I. Career orientation in our school

1. The educational support for a future career and the partnership Family-Community-SchoolDąbrowaGórnicza, Poland 16th – 23rd May 2011

2. I. Career orientation in our school Before applying: for final grade elementary school students we provide: • ‘Open gates’ (advisory information on professional orienting and choosing a career) • visiting lessons • teacher-parent meetings • career fairs • preparatory courses for the successful entrance exam

4. Criteria for the successful entrance exam: • results of the final grades of the years 7th and 8th of elementary school • written exam: Hungarian grammar, Maths • interview with the students

5. During the secondary school studies • the following documents regulate the work: • Local Pedagogical Programme • Annual working plan of the • school • form-masters/mistresses • vocational working communities • phsychological counselling

6. The staff: • Vocational and educational deputy principals • Form-masters/mistresses • The school psyhcologist • Teachers of the vocational subjects

7. Within the framework of • lessons with the form-masters/mistresses • integrating former knowledge andabilities into the particular lessons • during occupations out of timetable • individual pshycological counselling • (self-knowledge, forums, information days ) and participation at special events e.g. job fairs

8. Pictures of special occupations in our school

9. Extracurricural activities • self-knowledge courses (finding out students’ interests and values by methods of completing tests, looking for icons, dramatic role-plays) • getting information about a career, jobs and professions, by involving parents and students who have already finished their secondary school studies

10. The schools’ Student Self-government is operated by their own Organisational and Operational Statutes This operational form helps them to learn how to establish a democratic way of lifestyle within a proper system of rules, provides preparation for the world of work and teaches them how to reach their goals and adjust complaints.

11. Professional orientation strategies

12. Progressive development and improvement of the necessary competencies to meet the demand of the world oflabour Competencies: accuracy initiation good communication skills reliability flexibility & mobility experience ability of handling conflicts, problem-solving and working in a team

13. Meeting the requirements Labour market Thestudents to be trained & their parents Training institution Follow up is very important

14. After secondary school National Vocational List : Choosing a career Higher-leveleducationalinstitutions: universities and colleges • Browsing on web sites may help students to find the proper institutions. • After the maturity exam we follow up our students throughout a one-year period of time to find out about their rate of further studies, and also about the fields of their studies.

15. Connection with different institutions • 1. The National Pedagogical Institute • provides free of charge advice on choosing an institution for further studies, gives information and a complex psychological guide • Other activities to support choosing a career • ‘KOM-PASSZ’ is a programme(after the English word:‘compass’) which is an Internet based service that contains important information, offers useful activities and provides students help to carefully choose a future career.

17. obtains and passes information to those who are interested edits and submits publications organizes events operates offices for training and retraining answers questions about the right school to continue studying on secondary or higher level, respectively changing careers

18. 2. The Regional Integrated Vocational Training Centres and the member institutions • cooperate in vocational training • participate in common retraining programmes, applications andtheLeonardo projects (mobilities) • the primary objectives are to meet the training requirements (see: slide 13) • Followup

20. 3. Representatives of universities and colleges • institutions are visited on so-called ‘Opendays’ • the high-level educational institutions introduce themselves in our school for the undergraduating students • flyers, brochures • university job fairs

21. 4. The National Vocational and Development Institute The main activities are: • research and developement • monitoring • follow up in a ten-year period of time, according to regions (started in 2010 )

22. 5. The Hungarian Chamber of Commerce and Industry It provides services in the field of harmonisation and participates by delegates in vocational examinations of the different trades

23. II. Partnership - family, community, school 1. School – parent relationships • Parent-teacher meetings (in Sept. and Feb.) • For 8th grade students and their parents • Held by the head and deputy head of school (topics covered: values of the school, school rules, local pedagogical programme), and theappointed teacher for children and youth protection (social benefits, free course books, child-protection rules)

24. Appointed teacher for organising free time activities(freshmen’s camp and party, trips, outings etc.) • Form - teacher (rules of school-life) • Appointments with form- and subject teachers (in Nov. and in April) or any timeduringtheschool-year according to special requests in case of problems occur

25. Other forms of keeping connection • record book (written information of school programmes, praises and warnings, monthly marks, absenteeism) • common programmes (Vásárhelyi days, theatres, trips, social work) • financial contributions for the school’s foundations • e-record books and e-registers are being introduced in our school

27. Parent Board(active participation in community programmes, right to agree or disagree on the school’s regulation documents - Organisational and Operational Statutes -, questions or request for the school’s management – getting replies in 30 days)

28. Community relationships • Minorities (Bulgarian, Polish, Greek, Armanian, Rusin, German etc.) • Other schools (local, twin, similar profile secondary schools) • Social organisations (Csepel Community Centre, museums, scientific institutions, experts, art institutions) • Local police

31. Budapest Local Government • District notaries - and county governments • Child Welfare Services • Csepel Education, Speech therapy and Vocational Consulting Institute

33. THANK YOU FOR YOUR ATTENTION