Project Title: RENET Project ID: LLP-LDV/TOI/09/IT/0414

1. Project Title: RENET Project ID: LLP-LDV/TOI/09/IT/0414 Title of the document: Presentation of Greek Good Practices Document code: TM (Transnational meeting) - 22bis/2011 Typology: Working paper Classification: Confidential Version: 22bis/2011 Date: 05/2011 Author: POLYDYNAMO

2. REvitalizing networks and New Emphasis in Transfer: preventing and facing early school leaving by sharing solutions and tools 3rd Dissemination Workshop Athens, 18th -19th May 2011 Presentation of Good Practices

3. Challenges and Difficulties in the collection of Good Practices from organisations • Bureaucratic system • Exam Period • Deadlines of other projects • Working Trips of possible participants

4. Polydynamo Centre of Social Intervention of Cyclades is a non profit organization, founded by the Local Authorities of the Cycladic Islands, i.e. • the Prefectural Self-government of the Cycladic Islands, • the Municipality Ermoupolis • the Municipality of Mykonos • the University of the Aegean • the Unified Vocational Training Centre of Cyclades.

5. LOCATIONSyros, Naxos and Andros

6. POLYDYNAMO CENTRE OF SOCIAL INTERVENTION OF CYCLADES Operates at local national and international level, materialising action programs financed by the European Union and the Greek State (Leonardo da Vinci, Equal, Grundtvig etc), concerning social and economic integration, fighting exclusion and promoting equal opportunities.

7. POLYDYNAMO CENTRE OF SOCIAL INTERVENTION OF CYCLADES Aims • to facilitate the interaction of groups • to develop innovative approaches for the integration and rehabilitation of unemployed and vulnerable social groups • to provide counselling and guidance • to promote cultural activities

8. POLYDYNAMO CENTRE OF SOCIAL INTERVENTION OF CYCLADES Provides • Vocational counselling , professional orientation and business plan development • Individual psychological and social support for the professional career • Support of disabled people • Job-research techniques (CV, cover letters, interviews)

9. POLYDYNAMO CENTRE OF SOCIAL INTERVENTION OF CYCLADES Provides • Information and support regarding European initiatives and National projects, training courses and grants • Networking with the local society, the business world and social institutions for the economical and social development of the region

11. The Institute of Training & Career Guidance (IEKEP) is a private non-profit organization, founded in 1990 to meet the growing needs of the labour market in the areas of training and career guidance. • It is a regional Vocational Training Centre, certified by the Greek Ministry of Employment. • It provides training to employed and unemployed people as well as to social groups at risk of social exclusion • Furthermore, IEKEP designs and manages Innovative European Projects, in cooperation with other European organizations. • It has expertise and wide research experience in areas like: • Career guidance • Development of educational material • Trainers training • Certification of vocational competencies

12. GOOD PRACTICE 1 : “Developing an effective tool for career path of secondary schools’ students to prevent unemployment and misemployment” LEONARDO DA VINCI LIFELONG LEARNING PROGRAMME TRANSFER OF INNOVATION, (2008-2010) TARGET GROUPS : Secondary Schools’ Students Their Parents Counsellors of Secondary Schools Teachers

13. The selection of occupation is one of the most important decision throughout the life. • Career planning is helping people to decide how to direct their professional life. • In partner countries, there is not any systematic career planning and occupation selection system for youths. • In an effective occupation selection personal feautures must be taken into consideration.

14. Scope :Effective vocational and career planning curriculum is needed at schools to support students in their vocational decision making process. It is hard for people to reach their personal potential and select occupations that are not compatible with their personal features without guidance. This practice discovers student’s best ways of learning and inform parents and students to plan their study programs according to their style preferences. Learning styles affects students’ school achievement and working styles preferences. Best ways of Learning + School Achievement Planning of study programs Style Preferences

15. These reasons direct this network to develop a tool named CPT and a curriculum which supports secondary schools’ students in their career planning. • Tool : A Career Path Test (CPT) is a questionnaire based tool which contains questions to measure learning style and personality type and career interests of individuals. • Learning styles are determined by using Dunn & Dunn’s theory. • Personality types and career interests are determined by using Holland’s RIASEC Theory.  • Both theories are widely used in counseling psychology.

16. Holland’s RIASEC Theory.  What Dr. Holland provided the field, was a simple and efficient way for people to begin the assessment component of career planning – by assessing which type best described their own interests

17. The Hexagon Think of the hexagon as a big room. In each corner there are people and activities going on that correspond to their Holland code. Which corner would you like to visit first? Second? Which corner are you least likely to want to visit?

18. What is learning style? It is the way a person processes, internalizes, and studies new and challenging material. The cornerstone of the Dunn and Dunn Learning Styles Model is that most people can learn, and individuals each have their own unique ways of mastering new and difficult subject matter . The Dunn and Dunn Learning Style Model The Dunns' Learning-Style Model is complex and encompasses 5 strands of 21 elements that affect each individual's learning. Some of these elements are biological and others are developmental. Style changes over time. A summary of these elements is provided below : Environmental.The environmental strand refers to these elements: lighting, sound, temperature, and seating arrangement. Emotional. This strand includes the following elements: motivation, persistence, responsibility, and structure. Sociological.The sociological strand represents elements related to how individuals learn in association with other people: (a) alone or with peers, (b) an authoritative adult or with a collegial colleague, and (c) learning in a variety of ways or in routine patterns. Physiological.The elements in this strand are: perceptual (auditory, visual, tactile, and kinesthetic), time-of-day energy levels, intake (eating or not while studying) and mobility (sitting still or moving around). Psychological.The elements in this strand correspond to the following types of psychological processing: hemispheric, impulsive or reflective, and global versus analytic.

19. After CPT administered students, they were able to learn their career tendencies, skills, strengths-weaknesses, preferred working area, learning styles and occupations that are compatible with their personal features.  • A need analysis used to determine which items and which sub contents will be covered in CPT. For CPT a software will be developed. Students’ test results were evaluated in this computer program. • Moreover, for school counselors and teacher group reports were developed. In these reports, school counsellors saw their students’ career tendencies in groups. • Thus, especially in group counselling of CPT and in seminars about occupations school counsellors organized them to groups that have the similar career tendencies.

20. In the project also a career curriculum was developed to be administered at schools. • School counselors were trained about how to administer this curriculum. The curriculum included some modules such as : • career planning concepts, • administering CPT and its counseling, • decision making skills and • seminars for both parents and students about workforce and occupations. • At the end of this project, students could make their vocational decision that are compatible with their personal features and get life-long career management skills.

21. ARSIS is a non-governmental organisation specialised in social support for young people and the protection of their rights. Founded in October 1992 and operates centers in Athens, Thessaloniki, Volos, Larissa and Karditsa.The Vision of ARSIS is a society that gives status and opportunities for all young people and respects their rights as established in the Greek and international law, and particularly in the UN Convention on the Rights of the Child.Mission of ARSIS is taking action aimed at preventing and combating social exclusion of young people, focusing on ages 15 to 21 years

22. Anyperson between 15 to 25 year oldmayrequestfreesupportorparticipateinworkshopsandactivities ARSIS. A prerequisiteisthefreechoiceofparticipationandacceptanceoftheprinciplesofmutualrespect, non-useofforceandracistattitudes.Thesupportservicesrelatedto: • informationservices for youngpeople, • helpsolve a problem, • counseling, • educationalassistance, c • areerguidance, • membershipinvocationaltraining, • assistance for jobsearch, • sitesearchtofindaccommodationorhousing , • legalinformationorassistance, • participationintrainingcoursestoprepare for work, • informationaboutrights, • membershipinonlinecommunitiesonissuesthatconcernyoungpeople, etc.Laboratoriesthatworkonculturalexpression (thinkgraffiti, jugglers, theatricalexpression, photography, film, music, etc.), languageorcomputerart (eghandicrafts).

23. Toachieveitsobjectives, ARSIS workconsistentlywithpublicandprivateentities: • TheGeneralSecretariat for Youth • TheGeneralSecretariat for EducationofChildren • TheMinistryofJustice, prisonsandinstitutionstreatmentofminors • TheMinistryofLabour • TheMinistryofHealthandWelfareandsupervisedservices • TheMinistryofForeignAffairs • TheNationalOrganisationofSocialCare • Universitiesandresearchcenters • SecondarySchools • TheHelenic Agency for LocalDevelopmentandLocalGovernment • LocalUnions of Municipalities • Social, healthandtherapeuticservices • Non-governmentalorganizations • Tradeunions • Enterprises

24. NETWORKS • ARSIS participateinnetworksandinstitutionsinGreeceinitiativesaimedatbringingtogether, exchangeviewsandexperiencesandtopromotecommongoals.Itparticipatesinthefollowingnetworks: • ConsortiumtoSupportYouth • GreekNetwork for CombatingPovertyandSocialExclusion • NetworkofSupportServices • DonotGovernorOrganizationsCommitteetomonitortheimplementationofUN ConventionontheRightsoftheChild

25. Target Group : Children that working on the streets

28. As part of the fight against trafficking and exploitation of minors from Albania a few years ago created the workshop "Action for Children on the street. " The workshop is surrounded by volunteers and the creative work of children in the street, using collage and painting techniques. The aim of the workshop is to create a safe space of breaks and develop relationships of trust with children in their activities. The action takes place to Monastiraki and Thissio area, two hours twice a week depending on weather conditions.In some cases there is a contact with parents of the children, in order to support their families, and the gradual removal of children from the street.

29. REMEDIAL TEACHING Follow the action on the street is the remedial teaching of children involved in it.    The groups support teaching taking place in ARSIS and aimed at creating incentives for children to remain in the educational system (despite the difficulties faced daily) and prevent the phenomenon of early leaving education ("drop-out").

30. The volunteer group providing a framework for action: • Plans and organizes the activities of the plan according to the age of the children involved each time. • Organise and plan the educational process in order to meet the learning needs of children involved. • Undertakes the preparation and timely movement of materials in the implementation. • It can provide information material to passersby on the trafficking and exploitation of children • Maintains calendar, presence and participation of children in order to observe the phenomenon of trafficking and exploitation. • Supervised by an executive of ARSIS monthly meetings

34. 3rd Practice : "Competence Coach"LdV Transfer of Innovation Target Groups : Adultslowqualifiedand poorly -paid COMPETENCE COACH focuses on the training of career guidance practitioners.

35. The training program will enable guidance practitioners in the orientation to empower customers to make changes in their working life and education, to help adults with low education and skills to return to education through accreditation of previous knowledge and skills and to improve the employability of their clients. During the development of the proect, special attention given to specific target groups and groups threatened by social exclusion The partners refer to coaching as an ongoing relationship between a qualified coach and an individual or team which focuses on clients taking action toward the realization of their goals. The coach's job is to provide support to enhance the skills, and resources that the client already has. The project partners believe practitioners should be trained in coaching to be prepared for delivering career guidance.

36. The project COMPETENCE COACH wanted to address these problems. • The main aims and objectives of the project were: • to improve professional performance of guidance workers by introducing coaching method (holistic approach) and assessment tools with focus on informally acquired competences • to develop a training with diversity sensitive modules for guidance workers for coaching of clients (focus on target groups at risk of social exclusion) and test the training, • to certify this training as additional module for career guidance practitioners

37. After the training programme the guidance practitioners were able: • to empower guidance seekers (focus on target groups at risk of social exclusion) to make changes in their professional lives and education, • to help poorly qualified and low-skilled adults to return to education through accreditation of prior and experiential learning, • to enhance the employability of clients.

38. The project was based on the LdV projects "exemplo" and "third age guidance". • The project had the following outcomes: • needs analysis, • a curriculum of training of lifelong guidance practitioners and training material, • piloting training in all project countries • and certification.

39. The national VET systems in the participating countries (DE, FR, EL, LT, UK, CZ) were enriched by a training curriculum which enables guidance practitioners to coach successfully clients (focus on groups at risk of social exclusion). • The project partners integrated the training into their regular training programme to make it available after completion of the project.

40. The guidance workers • made their clients aware of their learning process and needs, • enabled them to identify available opportunities, • and overcome obstacles in order to learn successfully.

41. “Clients” of the trained guidance practitioners know and understand • his/her preferred learning strategies, • the strengths and weaknesses of his/her skills and qualifications, • and are able to search for the education and training opportunities and guidance and/or support available. • “Clients” develop a positive attitude towards learning including the motivation and confidence to pursue and succeed at learning throughout one's life.

42. For this purpose each partner networked with national decision-makers responsible for the development of a coherent guidance training strategy in order to guarantee the development of a training that fits within this strategy. • The sectoral implementation of the Transfer of Innovation concept was realised by networking within the CEDEFOP virtual guidance community and other umbrella initiative and associations as IAEVAG, FEDORA during the projects duration.

43. Thank You !