TSpace newsletter n. 2
- 1. THE T-SPACE NEWSLETTER The newsletter of the Erasmus+ Talent Space Project SEPTEMBER 2021, VOL. 2 Although the past school year has been highly impacted by the pandemic, which limited somehow the delivery of the planned early guidance activity, partners managed to find creative solutions to keep in touch with their students, the families and the local stakeholders and to promote the concept and the importance of early guidance even at hard times, which make the topic of supporting young students even of grater interest for all. From Spain to Poland and from Greece to Italy, the T Space project delivered early guidance activities to a huge number of students, both on line (when necessary) and face to face. The project will proceed regularly also in 2022 until the end of school year and will measure its impact at the local level as well as the transnational one thanks to the cooperation made possible by Erasmus+ Guidance at times of pandemic Erasmus+ KA2 for the exchange of good practices Why Guidance and Orientation are important to us TALENT SPACE
- 2. During the 1st year of the project implementation, we used several tools such as worksheets, self-knowledge games, video creating activities and interviews with parents as professionals. Most of them were done during distance learning. Indeed, the long period of the school closure due to the pandemic limited our choices regarding the number and the type of activities used and affected the desired quality. Nevertheless, the last three weeks of the school year, when schools opened again, we focused on the final products: short videos created by our students to show their skills and talents and a padlet with a collection of professions with corresponding videos. As to the latter, we invited parents to present their professions to our students and show them their workplace. The parents’ response was positive and the whole process turned to be a fruitful experience for both students and parents. Parents had the chance to present their work and communicate the passion, the joy and satisfaction they experience every day at work. They, also, explained how they decided to follow the certain profession, how the process of decision making worked for them and the importance of personal preferences, skills, and talents during that process. Students showed an increasing interest during the interviews. They were fascinated with the passion and the fulfilment one can get from his profession. They realized how important is for their future life to make the right choices, to find what makes them happy in order to carefully design their professional pathway. They expressed their desire to invite more parents at school and visit different workplaces as the best way to gather important information about various professions and the labor market. Moreover, students whose parents were interviewed were happy for their contribution to school activities and proud of them for their profession and their personality in general. Our experience with the interviews, is that parents can become role models for our students, an inspiration for them to follow their personal pathway based on what they like most and can do better rather than to what social stereotypes or important others indicate. Interviews with parents is, also, an excellent opportunity to establish a close cooperation with families and create a cooperation culture, which is currently missing from our school. Greece Interviews with parents, a useful tool … parents can become role models for our students, an inspiration for them to follow their personal pathway based on what they like most and can do better rather than to what social stereotypes or important others indicate. ΓΝΩΡΙΖΩ ΤΑ ΕΠΑΓΓΕΛΜΑΤΑ – ΣΥΝΕΝΤΕΥΞΕΙΣ ΜΕ ΓΟΝΕΙΣ Κατά τον 1ο χρόνο υλοποίησης του προγράμματος οι μαθητές μας συμμετείχαν σε πολλές δραστηριότητες, όπως φύλλα εργασίας, παιχνίδια αυτογνωσίας, δημιουργία βίντεο, συνεντεύξεις με γονείς. Οι περισσότερες από αυτές έγιναν σε συνθήκες τηλεκπαίδευσης, γεγονός που δεν μας επέτρεψε να αξιοποιήσουμε τα διαθέσιμα εργαλεία στο βαθμό που θα θέλαμε, ώστε να έχουμε το επιθυμητό αποτέλεσμα. Παρόλα αυτά, μετά τις διακοπές του Πάσχα, αξιοποιώντας τη φυσική παρουσία των μαθητών μας εστιάσαμε στα παραγόμενα προϊόντα. Συγκεκριμένα, οι μαθητές μας δημιούργησαν βιντεάκια για να παρουσιάσουν δεξιότητες και ταλέντα, έκαναν μονογραφίες επαγγελμάτων που τους ενδιαφέρουν και δημιούργησαν ένα διαδραστικό padlet για να τα παρουσιάσουν. Προσκαλέσαμε, επίσης, γονείς για να παρουσιάσουν το επάγγελμά τους στους μαθητές μας μέσω συνεντεύξεων. Η ανταπόκριση των γονέων ήταν θετική και η εμπειρία των συνεντεύξεων αποδείχθηκε επωφελής για γονείς και μαθητές. - Οι γονείς μίλησαν για το επάγγελμά τους και μετέδωσαν στα παιδιά το πάθος και την αγάπη για τη δουλειά τους. Εξήγησαν, επίσης, τους λόγους για τους οποίους επέλεξαν το συγκεκριμένο επάγγελμα, τα βήματα που ακολούθησαν μέχρι να φτάσουν εκεί, τη σημασία των προσωπικών προτιμήσεων, των δεξιοτήτων και των ταλέντων στη διαδικασία αυτή. - Οι μαθητές μας, από την άλλη, συμμετείχαν με αυξανόμενο ενδιαφέρον στις συνεντεύξεις. Εντυπωσιάστηκαν από την αγάπη και την ικανοποίηση που αντλούσαν οι γονείς από τη δουλειά τους, συνειδητοποίησαν τη σπουδαιότητα του να κάνεις σωστές κι επιτυχημένες επιλογές, την ανάγκη να βρεις τι σε κάνει χαρούμενο, ώστε να σχεδιάσεις το προσωπικό σου μελλοντικό επαγγελματικό μονοπάτι. Επίσης, δήλωσαν την επιθυμία να προσκαλέσουν κι άλλους γονείς την επόμενη χρονιά και να επισκεφτούν ποικίλους χώρους εργασίας, για να αποκτήσουν γνώσεις κι εμπειρίες. Ακόμα, η χαρά κι υπερηφάνεια των μαθητών για τους γονείς τους που ήρθαν στο σχολείο ήταν έκδηλη. Παρόλο το μικρό αριθμό των συνεντεύξεων, καταλάβαμε ότι οι γονείς που έχουν κάνει συνειδητοποιημένες επαγγελματικές επιλογές μπορούν να αποτελέσουν θετικά πρότυπα και πηγή έμπνευσης για τους μαθητές μας, ώστε να ακολουθήσουν έναν επαγγελματικό δρόμο με κριτήριο αυτό που τους ταιριάζει καλύτερα και όχι τα κοινωνικά στερεότυπα της εποχής ή τις προσδοκίες των σημαντικών άλλων. Τέλος, οι συνεντεύξεις με τους γονείς αποτελούν μια εξαιρετική ευκαιρία να φέρουμε τους γονείς κοντά στο σχολείο και τις δραστηριότητες που υλοποιούνται, ώστε να διαμορφωθεί σταδιακά μια κουλτούρα συνεργασίας με τις οικογένειες των μαθητών μας, η οποία προς το παρόν λείπει από το σχολείο μας.
- 3. Il lavoro di squadra - la chiave del successo Counselling people means accompanying them along the path of their educational and professional fulfillment as well as the identification of their own personal project. For this reason it is an action that requires the support an entire community that shares the responsibility for the growth of all people, especially that of the youngsters. Schools, Teachers, Families and Consellors need to cooperate with Companies, Local Bodies, Associations and Professionals who are willing to share their knowledge with young students, explaining their success stories, their fails and mistakes as well as their growth paths. Each person who makes up the network becomes co-responsible for the growth of the children and can be of dramatic help to the educational system. The concept of "educating community", often abused and taken for granted, is fundamental in the guidance and orientation field and must be correlated deeply to that of "educational alliance" between different actors and bearers of different experiences, capable of making their knowledge and skills available. Some examples of network collaboration between different actors are the interviews carried out in the classroom by local professionals who tell their path and describe their professional role. Another expression of networking was the initiative to propose early orientation activities during the Exhibition of Artistic Crafts held in Mondovì from 13 to 16 August. Thanks to the Municipality of Mondovì, La Funicolare Association and the "City of Talents" initiative by Fondazione CRC, CFP Cemon and the Caracol Cooperative proposed some activities aimed at discovering students’ talents during the exhibition so that children started thinking about their professional future with the support of their counsellors, their families and the artists who attended the event. Italy CFP Cemon - Networking and cooperation with local stakeholders - the key to success Il lavoro di rete e la collaborazione con gli stakeholders del territorio … la chiave del successo di un orientamento efficace! Orientare le persone significa accompagnare le persone nella ricerca della loro realizzazione professionale e nella costruzione del proprio progetto personale. Per questa ragione è un’azione che richiede il sostegno ed il supporto di una comunità che condivida la responsabilità della crescita e della realizzazione di tutte le persone, ma soprattutto delle giovani generazioni. Scuole, Insegnanti, Famiglie e Orientatori hanno bisogno di Imprese, Enti locali, Associazioni e Professionisti che siano pronti a condividere le loro conoscenze con i giovani, proponendo le loro storie di successo, gli errori ed i percorsi di crescita. Ogni soggetto che compone la rete diventa così corresponsabile della crescita dei ragazzi e può essere di aiuto al sistema educativo. Il concetto di “comunità educante”, spesso abusato e dato per scontato, in orientamento è fondamentale e va correlato in maniera profonda a quello di “alleanza educativa” tra soggetti diversi e portatori di esperienze differenti, capaci di mettere a disposizione le loro conoscenze e competenze. Alcuni esempi di collaborazione in rete tra soggetti diversi sono le interviste realizzate nelle classe da professionisti del territorio che raccontano il loro percorso e descrivono il loro ruolo professionale. Altra espressione di lavoro in rete è stata l’iniziativa di proporre attività di Orientamento precoce durante la Mostra dell’Artigianato Artistico svolta a Mondovì dal 13 al 16 agosto. Grazie al Comune di Mondovì e all’Associazione La Funicolare in sinergia con il progetto “Città dei Talenti”, il CFP Cemon e la Cooperativa Caracol hanno proposto alcune attività di scoperta del Talento proprio durante i giorni della Mostra. Ed i bambini hanno sognato il loro futuro professionale accompagnati dagli orientatori, dalle loro famiglie e dagli artisti presenti alla manifestazione.
- 4. Working together is the key. This may be considered obvious, or rhetorical, but it is real and we had the opportunity to test and have evidence on the reality that with the connection with other it is possible to activate our own resources and give the best! Most vocational and guidance activities, carried out by Tspace Partners during this first year of the project, were amazing. While instability was all around and influenced most of the general activities in schools, Tspace project went on with energy and passion. To connect all Tspace activity and give identity and strength to all partners in Spain, Greece, Poland and Italy, we produced an emotional video to introduce vocational and guidance activities. The video is in English with subtitles in partners' languages. This is a way to involve stakeholders and demonstrate that we can work together and go in the same direction even when we live so far away. This video has been released during a summer webinar and we’d like to spread this message around and reach as many organisations as possible to reinforce the spirit on the orientations and vocational guidance as a process to discover youth talents: “CHOOSING IS IMPORTANT. Learning how to choose is even more important. An educational path, A training path, A job, A craft. Choosing: To improve your autonomy, To build your future, To make your dreams come true In your life you will be asked to choose several times… And to make Constant adjustments. In a world which is constantly evolving, learning how to choose, handle changes and transitions is dramatically important. Counselling (Guidance and Orientation) can be useful to you to star your own choices and your life. Counselling is sort of a «training» that helps you to discover yourself, your talentand the world around you. Throughout this path, you are not alone, these supporters are beside you: Parents, friends, teachers, and Talent Space… which provides you several experts, such as counsellors, orientators, companies. And it supplies initiatives and activities to you, your parents and your teachers. You too can participate!” Italy Fondazione CRC IL LAVORO DI SQUADRA E' LA CHIAVE Può essere ovvio, o retorico, ma è reale e abbiamo sperimentato nella nostra realtà che con la connessione con l'altro è possibile attivare le proprie risorse e dare il meglio! La maggior parte delle attività professionali e di orientamento, svolte dai partners del progetto Tspace durante questo primo anno di lavoro, sono state sorprendenti. Mentre l'instabilità era ovunque e influenzava la maggior parte delle attività generali nelle scuole, il progetto Tspace è andato avanti con energia e passione. Per collegare tutte le attività di Tspace e dare identità e forza a tutti i partner in Spagna, Grecia, Polonia e Italia, abbiamo prodotto un video emozionante per introdurre attività professionali e di orientamento. Il video è in inglese , con sottotitoli in tutte le lingue del progetto E’ uno strumento per coinvolgere gli stakeholder e dimostrare che possiamo lavorare insieme e andare nella stessa direzione anche quando viviamo così lontani. Questo video è stato pubblicato durante un webinar estivo e vorremmo diffondere questo messaggio e raggiungere quante più organizzazioni possibili per rafforzare lo spirito sugli orientamenti e l'orientamento professionale come processo per scoprire i talenti dei giovani: “SCEGLIERE È IMPORTANTE. Imparare a scegliere è ancora più importante. Un percorso d’istruzione, un percorso formativo, un lavoro, un mestiere. Scegliere: Per migliorare la tua autonomia, Per costruire il tuo futuro, Per realizzare i tuoi sogni Nella tua vita ti verrà chiesto di scegliere più volte... …E per apportare modifiche costanti. In un mondo in continua evoluzione, imparare a scegliere, gestire i cambiamenti e le transizioni è estremamente importante. L’Orientamento può esserti utile per dare il via alle tue scelte e alla tua vita perchè è una specie di «formazione» che ti aiuta a scoprire te stesso, il tuo talento e il mondo che ti circonda. In questo percorso, non sei solo, questi sostenitori sono accanto tu: Genitori, amici, insegnanti e Talent Space… che ti mette a disposizione diversi esperti, come consulenti, orientatori, aziende. E fornisce iniziative e attività a te, ai tuoi genitori e ai tuoi insegnanti. Partecipa anche tu!” links al video English https://www.youtube.com/watchv=zjeds5aMeH s Polish https://www.youtube.com/watchv=bkt8DBW4H y4 Greek https://www.youtube.com/watchv=Xw_qZdXrrI Spanish https://www.youtube.com/watchv=IjwdIdT6WB k Italian https://www.youtube.com/watchv=AjaFou5kFW I
- 5. Our students attend school systematically and achieve satisfactory learning results. All of them continue their education in secondary schools at various levels: in general secondary schools, technical secondary schools and trade schools. Most students choose to study in high schools and technical schools with the possibility of passing the matura exam - the maturity exam, which is a condition for higher education - at bachelor's or master's studies. Students' aspirations result from social tendencies and are related to the parents' educational experiences and their efforts to ensure that children have a good loss in adulthood. The quality of life is very often associated with obtaining high professional qualifications. Currently, in Poland, this means that a young adult with higher education has a chance for a better paid job, development and good living conditions. There is also a huge demand in Poland for industry and service specialists. Thus, a qualified mechanic, carpenter, cook, hairdresser will also have a chance for development and decent living conditions. Our students have access to educational activities resulting from the core curriculum, they take advantage of additional activities - developing their interests and classes to compensate for educational deficiencies. They eagerly take part in subject competitions and competitions that develop their passions or predispositions, as well as subject and interdisciplinary knowledge. Parents spend a lot of time and resources for their children to additionally learn languages after school, and to develop sports and artistic development. They invest time and financial resources in children, which is why our students willingly choose such development directions as to be able to optimally benefit from good-quality education, very often at universities. It is also important that Długołęka is the most developing village in the Wrocław district, which gives many opportunities to use the resources of the nearby large city of Wrocław and the commune. There are 27 universities (public and private) in Wrocław. Full-time education in public universities is free. In grades 7 and 8 (14,15 years) there are vocational counseling classes, which have a minimum duration of 20 hours in total over two years. Vocational counseling at individual stages of education includes: vocational pre-orientation - pre-school education; vocational orientation - grades 1-6 of primary school, vocational counseling classes - grades 7-8 of primary school, 1st degree industry school, general secondary school, technical secondary school. From kindergarten, children and then young people develop their predispositions and build awareness of education and development as a path to lifelong learning and setting themselves ambitious goals. Poland Guiding students with high expectations The quality of life is very often associated with obtaining high professional qualifications. Currently, in Poland, this means that a young adult with higher education has a chance for a better paid job, Uczniowie naszej szkoły uczęszczają do szkoły systematycznie i osiągają zadawalające wyniki w nauce. Wszyscy kontynuują naukę w szkołach ponadpodstawowych na różnych poziomach: w liceach ogólnokształcących, technikach oraz szkołach branżowych. Większość uczniów wybiera naukę w liceach i technikach z możliwością zdania matury – egzaminu dojrzałość, który stanowi warunek edukacji na poziomie wyższym – na studiach licencjackich lub magisterskich. Aspiracje uczniów wynikają z tendencji społecznych i są związane z doświadczeniami edukacyjnymi rodziców, ich dążeń, by dzieci miały zapewniony dobry strat w dorosłe życie. Jakość życia bardzo często jest związana z uzyskaniem wysokich kwalifikacji zawodowych. Aktualnie w Polsce oznacza to, że młody dorosły z wyższym wyksztalceniem ma szansę na lepiej płatną pracę, rozwój i dobre warunki do życia. Ogromne zapotrzebowanie w Polsce jest również na specjalistów branżowych oraz pracy w usługach. Zatem wykwalifikowany mechanik, stolarz, kucharka, fryzjer również będą mieli szansę na rozwój i godne warunki życia. Nasi uczniowie mają dostęp do zajęć edukacyjnych wynikających z podstawy programowej, korzystają z zajęć dodatkowych – rozwijających zainteresowania oraz zajęć wyrównujących braki edukacyjne. Bardzo chętnie biorą udział w konkursach przedmiotowych i tych rozwijających ich pasje, czy predyspozycje, wiedzę przedmiotową i interdyscyplinarną. Rodzice poświęcają wiele czasu i środków na to, by dzieci dodatkowo po lekcjach uczyły się języków, rozwijały się sportowo czy artystycznie. Inwestują w dzieci czas i środki finansowe, dlatego nasi uczniowie chętnie wybierają takie kierunki rozwoju, by móc optymalnie korzystać z nauki na dobrym poziomie, bardzo często na uczelniach wyższych. Nie bez znaczenia zostaje również fakt, że Długołęka to wieś najbardziej rozwijająca się w powiecie wrocławskim, co daje wiele możliwości do korzystania z zasobów pobliskiego, dużego miasta Wrocławia i gminy. We Wrocławiu znajduje się 27 uczelni wyższych (publicznych i niepublicznych). Nauka w publicznych uczelniach na studiach dziennych jest bezpłatna. W klasach 7 i 8 (14,15 lat) prowadzone są zajęcia z doradztwa zawodowego, które mają wymiar minimum 20 godzin łącznie w ciągu dwóch lat. Doradztwo zawodowe na poszczególnych etapach edukacji to: preorientacja zawodowa – edukacja przedszkolna; orientacja zawodowa – klasy I-VI szkoły podstawowej, zajęcia z zakresu doradztwa zawodowego - klasy VII-VIII szkoły podstawowej, szkoła branżowa I stopnia, liceum ogólnokształcące, technikum. Już od przedszkola dzieci, a potem młodzież rozwijają swoje predyspozycje i budują świadomość edukacji i rozwoju, jako drogi do uczenia się przez całe życia i stawianie sobie ambitnych celów.
- 6. Scientific research has shown that the interactions of students with the rest of the social agents involved in their education directly influence their school performance. Therefore, involving families and other members of the community is essential for a successful educational experience. Most of our students belong to the Spanish gypsy community, involving this community in school has been traditionally challenging. For the past years we have made an effort in order to open our school to the neighbourhood and the families so they can see themselves as part of the school. Families and community members are invited to participate in student learning activities, both during school hours and outside. In turn, their participation in school life also takes the form of decision-making in everything that concerns the education of their sons and daughters. Through their representative participation in decision-making bodies, as well as their direct participation in the organizational life of the centre, community members are invited to participate in decision-making processes. This democratic participation helps to promote cultural acceptance and improve the educational performance of children belonging to cultural minorities like the gipsy community. During the past year the pandemic situation forced us to close our school to the community, but this year we will finally be able to let families come back to school and get more actively involved in the Talent Space Project. For that purpose, we met with different social agents like Social Services, local associations and the Foundation for the Gypsy Secretariat. Together we looked for positive Gypsy role models inside and outside the neighbourhood, so we can invite them to our school to share their experience with our students or visit their job places. We also contact families with professions related to traditional and cultural aspects such musicians and flamenco dancers because we want our students to feel their culture is valued and appreciated. With these activities we provide positive role models they can identify with and we keep discovering professions, one of the phases of the T-Space project. In collaboration with local Social Services, we are planning a family training program to involved them into the Talent Space spirit, and with the collaboration of the local Educational Authorities and the counselling of our Talent Space partners we are going to propose to all the local Educational Community the creation of a forum to address the challenge of school drop-out, especially in the gypsy community. Spain CEIP Salvador Andrés La investigación científica ha demostrado que las interacciones de los estudiantes con el resto de agentes sociales involucrados en su educación influyen directamente en su desempeño escolar. Por lo tanto, involucrar a las familias y otros miembros de la comunidad es esencial para una experiencia educativa exitosa. La mayoría de nuestros estudiantes pertenecen a la comunidad gitana española, hacer partícipe a esta comunidad en la escuela ha sido tradicionalmente un desafío. Por eso en los últimos años nos hemos esforzado en abrir nuestra escuela al barrio y a las familias para que sientan que son parte de la escuela. Invitamos a las familias y a los miembros de la comunidad a participar en las actividades de aprendizaje de los estudiantes, tanto durante el horario lectivo como fuera de éste. A su vez, su participación en la vida escolar también se concreta en la toma de decisiones en todo lo que concierne a la educación de sus hijos e hijas. A través de su participación representativa en los órganos de toma de decisiones, así como su participación directa en la vida organizativa del centro, se invita a los miembros de la comunidad a participar en los procesos de toma de decisiones. Esta participación democrática ayuda a promover la aceptación cultural y mejorar el desempeño educativo de los niños pertenecientes a minorías culturales como la comunidad gitana. Durante el año pasado, la situación de pandemia nos obligó a cerrar nuestra escuela a la comunidad, pero este año finalmente podremos permitir que las familias regresen a la escuela y se involucren más activamente en el Proyecto Talent Space. Para ello nos reunimos con diferentes agentes sociales como Servicios Sociales, asociaciones locales y la Fundación para el Secretariado Gitano. Juntos buscamos modelos positivos gitanos dentro y fuera del vecindario, para poder invitarlos a nuestra escuela y así compartir su experiencia con nuestros estudiantes o visitar sus lugares de trabajo. También contactamos a familias con profesiones relacionadas con aspectos tradicionales y culturales como músicos y bailaores de flamenco ya que queremos que nuestros alumnos sientan que su cultura es valorada y apreciada. Con estas actividades proporcionamos modelos positivos con los que se pueden identificar y seguimos descubriendo profesiones, otra de las fases del proyecto T- Space. En colaboración con los Servicios Sociales locales estamos planificando un programa de formación familiar para involucrarlos en el espíritu de Talent Space, y con la colaboración de las Autoridades Educativas locales y el asesoramiento de nuestros socios de Talent Space vamos a proponer a toda la Comunidad Educativa local la creación de un foro para abordar el desafío del abandono escolar, especialmente en la comunidad gitana. involving families and other members of the community is essential for a successful educational experience.
- 7. DO YOU WANT TO KNOW MORE ABOUT THE T-SPACE PROJECT? Get in touch with your national contact point CONTACTS Greece - 12th Gymnasium Peristeri Konstantina Katirtzi - Coordinator of the Greek Team ntinakatirtzi@gmail.com Italy - CFP Cemon Simonetta Bruno - Project Coordinator progettazione@cfpcemon.it Italy - Fondazione CRC Irene Miletto - Local Coordinator irene.miletto@fondazionecrc.it Poland - Szkoła Podstawowa w Długołęce Monika Kurzynoga - Coordinator of the Polish Team emku@vp.pl Spain - CEIP Salvador Andrés Marta Lacomba - Coordinator of the Spanish Team martalacomba@hotmail.com This publication is made possible by the With the support of the Erasmus+ programme of the European Union The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein