club, with the help of the local authorities, will be edited The Guide of Tourist
Pensions in the area, being presented at the entrepreneurial (Fair) Market as a way to promote
the geographical and tourist area from the locality.
The Project Entrepreneurial Club -the key to succes in tourism will be made public by articles
in the press, posters and flyers. Also the project wil be monitored by 2 members of the team
project who will prepare an agenda of events and will observe how well the actions of the project
are made according to the inital plan.

3. Project Justification
Students Entrepreneurial competences, aged 14-19, are little developed about making
individual decisions for their career. The students are very little involved actively in the life of the
local community and they dont take advantage of the tourist services in the area- in order to learn
about tourism and to get a job in tourism after studies.
The project THE ENTREPRENEURIAL CLUB- THE KEY TO SUCCESS IN TORUSIM wants
to gain interest to promote its ideas, to be able to choose in the future, the wanted job for those
interested in tourism.
Also, to prepare them for the future, we are trying non-formal methods , to develop their
entrepreneurial education spirit, to make them responsible so that they are decided for the career
they will practice later.
The entrepreneurship is a contemporary form of involving the teenagers in the community life
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and making them part in making decisions. The development of teenagers entrepreneurial abilities
has positive effects both on their financial independence and improved quality of life of teenagers,
and on the economical development of the local community.
4. The purpose
The development of the students entrepreneurial competences in touristic services towards their
active involvement in the life of the local community and supporting their individual decisions for
their career, according to local social economical reality.
5. Specified Objectives (defined steps in achieving the goal); SMART (Specific; Measurable;
Achievable; Realistic; Timebound).
O1 to include 10-15 students, aged 1417, in the developing entrepreneurial competences club,
during a school year;
O2 to involve 3-6 tourism bussinesses in teaching activities specified to the tourism domain in a
partnership school- tourism bussiness;
O3 to involve 5-10 representatives of the local community, experienced in tourism and business,
in teaching activities of the entrepreneurial education programme.
6. Target group/Beneficiaries (those involved directly and indirectly, those for whom is the
expenditure).
Target group/s
10 15 students, teachers;
Beneficiaries

10 15 students, teachers;
10 15students; 5- 10 representatives of the local
community; managing staff of the 3-6 tourism
bussinesses; parents;

7. The activities chart (All we have to do in order to achieve the aims, the desired results).
No. of
Title
Period
Method
Resources
activity
A1
Project
Sept.
- informing campaign in pilot
- promoting flyers;
Organisation
schools about the entrepreneurial - meeting room;
club for developing the local
- counseling room;
tourism;
the
- the announcement of the first
entrepreneurial
meeting for those interested,
club venue;
representatives of the school,
- the
local community, managers of
implementation
the tourism businesses;
team in the pilot
- the creation of the
school;
implementation team of the
- form;
project for each school ( the
principal, the deputy principal,
the counselor of the school, 1-2
teachers, 10-15 students aged
14-17);
- establishing the selection
criteria of students;
- selecting the students
according to a enrollment form
and an interview;
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Informing
the October
bussiness local
group

-the 10-15 students will do a

research in the community about
the local bussiness (number of
hostels, the number of privatelyowned houses which offer toustic
services);
- each pilot school will do a
partnership with each of the 3-6
hostels);
- the 3-6 hostels will have an
active role in teaching activities;

- selected group;
- hostels;
- supplies;

- training course for developing

entrepreneurial abilities will take
place on a period of 2 months,
represeinting 40 hours;
- 5-10 representatives of the local
community , pension managers
will be invited at direct meetings
with the target group to share
form their personal knowledge in
bussiness and tourism;

- trainer in
entrepreneurial
education;
- representatives
of the local
community;
-pension
managers;
-teachers;
-students;
-course materials;
-venue;
-supplies.

-the students will visit the

pensions/the hostels in the area,
in partnership with the school;
-each group of 3-5 students will
choose a pension where will do
December- the training;
January
-each students will be hired by a
pension for a day, with well
defined responsabilities for
his/her activity (manager,
receptionist, waiter, help-waiter,
February
etc.);
March-May students will analyse concrete
March-May clases from the pension
managers activity and, at the
meeting, will take part hotel and
tourist pension managers;
- during 15 days, each students
will manage one of the partner
pensions, and, as an ending of
the day, will present the budget
of the pensions for that day;
- the students will visit the
surroundings in order to discover
tourist and historical parts of the
area (visiting towns, interviewing

-human
respources
(students,
teachers, I.T.
teacher, pension
manager, tourist
pension staff);
-supplies;
- space for the
practice;
tourist pensions;
- the I.T. lab;

Doing
the
partnership
school- hostel

Training
course
Entrepreneuria
l Education
40 hours
a) forming the
target group
b) organising
direct meetings
with local
experts in
tourism
bussiness

October
and
November

Practice at the
pension
Doing
promotional
materials for a
pension (flyers,
the menu, the
menu of the
day, the virtual
tour

December

Practice:
a) One daytourism
employee
b) Pension
manager for a
day
c) Doing
promotional
materials for
your own
pension, as well
as publishing its
virtual tour

192

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Lifelong Learning Programme - Comenius Regio Partnerships

________________________________________________________________________________

d) Doing the
bussiness plan
of the virtual
pension or
adapted to the
pensions in
which the
practice took
place

School- tourist
guide centre
- publishing
articles about
activities run at
the
Entrepreneurial
Club
- the local
pensions guide

The Fair of the

Entrepreneuria
l Club

Assessment

the locals, biographies, legends

and traditional stories);
- each group will establish the
location, the charges, a photo
gallery, tourist attractions in the
area and will realize promotional
materials for each pension in the
town;
- each group of 3-5 students will
the business plan of the pension
where he did his practice or of a
virtual pension.
October
May
March
May

- students will publish the school

magazine about the most
representative activities run at th
Entrepreneurial Club, results
obtained and personal
impressions;
- the implementation team of the
project in school, together with
local authorities and owners of
the pensions will collaborate to
write a tourist guide, in which
they will present the geographical
and tourist area, and the
description of each pension in
the town.
June
- the implementation team of the
project in school, together with
the mayor of the commune and
the owners of the tourist partner
pensions will organise a
presentation fair with the results
of the Entrepreneurial Club:
flyers, posters, lists of menu, the
web-site of each local pension,
the guide and cookery products;
-Each partner pension will
present its own publicity website,
if any;
-the City Hall will offer a prize to
the most representative site of
the tourist pensions in the area,
website realised by a student and
the named pension will promote
its services by means of that
website.
Intermediat The assessment of the
e,
achievement of the objectives
after each
and indicators proposed in the
activity.
project.
193

- human resources
(students,
teachers, I.T.
teacher,
representatives of
the local
authorities)
resurse umane;
- supplies;
- venue to write the
guide of the local
pensions;

- human
resources;
- promotion
materials;
- tourist
pensionsguide;
-venue for the
Entrepreneurial
Fair.

Project team.

EDUCATION AND CAREER GUIDANCE LETS HELP THE STUDENTS CHOOSE A RIGHT CAREER!
Reference No: 13-PR-04-DJ-RO, TR
A project co-financed by the European Commission
Lifelong Learning Programme - Comenius Regio Partnerships

________________________________________________________________________________

8. Results, impact, indicators

The results of the project (outputs) benefits/what is obtained by reducing the problem
Specific objectives of the
projects
To develop the ability of
50% of the school students
to identify needs, abilities
and professional wishes in a
complex counseling career
programmewhich involves
educational resources from
school and the community.

To develop 25% of the

students in the school to
develop techniques and
methods of information
about the work market offer
and to apply for a job in the
programme the job club.

Quantity and
quality results
Personal
development plans

Indicator value

Percentage of the
students who write the
personal development
plan
Percentage of the
students
school/profesionally
oriented

40 %

Educational
partnerships with
community
resources

No. of educational
resources from the
community taking part in
the career oriented
activities

10 %

Training sessions

No. of organized sessions

10 %

Personal marketing
tools

Percentage of the
students who write
personal development
tools
Percentage of the
students who take part at
a simulated hiring
interview
No. of educational
resources involved in the
community activities

25 %

Work meetings for

the educational offer

No. of work meetings

10 %

The school
educational offer
Educational offer
fair

No. of educational offers

No. of presentation
sessions of the
educational offer

Record of
vocational/slikks
assessment

Simulated hiring
interviews

Community
Educational
supplies involved in
the programme JOB
CLUB
To involve 15 students in
developing and organizing
the educational offer of the
school

Indicator name

50 %

25 %

Projects impact (outcomes)

It increases the ability of the school as an institution which will furnish services in counseling
and education of the career, in order to involve the students into planning and developing his/her
own career. By developing the ability to communicate, team work, decision making, negociating
tehniques, informational techniques furnished in the job-club project, the students will develop a
vision of the future career, which will allow a selective educational pathway in agreement with this.
The school, as an institution, will improve its image at the community level and succeeds in
attracting many resources from the community, both staff as well as material, which will be used
194

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Reference No: 13-PR-04-DJ-RO, TR
A project co-financed by the European Commission
Lifelong Learning Programme - Comenius Regio Partnerships

________________________________________________________________________________

for making more efficent the counseling and educational services for the students careers.
By active involvement in in the development actions of the educational offer, the students will
develop their self marketing and promotional skills, skills which will be later used for creating their
own educational pathway which later wil allow them to be activeon the work market.

9. Assessment (measuring and comparing the performances with the established

standards, issuing opinions towards the progress identified in achieving the objectives,
and, more important, how we will underline these aspects).
What is assessed:
Aims achievement

Methods of assessment:
Assessment meetings, discussions

Who assesses:
Project Coordinator

Using resources afficiently

Work Meetings

Project Assistant

Respecting the deadlines

Evaluation Meetings, discussions

The development of each

activity

Direct discussions, observations,

evaluation quizzes

Project Coordinator
Activities Coordinator
Project Assistant
Activities Coordinators
Course Attendees
Beneficiaries of the
practical training

The active involvement of the

pertners in all the activities
The relations with the partners

Work Meetings

Project Assistant

Assessment meeting, facilitated

discussions
Work meetings

Project Coordinator

The involvement of students

and teachers in activities
Promoting the project and the
quality of the promotion
materials
The impact of the project in
schools and local community

Work meetings, quizzes, project

journal
Assessment meeting, facilitated
discussions, quizzes, project journal

195

Project Assistant
Activities Coordinators
Project Assistant

Project Coordinator

EDUCATION AND CAREER GUIDANCE LETS HELP THE STUDENTS CHOOSE A RIGHT CAREER!
Reference No: 13-PR-04-DJ-RO, TR
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Lifelong Learning Programme - Comenius Regio Partnerships

________________________________________________________________________________

1. The Title of the Project

The Volunteering Club16

2. The project Summary (it includes the projects elements and outcomes)
Starting from the realities of the educational environment regarding volunteering, the project
aims at developing social and civic competences of the beneficiaries at the same time taking
advantage of the professional development values of this phenomenon.
The informing activities regarding volunteering and its benefits, will be connected to training
sesssions in the volunteering management, in the end the beneficiaries will develop specific
competences and also the abilities of promoting and personal marketing.
The promoting campaigns for volunteering proposed by this subject will draw attention on the
volunteering actions, on the beneficiaries and the implications of this phenomenon. The specific
actions of volunteering , as an outcome of the project, will bring a positive image to the school in
the community and will strengthen the relationships with the other social partners.
The Volunteering Club will be the framework where the beneficiaries will be able to experience
through specific projects and programmes, volunteering actions in different fields of activity.
Through these actions, the benficiaries have the oportunity to get accustomed to nonformal
teaching methods, to different professional backgrounds, to rules and procedures.
Connected assessment and monitoring activities will allow besides the usefulness connected to
the project the development of abilities to follow deadlines, self assessment and planning,
interpersonal and institutional communication.

3. Project Justification
The need for the project was due to the weak knowledge and involvement of the educational
partners in the volunteering phenomenon.
Regarding the volunteering activities in school and community, they are very scarce. What is
more, the knowledge of the people involved in the educational process- pupils, parents, teachers,
the local community representatives are either limited or poor or deformed, fact revealed by a
recent social study conducted in the educational environment by the Romanian Association of
Counseling and Support, on a representative group of pupils teachers and parents, local
community representatives in Mehedinti, during the VOLSEV 2011 programme of the ARCS Youth
Centre.
As an institutional environment, the school doesnt create a background necessary for the
development of the volunteering culture, not only with implications in the personal development of
the beneficiaries, but also as an effective method of counseling and professional education. The
nonfinancial side of volunteering still counts in the peoples minds, fact that prevents the real
perception of beneficiaries and the potential that this might bring.
Taking into consideration this framework, this kind of project, with continuous actions of
informing, awareness and involvement of the educational actors in the volunteering actions, it is
more than welcomed. At the same time, through volunteering actions we can strengthen the
institutional realationship between the different entities at the level of community- educational,
NGO, business and administrative.

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Reference No: 13-PR-04-DJ-RO, TR
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Lifelong Learning Programme - Comenius Regio Partnerships

________________________________________________________________________________

4. The Purpose
The development of the civil and social competences of the educational actors (teachers,
parents and pupils) taking advantage of volunteering regarding the school and community.
5. Specific objectives (distance defined in achieving objectives); SMART (Specific;
Measurable; Achievablel; Realistic; Timebound).
O1 - to train in the volunteering field 5 teachers, 5 parents and 10 pupils from CE.
O2 - to found a communitarian club of volunteering with an offer for personal and professional
development.
O3 - to implement in the club a portfolio of educational projects of the civil and social competences
of the educational actors.
6. Target groups/Beneficiaries (those directly and indirectly involved, those for whom the
expenses are made).
Target groups
Beneficiaries

- educational actors (teachers, parents and pupils).

Direct: 5 teachers, 5 parents and 10 pupils from
CE.
Indirect: the pupils from the school, the teachers
and community.

7. Schedule of activities (what we do to get the desired results, in order to achieve the
objectives).
No. of
activity
A1

Activity
name
The project
management

The dates of
the activities
September S1,
S2
Permanent,
quarterly

Training
programme in
MV

October S1
OCT s2, s3, s4

Means of implementation
1.1 preparation, the selection of
the team, establishing the
location to work, establishing
the necessary resources,
making use of the working
tools.
1.2 working meetings: stating the
goal and objectives;
assuming the activities, the
tasks and responsibilities;
sessions of analyzing the
activities and planning future
activities etc.
1.3 informing the school and the
community about the project.
1.4 promoting the project in the
school and the community;
advertising materials, massmedia broadcasting,
informing the CP, CA, CE
ETC.
2.1 selecting the participants:
letter of intent.
2.2 preparing the course:
developing the materials for the
course (design, core course,
197

Allocated
resources
Educational
Counselor
Teachers- the
project team
Supplies
Overhead projector
Laptop
Advertising
materials

the project team

Trainers
Supplies
Overhead projector
Laptop

EDUCATION AND CAREER GUIDANCE LETS HELP THE STUDENTS CHOOSE A RIGHT CAREER!
Reference No: 13-PR-04-DJ-RO, TR
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Lifelong Learning Programme - Comenius Regio Partnerships

________________________________________________________________________________

The
Volunteering
Club

October S1,
S2
Oct. S3, S4
November
DecemberJune

Monitoring

Permanent

Assessment

Monthly
Per semester

worksheets etc) and identifying

and providing the resources.
2.3 delivering the MV course:
holding the training sessions, the
participants and the trainers
feedback, assessment of the
programme.
3.1 founding the club:
establishing the location,
purchasing the necessary
resources for a better
functioning;
3.2 making the working tools: the
rules, volunteering contract, an
assessment worksheet of the
volunteering activity, a database
for volunteers, a monthly
description of the volunteering
activities etc.
3.3 making the offer for the
following services: non-formal
educational courses, counseling
and career education and
mentoring.
3.4 completing the project
portfolio: identifying the needs
which can be solved by
volunteers in the school or the
community, for example ecology,
promoting the area, the school,
the community, street animation
etc.
Information on the following
aspects will be collected:
- following the deadlines for
the activities.
- involving the pupils in the
activities.
The degree of satisfaction of the
participants.
There will be middle assessment
after finishing each activity and a
final assessment at the end of
the project. The assessment will
have the purpose of showing the
degree of achievement regarding
the objectives, the specific
results of the project, getting the
students involved in as many
aspects as possible, following the
deadlines, the image of the
project in the community, the
relationship with the partners, the
198

Educational
Counselor
Teachers- the
project team
Supplies
Overhead projector
Laptop
Advertising
materials

Project assistant
Supplies

Project coordinator
the project team
Trainers
Supplies
Overhead projector
Laptop

EDUCATION AND CAREER GUIDANCE LETS HELP THE STUDENTS CHOOSE A RIGHT CAREER!
Reference No: 13-PR-04-DJ-RO, TR
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Lifelong Learning Programme - Comenius Regio Partnerships

________________________________________________________________________________

strong aspects and the ones that

need improving. During the
project there will be analysis and
assessment meetings to increase
efficiency of the next activities,
but also in order to adapt the
activities to the particularities of
the group.
8. Results, impact, results of the project indicators (outputs) - benefits/what is obtained by
elimination or reduction problem.
Objectives
O1

The name of results

Delivering the MV course
Setting up the volunteering
club
The service offer
Project portfolio

Results
The number of students,
parents, teachers with formed
competences in the MV field.
A volunteering club with an
offer of services adapted to the
needs of the beneficiaries
The degree of satisfaction of
the people involved.
Project portfolio for educating
the civil and social
competences of the
educational partners.
The name of results
The number of the letters of
intent to attend the course.
Number of students
participants
Number of hours of training
Functioning documents: code
of conduct, rules, volunterering
contract, an assessment
worksheet of the volunteering
activity, a database for
volunteers, a monthly
description of the volunteering
activities etc.
Number of meetings/month
Number of services from the
offer
Number of topics from the offer
Number of initiated project
Number of projects carried out
with the involvement of the
community

199

Indicators
Minimum 5 parents
Minimum 5 teachers
Minimum 10 pupils
Minimum 5 services

Big/very big
Minimum 2 project/ semester

Standard
Minimum 50
Minimum 20
Minimum 40
Approved by the AC

Minimum 2/month
Minimum 5
Minimum 20/month
Minimum 10
Minimum 2/semester
Minimum 1/semester

EDUCATION AND CAREER GUIDANCE LETS HELP THE STUDENTS CHOOSE A RIGHT CAREER!
Reference No: 13-PR-04-DJ-RO, TR
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________________________________________________________________________________

Projects impact (outcomes)

Volunteering is an essential expression of the civil and democratic participation that make use
of European values such as solidarity and anti-discrimination.
Volunteering will offer the educational partners involved in the project the necessary resources
for a better personal and professional development: time management, project management,
organizing skills and setting up and reaching the target.
What is more, as volunteers involved in the project activities, they will have the opportunity to
interact with people from different backgrounds, in this way developing not only the social,
empathic and tolerance abilities, but also the possibility of learning in a non formal environment.
9. Evaluation (measuring and comparing performance with the standards laid down, the
issue of judgments on progress in achieving the objectives, and in particular how we
emphasize these aspects).
What it is evaluated:

Carrying out the established

activities
Achieving the objectives/results
The impact of the projrct within the
community

Methods and techniques of

evaluation:
working meetings, the activities
reports
working meetings, the activities
reports MONTHLY
AC, PC meetings and the
institution meetings
Impact study - questionnaires
analysis project development
Meeting the pupils, parents and
the members of the community

200

Methods and
techniques of
evaluation:
The department
coordinator
The project coordinator
The manager of the
institution, AC, PC

________________________________________________________________________________

1. The Title of the Project

The Parents School 17

2. The project Summary (it includes the projects elements and outcomes)
The project comes from the poor involvement of the parents in the school activities and the
decreased ability of understanding the specific needs of their own children regarding the planning
and the development of a career.
The project aims at raising the active implication of the parents in the school activities through
some informing and educational activities, regarding the pupils career, taking into account their
professional interests, the parentsinterests and the reality on the market labour.
At the same time, during the project there will be activities meant to develop the learning
competences, the communication and interrelation , identifying the needs and the interests of their
own children, regarding the development and planning of a future career, but also for the parents
personal development.
To achieve this, there will be organized lectures, informing sessions and the parents will be
involved in designing some plans to develop the pupils career and some learning programmes for
their own children, which takes advantage of the local community opportunities; the parents will
collaborate with the teachers, will conceive nad will work together parent-child for mutual benefits.
3. Project Justification
The need of the project - the poor involvement of the parents in the school activities in general
and in the planning and the development of a career, in particular.
A better relationship school-family-community is the main objective of the Romanian educational
system. When school is the main pawn of educating the young generation, but not enough , the
education given by the family becomes necessary as the foundations of shaping a persoanlity are
made in the family. The family can become a factor of risk or protection depending on the abilities
which develops, the educational and emotional background that exists in the family.
A school-family agreement means finding a common solution to meet the child and the familys
interest, but also for the school and the scociety. The way the information is presented, comented
on or justified has a great influence on the opinions and the feelings of the children.
The parents task is not to choose for their own children, but to prepare them to choose for
themselves better. In order to do this, the parents will be able to communicate with their own
children to identify the learning opportunities that the community has to offer and to correlate them
with their own interests. The school has the human and the material resources and are interested
in enhancing the degree of involvement of the parents in the school activities, the counseling and
the education for a future career.
4. The Purpose
A better involvement of the parents into career education as part of a partnership with the school.

5. Specific objectives (distance defined in achieving objectives); SMART (Specific;

Measurable; Achievablel; Realistic; Timebound).
O1 - to develop knowledge and ablities of identifying the needs for a personal and professional
development of their own children and according to the parents interests (minimum 50% from the
parents).
O2 - to develop the ability (minimum 50% from the parents) to conveive together with their children
a plan to develop the pupils career.
17

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201

________________________________________________________________________________

O3 - to involve 30 parents in a club for parents, as part of a partnership with other educational
factors.
6. Target groups/Beneficiaries (those directly and indirectly involved, those for whom the
expenses are made)
Target groups
The parents from the school
Beneficiaries
50% from the parents
teachers, parents and pupils. The local community
7. Schedule of activities (what we do to get the desired results, in order to achieve the
objectives).
No. of
activity
A1

Activity name
The project
preparation

The dates of
the activities
SeptemberOctober

Means of implementation
-

Educating the
parents

OctoberDecember

Developing
the plan for
the pupil
career
Group
counseling/su
pport
Individual
couselling

JanuaryFebruary

202

Building the team

Working plan
promoting the project in
the school and the
community; advertising
materials
registering the parents in
the project (without a
previous selection, only if
they show interest)
clarifying lectures of some
key points: career,
professional orientation,
the role of the family,
lifelong learning
development
training sessionsaccording to the age
psychology,
communicationnegotiation, the conflict
management, a better
knowledge of the key
competences etc.
establishing an
interfamilial helping
network, information
exchange, opinions and
experiences through the
school counselor
support groups according
to the professional
interests of the pupils and
parents: informing
sessions regarding the
plan to develop the pupils
career and the PDCstructure, role,
achievement

Allocated
resources
Human
resources,
Supplies,
equipment, a
meeting room

Human resources
(Educational
Counselor,
parents),
Supplies,
equipment, a
meeting room

Human resources
Supplies,
equipment, a
meeting room
* sub activities
2,3,4,5 take place
simultaneously

________________________________________________________________________________

Developing
the curriculum
for students
(while taking
into account
the career
development
plan)

March-June

Monitoring

Permanently

Dissemination/
Promotion

Permanently

2. informing the parents

about the pupils
progress, their aqusition
and the difficulties they
might encounter- deciding
on a working stategy/
intervention together with
the parent
3. the teacher-parent
partnership to identify the
wishes, expectations, the
passions and the
choldrens options
1. identifying the learning
opportunities in the community
as for the career development
plan put forward;
2. partnerships with educational
resources within the communityNGOs, businesses, institutions,
the business environment, and
so on.
3. the learning activities plan
-focused on developing
European key competences/
competences identified while
putting together the career plan:
-Parents and childs day- joint
parent-child activities within the
school;
- Jobs day- presenting the
parents jobs to the students;
- One day a student, one day a
parent- role reversal;
- developing a set of family
games- focused on learning
about various jobs
- visiting some of the parents
workplaces;
- meeting APL, CL, IPJ
representatives, and so on.
One will gather information about
the following aspects:
- Respecting the calendar for
these activities;
- Engaging the students in these
activities;
The degree of satisfaction of the
participants.
Promoting the project and the
results within the school and
within the community: information
campaigns, disseminating
203

Human
resources,
consumables,
equipment,
classroom.

Human
resources,
consumables,
equipment,
classroom

The team

________________________________________________________________________________

Assessment

Periodically

promotional materials,
advertising in the media, and so
on.
One will put together
intermediary evaluations- after
finalising each activity- and a
final evaluation when completing
the entire project.
The evaluations will account for
the degree in which the
objectives were met, for the
concrete results of the project, for
engaging the students in as
many aspects of the project, for
following the tasks taken on, for
the perception of the project
within the community, for working
with the partners involved, for the
strong points and for aspects that
can be improved.
One will arrange for analysis and
evaluation meetings throughout
the project as to increase
efficiency for future activities, and
also to adapt the activities to any
specificieties of the group.

8. Results, impact, indicators.

The results of the project (outputs)- advantages/ results of
problem.
Aims
Results
Aim1
- engaging 50% of the parents in workshops
aimed at clarifying key concepts.
- 50% of the parents participating in
development sessions.
- 1 interfamilial support network with various
subgroups established by the interest of both
the student and the parent.
Aim2
- minimum 50% of the parents being informed
on the students progress, accomplishments,
and difficulties.
- minimum 50% of the parents participating in
the decision making concerning the students
academic life.
Aim3
- minimum 5 learning opportunities identified
within the community.
Result/Results name
Quantitative results
Attendees to workshops
Forming sessions
Working groups
Parents informed on students

Indicators name
Percentage of attendees to
clarification workshops of key
concepts
No. of forming sessions
No. of working gropus
204

Project
Coordinator,
Activities
Coordinators

eliminating or diminishing the

Indicators
Percentage of participation.
Percentage of participants
within the workshops aimed at
clarifying key concepts.
Number of support networks.

Percentage of parents
informed on the students
progress.
Percentage of parents
participating in academic life
decision making.
Number of learning
opportunities.
Standard
50%
3
6

________________________________________________________________________________

progress
Parents attending to decisions
regarding the academic life
Development plans realised by
parents and students
Learning opportunities
Learning activities in progress
Partnerships with local
community
Qualitative results
Educational resources
education
Applying activities
Appreciating the beneficiary
students of the activities in
progress
Quality of the delivered
courses

Parents informed on students

progress
Parents attending to decisions
regarding the academic life
No. of development plans
realised by parents and
students
No. of learning opportunities
No. of partnerships with local
community
Satisfaction degree of the
educational resources involved
Level of applying the proposed
activities
Appreciating the beneficiary
students of the activities in
progress
Quality of the delivered
courses

50%
50%
5

5
5
good/very good
good/very good
good/very good

good/very good

Outcomes
Projects impact upon the target group: the acomplishment of closeness between the target
groups endorsed by the project and school, the raise of self-esteem of the engaged students into
the project, a positive aspect concerning perspective upon professional insertion and upon decent
standard of living, change of the parents perspective upon the role education has to their children.
In virtue of gathered experience, one will improve future strategies for the problems regarding
advisory and education students career. The final results of the project, as a result of educational
interventions or material ones, will encompass good examples of practice that can be extended.
9. Assessment (measuring and comparing performances with the required standards,
giving out judgements regarding the registered progress in achieving the aims, what and
especially how these aspects will be underlined).
What it is assessed:
Achieving the aims
Efficient usage of the
resources
Respecting deployment
deadline of activities
Rolling each activity

Engaging partners in all

projects stages in an active
way
Engaging students and
teachers into activities
Projects impact on school and
community level

Methods and evaluation

instruments:
Assessment meeting, facilitated
discussions
Working meetings
Assessment meeting, facilitated
discussions
Direct discussions, observations,
assessment questionnaires

Working meetings

Working meeting
Assessment meeting, facilitated
discussions, projects journal
205

Who assesses:
Project coordinator
Project assistant
Project coordinator
Activities coordinator
Project assistant
Activities coordinators
Attendees to the course
Beneficiaries of the
workable activities
Project assistant

Project assistant
Activities coordinators
Project coordinator

________________________________________________________________________________

1. The title of the project

Steps to the future18

2. Summary of the project (including project elements and results)

The goal of this project is to provide undergraduate students with useful information about
university life and to facilitate their entry to the university.
The project will start with the selection of the 10 students in the 12th grade to participate in
visits to various universities, that will enter into partnerships. At the same time, the target group will
get in touch with representatives of universities and students' associations, to carry out project
activities.
After a thorough information regarding university life, the target group will conduct guide
"Steps to the future". Impressions throughout the project, as well as of the activities carried out will
be written in the newspaper/magazine of the school.
The project "Steps to the future" will be popularized through press articles, posters and
booklets. Also, the project will be monitored by two members of the project team who will draw up
an agenda of events and to see to what extent the project actions shall be carried out in
accordance with the original planning.
3. Justification of the project
The project "Steps to the future" aims to provide students with an overview of what makes
university life (educational offerings of the universities, student associations, student life), the steps
to be followed to become a student and responds to the need of students to orient themselves
better at signing up for the university and in the early months of graduation.
Also, the project responds to a need of cooperation and partnership between high schools
and universities, in order to facilitate the transition of students from high school to the student, with
reference especially to the students who do not live in university centres.
4. The goal
Increased capacity of 12th grade students information regarding academic environment and
mode of organization of university life.
5. Specific objectives (distance defined in achieving objectives); SMART (Specific;
Measurable; Achievablel; Realistic; Timebound).
O1. to involve a number of 10 students in gathering information about the academic environment:
enrollment, way of obtaining a housing, the university'sfFaculty organization, student life, student
organizations, libraries, courses and seminars, the university's administrative structures;
O2. to inform at least 90% of the students in their final years of school with regard to the
Organization and the academic world;
O3. to correlate information activities of the 10 students with their professional skills and career
plans (horizontal objective for the project);
6. Target groups/Beneficiaries (those directly and indirectly involved, those for whom the
expenses are made)
Target groups

Students in the 12th grade of the institution

Beneficiaries

Direct: 10 students in the 12th grade will be

involved in the collection of information; 80% of the

Product developed within POSDRU/87/1.3/S/62350 Model of advisory focused on Advisory and Education Students CareerBeneficiary: Teacher Training Center of Mehedini Conuty.

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________________________________________________________________________________

students of 12th grade of the Institution will receive

information about the academic environment;
Indirect: parents of 12th grade students
7. Schedule of activities (what we do to get the desired results, in order to achieve the
objectives)
No.
of
activ.
A1

Activity name

preparation of
the project
-selection and
completion of
protocols with
universities to
establish
business plan
-selection
depending on
the career plans
and preparing
pupils
-identifying
resources

Visit to the
Universitybusiness
-plan
development of
a personal
learning
plan for each
student
selected
universities-visit
-information
gathering
Achievement
Guideinformation
collected
-the
centralization of
data
-writing a guide

The dates of
the activities
March

2nd 6th April

10th -13th April

Means of implementation

Allocated
resources

-information campaign in pilot

schools;
-announcing the first meeting for
all those interested in setting up
the team;
-the project implementation at the
level of each pilot schools
(project coordinator, school
counselor, 1-2 teachers, 10
students-establishing the criteria
for the selection of pupils
(account should be taken of the
students involved in career);
-the selection of pupils on the
basis of an application form and
an interview;
-conclude a partnership with 2-3
universities
-to get involved with
RESOURCES (minimum
accommodation) in carrying out
the activities project;
Working meeting to implement a
plan of visits with the assignment
of tasks for each participant (the
assignment will take account of
the development of specific skills
of the pupils).
Development of a personal
learning plan for each student
involved (content and skills).
Carrying out visits to universities
and the collection of informationpersonal learning plan.

The management
team,
the School
Counselor,
Meeting rooms,
Supplies,
Institutional and
information
documents
Universities

-Project implementation team at

school level together with
representatives of universities
will cooperate with a view to the
drafting of the guide

Management team
Students selected
Supplies

207

The management
team, students
selected
Supplies
Budget for travel
accommodations

________________________________________________________________________________

Guide
distribution

24th -26th April

The debate and

participation in
hours of advice
-presentation
advice guide

7th -11th May

Evaluation of
the project
-meeting
assessment
with those 10
students
-questionnaire
-will be
analyzed both
the positive and
negative

16th -18th May

The distribution of the guide in at

least four copies for each of the
12th grade classes
Students, together with his
adviser or school managemnt
team will take part in the
deliberations organized under
hours of lecture - in order to
present the results visit.

Management team
Students selected
Supplies

Analysis plans on the completion

of the activities and plans of
learning personal
application of a questionnaire
satisfaction for students involved

Management team
Students selected
Supplies

Management team
Students selected

8. Results, impact, results of the project indicators (outputs) - benefits/what is obtained by

elimination or reduction problem
Obiectives

Results

Indicators

O1.

- Students involved in
gathering information
- the number of days of
exchange of experience at the
university
- The number students
informed - which have access
to publication and/or participate
in lecture hours
- Developed articles

O2.

O3.

The name of results

Participants in the activities
Universities visited
Articles written by students
Counsiling lasses
Hours/meetings of debate

Qualitative Results

The name of indicators

- Number of students
participants
- number universities visited (if
applicable)
- number articles written
- number of hours of advice
- number of hours of debate
- booklets distributed
-students opinion on action
-students opinion on
information obtained
208

2-4

90%

Minimum of 4 booklets/class

Standard
10
2-3
Minimum of 15
Minimum of
5-10 (class numbers)
minimum of 5

good/very good
good/very good

________________________________________________________________________________

Impact of the project (outcomes)

Better organization and orientation of students who entered at the university and their
families. Also, students will have relevant information regarding the academic life: entry to college
admission, obtaining a place in the hostel, the entry to the library, facilities of the universities,
student life by facilitating entry of the high school graduates at the university by reducing time given
to these activities - in this way increases comfort linked to the administrative aspects of the
beginning of life as a student.
9. Evaluation (measuring and comparing performance with the standards laid down, the
issue of judgments on progress in achieving the objectives, and in particular how we
emphasize these aspects).
What it is evaluated:
The activity of the students
involved
The impact of the projrct within
the community
Achieving the objectives/results

Methods and techniques of

evaluation:
Monthly activity reports /concrete
outcome (articles written)
Impact study - questionnaires
analysis project development
The working meeting of the project
team

209

Who evaluates:
Project coordinator
Project coordinator
The Council of the
School's Administrative
Project coordinator

___________________________________________________________________________________________

1. Name of project
OUR PARENTS ARE OUR MODELS19

2. Summary of project (including elements of project and the results)

Once a week after classes, an hour is spent for career guidance in the school. During that
time, 5 parents from different professions are invited to the school to introduce their profession to
students briefly. After the introduction section there is a question & answer time for students when
they can meet personally with the parents whose career they are interested in. Mostly we dont
have parents of all the professions for this activity. At that point we invite professionals from other
institutes to join our program and guide our students. After these sessions our students will be able
to meet personally with the parents and this provides to make clear almost all the questions about
that careers.

3. Context of project
* Deciding the day and hour of the activity
* Preparing the list of parents and dividing into groups
* Making appointments with the parents according to the schedule
* Making a questionnaire to measure the students current knowledge and needs about the
professions
* Share the questionnaire results with the parents considering their professions
* Asking parents to prepare in order to these results
* Session
* Last questionnaire to measure the students knowledge after the session
* Evaluation of the results

4. Aim/General objective
* The aim of this activity is to provide better information from the real life
* Reaching the knowledge easily
* Learning the easy and different parts of the each career
* Providing opportunities to get information directly from real life situations
* Getting detailed information about the:
- Education process for each career
- Financial opportunities
- Job conditions of each career
- Mental and physical difficulties about each profession
5. Specific objectives - SMART (Specific; Measurable; Achievable; Realistic; Time bound)
1 - To help students to choose and proceed on an optimal career path, based on the students
ability, desire and available opportunities.
2 - Guiding young people to adopt fair and realistic decisions about the opportunities they have in
terms of educational and vocational route on which to build a successful career.
3 - Raising the level of recognizing importance of Career Guidance.
4 - To enable students to make informed choices about their future working lives and to translate
these effectively into appropriate decisions and actions.

The project is implemented in the schools located in the province of Mersin Turkey.

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___________________________________________________________________________________________

5 - To help students understand and develop the necessary skills to equip them for whatever
career path they choose.
6 - To give the students varied information in choosing career intelligently and arrive at a better
decision when confronted with career problems.

6. Target groups (those involved directly and indirectly)

11th and 12th grades are involved in directly

7. Schedule of activities (everything we do to achieve desired results, the objectives)

Specific
Activity
Approach
Duration/
Human
Material
Results
objectives
(code and
Period
resources
resources
name)
1-To help
A.1.1
Individual,
15
Parents, of Classroom
Students
students to
Meeting
guided work
different
objects
will be able
choose and
personal
Class or
professions PowerPoint
to give a
proceed on
with parents small group
presentations summary of
an optimal
and question discussion
Uniforms
their own
career path,
& answer
career
based on the
session
interest
students
ability, desire
and available
opportunities.
2-Raising the
level of
recognizing
importance of
Career
Guidance

A.1.2
Providing
opportunities
to get
information
directly from
real life
situations

Class
discussion
Guided
work

Teacher,
Parents,
Students

Classroom
objects
PowerPoint
presentations
Uniforms

Describe
their
personal
career
choices
based on
current
employment
and labor
statistics

3-To enable
students to
make
informed
choices
about their
future
working lives
and to
translate
these
effectively
into
appropriate
decisions and
actions

A.1.3
Mental and
physical
difficulties
about each
profession

Group
15
work
PowerPoint,
group
research

Teacher,
Parents,
Students

Classroom
objects
PowerPoint
presentations
Uniforms

To be able
to use their
knowledge
to perform
their career
effectively

211

___________________________________________________________________________________________

8. Results, impact, indicators

Result/Outputs benefits / what is obtained by eliminating or reducing the problem
Specific
objectives
1-To help students
to
choose
and
proceed
on
an
optimal career path,
based
on
the
students
ability,
desire and available
opportunities

Outcomes quantitative and

qualitative
Students will be able to give a
summary of their own career
interest

Name of indicator

Value of indicator

Describing a career
with all details

Comparing his/her
needs and interests
with the careers
offer

2-Raising the level

of recognizing
importance of
Career Guidance

Describe their personal career

choices based on current
employment and labor
statistics

Financial
opportunities

Comparing his/her
financial
expectations with
the career offer

3-To enable
students to make
informed choices
about their future
working lives and to
translate these
effectively into
appropriate
decisions and
actions

To be able to use their

knowledge to perform their
career effectively

Observing current
career performance
(eg: trainings)

The contribution of
being informed
about career and
practical knowledge

Impact/Outcomes:
After career introduction with professionals at classroom environment with the participation
of parents and teachers, the students will be able to get brief and practical information about each
career including difficulties, financial opportunities, employment dis/advantages and business
environments.
9. Evaluation (measuring and comparing of performance with standards set; making judgments on
progress in achieving of the objectives, what and especially how we highlight these issues)
What are evaluated:
Implementation of planned
activities
Achieving the project objectives
Project impact on school and
community

Evaluation methods and

Who evaluates:
tools:
Presentation, question & answer Parents, teacher
Questionnaire
Questionnaire

212

Teacher
Guidance and counselling
services

___________________________________________________________________________________________

1. Name of project
VOCATIONAL SCHOOL VISITS FOR 8th GRADE STUDENTS20

2. Summary of project (including elements of project and the results)

With this activity, 8th grade students who are willing to study at vocational schools are divided
into groups according to their interest and abilities. These students visit the vocational schools and
get information about the trainings and the opportunities provided by the schools. These visits are
planned during the end of the year especially end of May and beginning of June. The students visit
the school with the company of school guidance teacher and assistant director. They are welcome
by the vocational teachers of different fields at the target schools. Also vocational school students
mentor the 8th grades during the visits. At the end of this activity the students will have brief
information about the vocational schools and their opportunities.
There are a variety of activities recommended to help 8th graders transition to high school.
However, this protocol is not just a series of different activities but rather a systemic approach to
transitioning students from middle school to high that begins in the beginning of the 8th grade year
and last through the end of the freshmen year of high school. This protocol describes a joint effort
and joint responsibility between the middle school and high school counselors, administration and
faculty members. Transition out is not about touring the high school for an evening or sitting
through course and sports/activity presentations. Targeted transition out activities and mindset
begin long before students begin thinking about the next step.

3. Context of project
* Deciding the day and hour of the activity
* Preparing the list of schools and sections to visit at schools
* Making appointments with directors and field teachers of the schools
* Visit Sessions
* Evaluation (the students comments about the vocational schools and their expectations)

4. Aim/General objective
The general objective of this project is giving information about the vocational school types, their
function and opportunities for the students and also helping students for choosing the most suitable
schools regarding to their needs and interests. Its also aimed these things below:
* Transition to high school
* Joint effort and joint responsibility between the secondary school and high school counselors
* Course and sports/activity presentations
* Helping students begin thinking about the next step

5. Specific objectives - SMART (Specific; Measurable; Achievable; Realistic; Time bound)

Explain the differences between jobs, occupations, careers
List key decision points that impact a satisfying, rewarding career path
Exploring of vocational schools and careers
Encouraging self-discovery and goal setting
6. Target groups (those involved directly and indirectly)
8th grade students who are willing to make a career in vocational schools

The project is implemented in the schools located in the province of Mersin Turkey.

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___________________________________________________________________________________________

7. Schedule of activities (everything we do to achieve desired results, the objectives)

Specific
objectives
Explain the
differences
between
jobs,
occupations,
careers

List key
decision
points that
impact a
satisfying,
rewarding
career path
Exploring of
vocational
schools and
careers

Activity
(code and
name)
A.1.1
Guided tour

Approach

Duration/
Period

Human
resources

1 hour

Field
teachers,
directors,
students

Illustrators,
booklets

Field
teachers,
directors,
students

PowerPoints, Students
notebook,
will be able
pencil
to list the
key points

systemic
approach

2 hours
(each
school)

Field
teachers,
directors,
students

Illustrators,
booklets,
Info pages of
schools

systemic
approach

School
Computer,
Counsellor, Projector,
Students
notebook,
pencil

systemic
approach

A.1.2
systemic
Technical
approach
presentation

A.1.3
Visiting to
different
types of
vocational
schools
Encouraging A.1.4
selfGuidance
discovery
with the
and goal
counsellor
setting

Material
resources

Results

Students
will be able
to explain
the
differences
between
jobs

Students
will be able
to explore
vocational
schools
Students
will be
encouraged
about selfdiscovery
and goal
setting

8. Results, impact, indicators

Result/Outputs benefits / what is obtained by eliminating or reducing the problem
Specific
objectives
Explain the
differences
between
jobs,
occupations,
careers

Outcomes quantitative and

qualitative
Students will be able to explain the
differences between jobs

Name of indicator

Value of indicator

Number of the
fields introduced,
the schools visited

The number of
students who
involved in visits

List key
decision
points that
impact a
satisfying,

Students will be able to list the key

points

Introduction and
presentations
provided by
vocational schools

The important and

significant key
points underlined
by the students

214

___________________________________________________________________________________________

rewarding
career path
Exploring of
vocational
schools and
careers

Students will be able to explore

vocational schools

Encouraging Students will be encouraged about

selfself-discovery and goal setting
discovery
and goal
setting

Number of the
fields introduced,
the schools visited

The number of
students who
involved in visits

Evaluation form

How the students

compared their
needs and
expectations with
the information
provided

Impact/Outcomes:
After vocational school introduction, the students will be able to get brief and practical
information about each career including difficulties, financial opportunities, employment
dis/advantages and business environments.

9. Evaluation (measuring and comparing of performance with standards set; making judgments on
progress in achieving of the objectives, what and especially how we highlight these issues)
What are evaluated:
Implementation of planned
activities
Achieving the project objectives
Project impact on school and
community

Evaluation methods and

tools:
Illustrators, booklets

Who evaluates:

Questionnaire
Evaluation form

Teachers, counsellors
Counsellor

215

Field teachers

___________________________________________________________________________________________

1. Name of project
HOW TO GET FIRED21

2. Summary of project (including elements of project and the results)

This workshop helps students explore expected work behaviors in a role play setting.
Students will be given a setting and an issue and asked to add dialog to the situation as an
employer and employee. The classroom must be a safe place in order for students to feel
comfortable with the role play. Determine how many of the students have done role plays before
and make sure to give enough support that they can be successful. Be specific about what is
expected and set boundaries for what is appropriate for students to do in their role as the employer
or the employee.
While the scenario cards have suggested settings, based on what you know about your
class choose a particular type of business that students will be familiar with and the type of job
within that business to use as a model. There are empty cards included so that you can also
design settings and issues.

3. Context of project
Introduction
Share with the students that they are going to role play situations where an employer is
talking to an employee about a behavior that may get them fired. Explain that you will provide
students with the business setting and the issue. Their job will be to create the dialog between the
employer and employee.
Outline your expectations as you would for any assignment. Share that the objective is for
students to identify personal qualities or behaviors that are likely to get you fired. It is their choice if
they want to make the actual presentation serious or comedic.
Activity
1.
Model one of the scenarios for the class so that they have an idea of length and
relationships.
2.
Allow students to choose a partner and draw a scenario card.
3.
Give the teams time to read through the scenario and try out different characters and
presentation modes. Allow enough time so that students can exchange roles and find where they
are most comfortable.
4.
Ask for presentations of the scenarios and include as many as time allows.
5.
As a class, discuss what are the common factors (behaviors, attitudes) that will cause an
employer to fire an employee.
Closing
Talk with the students about the effect of being fired on an individuals career path.
4. Aim/General objective
Students will be able to identify behaviors that cause someone to be fired.

5. Specific objectives - SMART (Specific; Measurable; Achievable; Realistic; Time bound)

* Extending student information regarding the qualities, skills, and behaviors employees are
expected to demonstrate in the workplace.
* Exploring expected work behaviors.

The project is implemented in the schools located in the province of Mersin Turkey.

216

___________________________________________________________________________________________

6. Target groups (those involved directly and indirectly)

The students

7. Schedule of activities (everything we do to achieve desired results, the objectives)

Specific
Activity
Approach
Duration/
Human
Material
Results
objectives
(code and
Period
resources resources
name)
Exploring
A.1.1
Role Play
20
Teacher,
Classroom, Students
expected
Discuss what
Students
Materials
will
work
are the
of the
understand
behaviors
common
desired job the effect of
factors
being fired
(behaviors,
on an
attitudes)
individuals
that will
career path
cause an
employer to
fire an
employee
Extending
student
information
regarding
the
qualities,
skills, and
behaviors
employees
are
expected to
demonstrate
in the
workplace

A.1.2
Providing
opportunities
to get
information
from
simulations
of real life
situations

Role Play

Teacher,
Students

Classroom,
Materials
of the
desired job

Students
will
understand
the
qualities,
skills, and
behaviors
employees
are
expected to
demonstrate
in the
workplace

8. Results, impact, indicators

Result/Outputs benefits / what is obtained by eliminating or reducing the problem
Specific
objectives
Exploring
expected
work
behaviors
Extending
student
information
regarding
the
qualities,
skills, and
behaviors

Outcomes quantitative and

qualitative
Students will understand the effect of
being fired on an individuals career
path

Name of indicator

Value of indicator

Working on the
same career for a
long time

The duration of
working life

Students will understand the qualities,

skills, and behaviors employees are
expected to demonstrate in the
workplace

The problems faced

with other workers
and events
happened

Relations with other

workers and
administrator,
Working in a
harmony with them

217

___________________________________________________________________________________________

employees
are
expected to
demonstrate
in the
workplace
Impact/Outcomes:
After this activity students will be able to identify behaviors that cause someone to be fired.

Evaluation methods and

tools:
Role-play

Who evaluates:

Questionnaire
Questionnaire

Counsellor
Counsellor

218

Counsellor

___________________________________________________________________________________________

1. Name of project
JOB SHADOWING IN FACTORIES FOR VOCATIONAL SCHOOL STUDENTS22

2. Summary of project (including elements of project and the results)

Once a month, vocational school students between the ages of 15-18 visit a factory which
operates in related fields with the students departments. Each visit takes a day with the
participation of approximately 50 students with their accompanying teachers. These students are
divided into groups of 10. Each group takes a guided tour of one hour. During this visit the students
are informed about manufacturing process, assembly line, row materials, working hours, financial
opportunities, employment opportunities and training programs. With this job shadowing visit the
students get the opportunity to observe real life situations for their future careers.

3. Context of project
* Planning the day of the visit.
* Deciding the group of the students.
* Preparing official documents (permissions, signs).
* Arranging the visiting hours for each group of students during the activity day.
* Session.
* Evaluation of the results.

4. Aim/General objective
* The aim of this activity is to connect vocational training with the sector.
* Learning the practical applications about the vocational career.
* Providing links between the school based vocational education and business life.
* Filling the gaps in vocational training considering real working life.
* Giving the opportunity to the students to observe the business before deciding a career.

5. Specific objectives - SMART (Specific; Measurable; Achievable; Realistic; Time bound)

1-To contribute to the learning process of the students to get more information about industrial
operations and explore the manufacturing processes and products of the field.
2-Guiding young people to adopt fair and realistic decisions about the opportunities they have in
terms of educational and vocational route on which to build a successful career.
3- Allowing the students observe the company/factorys manufacturing processes and learn more
about the innovative production and manufacturing methods and actual machinery used at the
factory.
4- Helping students to develop positive professional attitude and developing business links for
their future career.

6. Target groups (those involved directly and indirectly)

10th grades are involved in directly.

The project is implemented in the schools located in the province of Mersin Turkey.

219

___________________________________________________________________________________________

7. Schedule of activities (everything we do to achieve desired results, the objectives)

Specific
Activity
Approach Duration
Human
Material
Results
objectives
(code and
/ Period resources resources
name)
A.1.1
Guided
25
Professiona PowerPoint Students
1- To contribute
to the learning
A presenwork
ls from the
presentawill be able
process of the
tation of
field/
tion
to have a
students to get
the factory/
company
Visual
general
more information company
materials
view of the
about industrial
following a
releted
operations and
tour.
fields.
explore the
manufacturing
processes and
products of the
field.
2- Guiding young
people to adopt
fair and realistic
decisions about
the opportunities
they have in
terms of
educational and
vocational route
on which to build
a successful
career.

A.1.2
Providing
opportuniti
es to get
information
directly
from real
life
situations

Class
discussion
Guided
work

Teacher,
Parents,
Students

Classroom
objects
PowerPoint
presentations
Uniforms

Describe
their
personal
career
choices
based on
current
employmen
t and labor
statistics

3- Allowing the
students observe
the
company/factory
s manufacturing
processes and
learn more about
the innovative
production and
manufacturing
methods and
actual machinery
used at the
factory.
4- Helping
students to
develop positive
professional
attitude and
developing
business links for
their future
career.

A.1.3
Mental and
physical
difficulties
about each
profession

Group
work

PowerPoint,
group
research

Teacher,
Parents,
Students

Classroom
objects
PowerPoint
presentations
Uniforms

To be able
to use their
knowledge
to perform
their career
effectively

A.1.3
Mental and
physical
difficulties
about each
profession

Group
work

PowerPoint,
group
research

Teacher,
Parents,
Students

Classroom
objects
PowerPoint
presentations
Uniforms

To be able
to use their
knowledge
to perform
their career
effectively

220

___________________________________________________________________________________________

8. Results, impact, indicators

Result/Outputs benefits / what is obtained by eliminating or reducing the problem
Specific
objectives
1-To help students
to choose and
proceed on an
optimal career path,
based on the
students ability,
desire and available
opportunities

Outcomes quantitative and

qualitative
Students will be able to give a
summary of their own career
interest

Name of indicator

Value of indicator

Describing a career
with all details

Comparing his/her
needs and interests
with the careers
offer

2-Raising the level

of recognizing
importance of
Career Guidance

Describe their personal career

choices based on current
employment and labor
statistics

Financial
opportunities

Comparing his/her
financial
expectations with
the career offer

3-To enable
students to make
informed choices
about their future
working lives and to
translate these
effectively into
appropriate
decisions and
actions

To be able to use their

knowledge to perform their
career effectively

Observing current
career performance
(eg: trainings)

The contribution of
being informed
about career and
practical knowledge

Evaluation methods and

Who evaluates:
tools:
Presentation, question & answer Parents, teacher

Achieving the project objectives

Questionnaire

Teacher

Project impact on school and

community

Questionnaire

Guidance and counselling

services

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1. Name of project
TEACHERS, NEW EDUCATIONAL COACHES23

2. Summary of project (including elements of project and the results)

The 12th year is the most important year for our students as they have to get the central
exam in both March and June. When the students start on their last year (12th) grade, they feel
very nervous because of the stress of the central exam to enter the university. Their parents are
also nervous at the same time. At that point they are very desperate. In order to diminish their
being nervous, it was planned to match all the 12th year students with all the teachers, assistant
directors and the director. There were 96 12th year students and 32 educational staff. For each
teacher including the assistant directors and director, 3 students was appointed. All the procedures
and the rules were decided by the new educational coaches. Each educational coach has the
responsibility of 3 students. Educational coaching at the teacher level requires that the
administrator and school leaders be trained to refrain from their natural tendency to provide the
teacher with solutions to the problems he is facing. Rather, the administrator's role is to help the
teacher identify the problems and bring their own solutions to light. By asking the teacher probing,
open-ended questions, the administrator helps the teacher reflect and analyse an issue of the
teacher's choosing and then asks the all-powerful question: "What are you going to do about it?
Employing this coaching strategy compels the teacher to accept responsibility for his behaviour,
which is a big step for a teacher who often only turn to students, parents, and prior teachers for the
reason behind a student's lack of progress.
3. Context of project
* Matching the students with coaches.
* Putting the rules of coaching.
* Deciding the types of activities.
* Deciding the frequency of the activities.
* Preparing the list of parents and their contact information.
* Making appointments with the parents according to the schedule.
* Making appointments with the chosen students.
* Implying questionnaire to measure the students current needs.
* Share the questionnaire results with the parents considering their professions.
* Carrying out some social activities (some banquets, picnics, and cinema, theatre and concert
activities).
* Last questionnaire to measure how much of the students needs are carried out.
* Evaluation of the results.
4. Aim/General objective
The aim of this activity is:
- to provide to lessen the examinational stress of the students
- to reach the needs of the students easily
- to help them solve their needs easily
- to adapt the students real life situations
- to give them detailed information about the central exam in the frame of career choosing.
5. Specific objectives - SMART (Specific; Measurable; Achievable; Realistic; Time bound)
1-To help students to lessen the examinational stress by arranging some social events.

The project is implemented in the schools located in the province of Mersin Turkey.

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2- To understand the real needs of students in the frame of career guiding in order to adapt fair
and realistic decisions.
3- To understand the real needs of parents and challenges with their students.
4- To help students understand and discover their skills.
5- To help students to adapt themselves into real life situations.
6-To give the students detailed about the central exam in the frame of career choosing.

6. Target groups (those involved directly and indirectly)

12th grades students are involved in the project directly.

7. Schedule of activities (everything we do to achieve desired results, the objectives)

Specific
objectives

Activity
(code
and
name)
1.to help
A.1.1
students to
Meeting
lessen the
personall
examinational
y with
stress by
students
arranging some question
social events
& answer
session
2. to
A.1.2
understand the Meeting
real needs of
personall
parents and
y with
challenges with parents
their students.
3. to help
students
understand and
discover their
skills.

A.1.3
Meeting
personall
y with
students
question
& answer
session

Approach

Duration/
Period

Human
resources

Material
resources

Results

*Individual,
guided work
*Individual,
discussion

Teacher,
Students

Power
point
presentation

Students will
be able to
lessen the
examination
al stress.

*Group
discussion
*Guided
work

Teacher,
Parents,
Students

Power
point
presentation

*Emphatic
approach.
*Individual,
discussion

Teacher,
Students

Power
point
presentation

Parents will
be able to
understand
the
challenges
with their
students.
Students will
be able
understand
and
discover
their skills.

8. Results, impact, indicators

Result/Outputs benefits / what is obtained by eliminating or reducing the problem
Specific objectives

1.to help students to

Outcomes
quantitative and
qualitative
Students will be able to

223

Name of
indicator

Value of indicator

Stress tests

The contribution of being

___________________________________________________________________________________________

lessen the examinational

stress by arranging some
social events.

lessen the examinational

stress.

informed about career

and practical knowledge.

2. to understand the real

needs of parents and
challenges with their
students.

Parents will be able to

understand the
challenges with their
students.

Questionnaire

Comparing his/her
students expectations
with the others.

3. to help students
understand and discover
their skills.

Students will be able

understand and discover
their skills.

Observing
current
situations

Comparing his/her
needs and interests with
the careers offer.

Impact/Outcomes:
After the all activities, students will be able to face the problems the meet in their last year.
The problems and the challenges between the students and parents will be solved. Students will
be able to discover their own abilities and skills. The students will be able to get brief and practical
information about each career including difficulties, financial opportunities, employment
dis/advantages and business environments.

Evaluation methods and

Who evaluates:
tools:
Presentation, question & answer Teachers

Achieving the project objectives

Questionnaire

Teachers

Impact on students and parents

Questionnaire

Guidance and counselling

services

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CONCLUSION
This paper is the result of the research and the exchange of experience developed within
the project Comenius Regio Partnership Education and Career Guidance - Let's help the
students choose a right career! (Consilierea i educarea carierei S-i ajutm pe elevi s i
aleag o carier potrivit!/ Eitim ve Kariyer Planlama rencilerin Doru Kariyer
Seimine Yardmc Olalm!), nr. de referin 13-PR-04-DJ-RO,TR, cofinanced by The European
Commision through the Lifelong Learning Programme, and taking place during the period August
1st 2013 - July 31st 2015 in the Dolj County - Romania and the Mersin Province - Turkey under the
government of the CCD Dolj ( Dolj County Teachers Department) - the partnership coordinator and
the National Education Department of the Mersin Province - the regional coordinator, together with
their national partners, namely ''Traian Vuia'' Highschool in Craiova, ''Traian'' Secondary School in
Craiova, EduFor Craiova Association and The Vocational and Technical Highschool Mezitli, The
Informatics Highschool in Mersin and The Education Burreau in the Bozyazi Region, respectively.
This project aimed at improving services for education and career guidance of secondary
education students, in order to facilitate their transition to higher levels of education and labour
market.
Each objective of the project has resulted in activities whose results can be found in the six
chapters of the paper.
Thus, to identify the current situation regarding the importance, relevance and quality of
counseling and career guidance services of students, carried out in the educational environment
and the needs of all those directly and indirectly involved in this activity (students, teachers,
principals, counselors, parents, local community representatives) regarding the activities of
counseling and guidance to students in the two involved regions, Dolj County - Romania and
Mersin province - Turkey, a research study was conducted using methods such as the
questionnaire survey and focused interview/ focus group survey. The used research tools
(questionnaires for teachers and students of each cycle - primary, lower secondary, upper
secondary, vocational and interview guide for managers, parents, teachers, local community
representatives) as well as the obtained results are found in Chapter II of the paper.
The interpretation of responses highlighted the need for activities of counseling and career
guidance in schools (96% Romania / 68% Turkey), both by the school counselor as well as by the
teacher / tutor / professor (49% Romania / 42% Turkey), throughout all the school years (85%
Romania / 61% Turkey), being very important (35% Romania / 27% Turkey) for the students'
success in life.
So, it resulted the importance of counseling and career guidance for students to succed in
life, by all participants in the survey, students, parents, teachers, representatives of educational
institutions and the local community. Equally important are the services for the reorientation of high
school students in career and parents guidance about their children's educational choices. It was
expressed the idea that it is necessary to counsel decision-makers in the socio-educational field
since the effectiveness of the professional guidance is conditioned by the socio-economic context.
The vocational counseling and guidance should be conducted by competent specialists with a solid
pedagogical training, as they can conduct various activities including the testing of students skills,
interests and personality (the psychological profile) but with a permanently collaboration with the
teachers and the students families.
The opinions of the surveyed students are divided as follows: some believe that school
subjects are important and career counseling support them, while others consider that, on the
contrary, counseling is important andschool subjects support it.
Respondents expressed their opinion on activities which would connect students to a
higher level of education:
- visits organized in high schools/universities so that the students could get aquainted to the
profiles and specializations of the high school / college;
- flexible partnerships between schools and businesses facilitationg visits to employers,
observation of practical activities, activities such as job shadowing, work experience or part-time

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employment;
- events such "Open Days";
- presentations conducted by successful professionals in front of children;
- volunteering;
- documentary films about various fields of activity for the Ministry of Education to be watched
during classes;
- educational projects with EU funds;
- digital information, online educational activities in valuing IT specialists;
- focus on non-formal education;
The research study shows that in Romanian schools, most educational and vocational
guidance activities consist of discussions about professions during master classes and other
disciplines and less in meetings with experts from various fields of activity, activities of
volunteering, self-knowledge, practical training sessions within a company / institution or study/
guidance visits to schools / universities / companies.
Although, most of the guidance and counseling activities are conducted in schools, in the
classroom and the real contact of students with the labor market is very low.
In Turkish schools, most counseling and guidance activities represent the testing of
professional skills and interests in the Pedagogical Assistance School Office and meetings with
experts from various fields of activity and less study / guidance visits within schools / colleges /
companies or practical training sessions within a company or institution.
Teachers find that to improve counseling and career guidance services provided to school
students, the following is required:
- changing the legal framework so as to allow time for form teachers for administrative issues,
more counseling classes, thus avoiding the overloading of teacher responsabilities;
- during university years, future teachers to pay more attention to the psychological and
pedagogical studies;
- funding for career counseling, for non -formal education activities, generally the advertisement
for financing activities;
- partnerships and projects of social organizations regarding the education field, which to financially
support students' participation in non-formal education activities;
- attracting European funds and the existence of more European experts within these projects; they
should not necessarily be teachers because that can lead to the overloading of teachers
responsabilities;
- reducing the number of students in class because school classes overcrowding affects the quality
of education and thus the career guidance activities;
- teachers need counseling, in their turn, this requires more counselors and advisers;
- it is needed more negotiation and flexibility in the Romanian education system;
The students understand that the need for self-knowledge is the most important, followed
by the need to support career decision making, and the need for information on school offers, the
labor market and the need to develop the personal promotion skills.
In Chapter III is described the education system in the partner countries, aiming legislative
framework, the importance of the educational system, the Graduation Documents,
Compulsory/Optional Education, the preuniversity educational system, the forms of organization in
the preuniversity education, the structure of the school year, classes (number of students, names),
Grading System, the admission in high school, baccalaureate exam, Curriculum in elementary
school /middle school /high school: the subjects, number of hours.
The chapter is a comparison between the system of counseling and career guidance to
students in Romania and in Turkey considering:
- Psychological counseling in pre-primary/primary educational system through free medical
and psychological assistance in school offices or state hospital offices;
- Professional Guidance in the school offices for psycho-pedagogical counseling (CSAP)
from the educational establishments subordinated to the Regional Centres of Resource and
Educational Counseling (C.J.R.A.E.), during the Counseling and Guidance courses, by the class
teach, throughtout extracurricular activities, such as visits to different institutions, meetings and
debates with representatives of the educational institutes and local employees, students practical

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training, conducted in partnership with local businesses, so that students can have a direct contact
with the employees and learn about the work conditions, the partnerships bewteen the schools and
the NGO.
Chapter V analyzes the curriculum in terms of counseling and career guidance to students.
The school cabinet for psichopedagogical assistance (S.C.P.A.) is a special designed room
in an educational institution (kindergarten, secondary school or highschool). It is used for the
counselling activities after the classes, according to an established program.
In Romania, there is an S.C.P.A. in all the preuniversity educational institutions in which
there are enrolled at least 400 children or 800 pupils. If the number of pupils is lower then they can
got a school cabinet for psichopedagogical assistance in another school.
As in Romania, in Turkey the psychopedagogical counselling in the school cabinet for
psychopedagogical assistance is performed by a professional school counsellor having studies in
Sociopsichopedagogy, Psycology, Educational Sciences, Sociology, Sociology and Psychology,
Phylosophy, Communication Sciences.
In Romania, in the framework plan for primary education it is provided in the curricular area
Counselling and guidance, the discipline Personal development, which is assigned to 2 hours per
week during prep-class and one hour per week in classes I and II.
The main objective of this school subject is developing the necessary skills and attitudes for
integrating students into the socienty. The Personal Develpment syllabus, adopted through the
Educational Ministery Order no. 3418/19.03.2013, is ellaborated according to the curricular plan
aimed at skills development. Hereby, within the scool syllabus there can be identified general skills
(student`s acquisitions gained throughout the entire study time period), specific competences
(derived from the general competences, developed throughout the entire school year) and contents
(student`s necessary acquisitions, organised in 3 principal domains: Self-knowledge and a healthy
life-style, Emotional and social development, Specific aspects regarding learning organisation and
life preparation in small students).
Specific skills represent different stages in developing general skills and are actually
correlated with learning activities such as: games, drawings, labels, exposing one`s picture at
different ages, pair/ small groups discussions/debates, riddles, poems, songs, film watching,
practical activities, organising certain events, going visiting, taking part in contests, organising
exhibitions/ expositions etc.
Within the curricular area for the 3rd and 4th classes, School Counselling and Guidance
Course is scheduled 0-1h/week, where the teachers can choose this optional course/class in order
to help students become responsible. The thematic contents are structured on 5 thematic modules,
which emphasize each curricular objective: Self-knowledge and personal development,
Communication and social abilities, Information and learning management, Career planning,
Lifestyle quality.
During the 5th-8th casses, School Counselling and Guidance Course is taught by the formteachers.
School Counselling and Guidance Course is scheduled 1h/week in the common school
frame-work, according to The Personal Develpment syllabus, adopted through the Educational
Ministery Order no. 3638/11.04.2001. All the activities carried aut within this school subject aim at
contributing to the students` personal development in order to successfully reach students`
professional integration into the social background.
As far highschool system regards, the curricular area School Counselling and Guidance
Course includes: general skills, values and attitudes, specific skills, contents, methodological
suggestions.
School Counselling and Guidance Course aims at spporting the youngs through a socioprofessional insertion, through making them aware about the connections bewteen what they learn
and all skills and knowledge acquaired in order to put all the information into real life practice.
Following the conduct of the job shadowing in partner countries, involving teachers from
different subject areas, we developed concrete proposals for activities for students' career
education and guidance that can be applied by teachers in school or outside, proposals that are
found in Chapters V and VI.

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At curricular level, in subchapters 5.3. An analysis of the school subjects and 5.4. Samples
of lesson plans regarding the career guidance for students, are analyzed and compared programs
and strategies (methods, techniques, resources etc.) from each curricular area in order to: adapt
them for link the students ECG with teaching and learning in of various school subjects; each
teacher will assume educational tasks and also social and/or external tasks, such that counselling
and career guidance in schools will not be a casual or incidental activity.
At extracurricular level, in Chapter VI. are selected/elaborated the projects and programs
wich are to be carried out in the classroom or outside it: JOB CLUB Career is built in school,
Entrepreneurial Club the key to success in tourism, The Volunteering Club, The Parents School,
Steps to the future, Our parents are our models, Vocational school visits for 8th grade students,
How to get fired, Job shadowing in factories for vocational school students, Teachers, new
educational coaches.
The guide is intended as a useful tool for teachers in students' career counseling, within
each school subject. Thus, we aim at awakening each teacher 's interest to discover and use the
opportunities offered by each taught subject, in order to help students choose the right career,
according to their needs, personal abilities, their skills.

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*** MECTS - Programa colar pentru disciplina Arte vizuale i Abiliti practice aprobat prin
Ordin al ministrului Nr. 3418/19.03.2013;
*** Ministerul Educaiei Naionale, Programa colar pentru disciplina Dezvoltare Personal, Clasa
pregtitoare, clasa I i clasa a II-a, aprobat prin Ordin al ministrului Nr. 3418/19.03.2013,
Bucureti, 2013;
*** Ministerul Educaiei i Cercetrii Consiliul Naional pentru Curriculum, Programe colare
pentru Aria curricular Consiliere i Orientare - Clasele a IX-a a XII-A a, aprobat prin Ordinul
ministrului Nr. 5287 / 09.10.2006;
*** Ministerul Educaiei i Cercetrii Consiliul Naional pentru Curriculum, Programe colare
pentru Aria curricular Consiliere i Orientare - Clasele I a IV-a, Clasele a V-a a VIII-a,
aprobat prin Ordinul ministrului Nr. 5286/09.10.2006;
*** Ministerul Educaiei, Cercetrii i Tineretului, Consiliul naional pentru curriculum, Program
colar pentru clasa a IX-a, ciclul inferior al liceului, limba francez, Bucureti, 2004;
*** Ministerul Educaiei, Cercetrii i Tineretului, Consiliul naional pentru curriculum, Program
colar pentru clasa a X-a, ciclul inferior al liceului, limba francez, Bucureti, 2004;
*** Ministerul Educaiei, Cercetrii i Tineretului, Consiliul naional pentru curriculum, Program
colar pentru clasele a XI-a a XII-a, limba francez, Bucureti, 2006;
*** Ministerul Educaiei, Cercetrii i Tineretului, Consiliul naional pentru curriculum, Program
colar pentru clasa a IX-a, ciclul inferior al liceului, limba englez, Bucureti, 2004;
*** Prevederi metodologice privind organizarea i desfurarea activitilor specifice funciei de
diriginte, Anexa 1 la Ordinul M.E.C.I. nr. 5132/10.09.2009 privind activitile specifice funciei de
diriginte;
*** Programa disciplinei Dezvoltare personal, aprobat prin Ordin al ministrului Nr.
3418/19.03.2013;
*** Programa colar pentru disciplina Dezvoltare personal - Clasa pregtitoare, clasa I i clasa a
II-a Aprobat prin Ordin al ministrului Nr. 3418/19.03.2013, Bucureti, 2013;
*** Programe colare pentru Aria curricular Consiliere i orientare Clasele I a IV-a, Clasele a Va a VIII-a, Aprobat prin ordinul ministrului Nr. 5286 / 09.10.2006, Bucureti, 2006;
*** Programe colare pentru Aria curricular Consiliere i orientare Clasele a IX-a a XII-a Aprobat
prin ordinul ministrului Nr. 5287 / 09.10.2006, Bucureti, 2006;
*** Proiect POSDRU/87/1.3/S/62350 Model de consiliere centrat pe Consilierea i Educarea
Carierei Elevilor beneficiar: Casa Corpului Didactic Mehedini
*** Revista de educaie tehnologic, nr. 1, Editura Performantica, Iai, 2004;
*** Studiu privind identificarea nevoilor i percepiilor elevilor din anii terminali ai nvmntului
preuniversitar referitoare la serviciile de consiliere i orientare profesional, realizat n cadrul
proiectului PODRU CONSEL Consilierea elevilor pentru o tranziie facil de la coal la viaa
social, realizat de SCLMMCO Societate de Cercetare n Leadership, Management, Marketing
i Cultur Organizaional.
www.cmbrae.ro/wp-content/uploads/ANALIZA_CALITATEA-ACTIVITATII-DECONSILIERE_2005.pdf;
www.cnprsv.ro;
www.didactic.ro;
www.en.wikipedia.org/wiki/Romanian_educational_system;
www.jaromania.org/noutati/parteneri/job-shadow-day-la-a-11-a-editie-in-romania;

231

___________________________________________________________________________________________

www.jobshadow.ro;
www.scoalaeuropeana.ro/facilitati-si-resurse/cabinetul-de-consiliere;
www.stefanodoblejacv.licee.edu.ro;
www.teachingenglish.org.uk/article/email-writing;
www.ueb.ro/dppd/Lector_univ.dr.Simona_Glaveanu_Consiliere_si_orientare_DFP.pdf;
webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Guidance_and_Counselli
ng_in_Early_Childhood_and_School_Education;
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Overview;

232

___________________________________________________________________________________________

ANNEXES
ANNEX 1. Romania Job Shadowing activities

Fig. 1. Maths Class - teacher: Mariana MRCULESCU, "Traian" Secondary School

Fig. 2. Romanian Language an Literature Class - teachers: Daniela TOMA, Nadia UTELC
"Traian" Secondary School

233

___________________________________________________________________________________________

Fig. 3. French Class - teacher: Alina OPREA, ''Traian Vuia'' High School

Fig. 4. CDS WEB learning Class - teacher: Cristiana POPESCU, ''Traian Vuia'' High School

Fig. 5. Psycho-pedagogical counseling - teacher: Mirela ISUF, ''Traian Vuia'' High School

234

___________________________________________________________________________________________

Fig. 6. Religion Class - teacher: Carmen OPREA, "Traian Vuia" High School

Fig. 7, Fig. 8. Theater play - teacher: Mariana MIREA, "Traian" Secondary School

235

___________________________________________________________________________________________

Fig. 9, Fig. 10. Integrate Project - teacher: Aida STOIAN, "Traian" Secondary School

236

___________________________________________________________________________________________

ANNEX 2. Turkey - Job Shadowing activities

Fig. 11. Child development and training, Educational toys,

Mezitli Vocational School for Girls

Fig. 12. English Class, Mezitli Vocational School for Girls

237

___________________________________________________________________________________________

Fig. 13. Food and Nutrition Technology Class, Mezitli Vocational School for Girls

Fig. 14. Biology Class, Yahya Akel Science High School

238

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