Transcript WP3 Key findings Denmark

Key Findings –
Target Groups
LIFE2 – Denmark Niels Brock
Teachers -14
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Area of improvement:
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Interpersonal competences
Literacy & Communication
Needs for disadvantages learners:
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Drop-out focus – are they in the right place
Study counsellors
Mentors
Connection to the labour market
Speakers
Company visits
Teachers
 Employer
needs taken into account in
developing life skills in the school:
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On average in the middle
 Integration
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On average in the middle
 Teaching
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in the formal curriculum:
of life skills – delivered:
By subject specific teachers
Teachers
 How
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life skills are favoured in curriculum
Interpersonal – teachers’ task
Entrepreneurship – Business case
Job seeking – English – applications + CV
 The
other life skills are incorporated to a
high extent.
Teachers
 Problem
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areas:
Lack of time
Lack of resources
Problems working across subjects
Teachers
 Main
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factors supporting development
Drop-out focus – listening to the learners
Company visits, speakers (making it real) –
relating the disciplines to the labour market
Teachers
 What
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works well – including life skills
Teachers’ level of involvement mainly
 How
is the teacher training organised and
do they receive specific training in life
skills:
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Mix of further education college and
teaching.
Depends on which life skill.
Teachers
 Training
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activities:
Face to face training programs
Exchange experience
International partnerships
Students - 38
 What
job:
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skills are necessary for the future
Interpersonal skills
 Efficient,
flexible, stable, dutiful, honest,
ethical, the right attitude
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Communication also intercultural
Creativity (innovation)
The exam
Students:
 Successful
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persons in professional areas
IT, management and entrepreneurial and
creative skills
Ability to turn theory into practice
Other abilities: goal oriented, hard work,
belief in yourself
Students:
 The
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role of the educational process
Basic subjects, group work, presentations,
discussions and role play
Mental preparation, achieving social
competences
Demands from the educational institutions
Students:
 If
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you were a teacher…….
Making it real – connect it to the labour
market – why the subject is necessary
Differentiation
Develop self-esteem
Physical activities
Employers: 6
 Competences
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needed from employees:
Interpersonal competences
Learning to learn
Communication
Numeracy and literacy - mandatory
Employers
 Key
areas to be developed to improve
employment prospects:
 Numeracy
 Literacy and communication
 IT
 Two languages preferably
Employers
 Best
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way to deliver these skills:
Contact to the labour market
Each subject should make the connection
and usefulness clear
Project work and written cases
Employers
 How
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to teach entrepreneurship
Creativity and innovation are difficult to
instrumentalize
Basic skills in starting up a new business –
business economy and marketing
Risk taking – change of attitude
Employers
 How
to prepare students for the labour
market / business:
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Work placement
External speakers / teachers – extending
the connection
Organisation for
disadvantaged group
 Which
are the most important life skills in
order to improve job possibilities:
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Interpersonal and learning to learning
Next numeracy and
literacy/communication
Organisation for
disadvantaged group
 The
most efficient way of developing
these skills:
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Effort in primary school and targeted
teaching for this type of young people
”Living room” at school where these
youngsters can stay and do their homework
Mentors
Organisation for
disadvantaged group
 Any
special needs to be considered:
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Social inheritance
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