<< Objectives >>By implementing the project, we want to improve career education at school for the benefit of all pupils in the form of professional collaboration of all teachers and non-teaching staff at school and collaboration of schools in the region. It is about:1. Improving the quality of career learning at secondary school2. Increasing the key competencies of all pupils in choosing their career path3. Increasing cooperation between schools in order to improve career learning for all pupils<< Implementation >>To meet the goals, we plan to: 1. Map the system of career learning at school based on workshops, interviews and focus groups with important actors at school and recommend measures for development2. Support the development of key competencies of all pupils through the collaboration between teachers and non-teaching staff with fundamental support of school management3. Develop the collaboration between schools in the field of career learning to share experiences, knowledge and good practice<< Results >>The intellectual outputs of the project will be three documents summarizing the work and experience of the project team and the schools formulated in general, so that they can be used in any primary/secondary school. Specifically, these are:1. Methodology of development of career learning at secondary school2. Report on the development of career learning at secondary school3. Innovative tools and methods as a result of cooperation between schools in the field of career learning

"The project aims to contribute further to the development of quality of helping professions in Europe. The objective is to develop an innovative self-experience training for counsellors. It focuses on the helping professions providing services on currently widely spread constructivist basis. That's why our objective is also to share expert knowledge among specialists in SocioDynamic counselling as one of highly effective approaches to the helping process in nowadays unpredictable world. This will deepen European cooperation in the field of SocioDynamic counselling. Helping professionals have many high quality tools and approaches but generally don´t have inner abilities for using the tools to their maximums, as education programs normally don´t focus enough on clearly defined ""inner state""-factors. Among “inner state” factors are: mental models (prejudices), value systems, language patterns, interactions of Body and Mind (i.e. embodiment), conflicts in communication, resilience, salutogenesis (i.e. factors supporting human health and well-being), Dialogical competences (e.g. radical respect), the interactions of emotions and thinking-processes, ambiguity, dissonance (i.e. mental conflict), self-esteem, inner development (character strengths), self-reflection, stress and burn-out. Focusing on these issues will higher the probability of sustainable effects on counsellors themselves and their clients. These aims of further professionalizing counsellors are based on findings of partners´ practical experiences + different recent scientific research-findings. We have a unifying term for helping professionals, a term “counsellor”. They are our target group and consist e.g. of: career counsellors for adults, job coaches, personalists, teachers in adult education, lecturers, tutors, guidance counsellors for prevention and behavioral issues, social workers and other professionals from social services, professionals in non-profit advice bureaus, trainers, staff in enterprises, doctors, nurses, caretakers, counsellors for financial literacy, etc. The results of the project will be a self-experience training and a handbook to support also those who will not attend the training. We will organize a model training, consisting of 4 3-day trainings throughout 1 year. There we will test our innovative output and evaluate it together with the participants. Final curriculum of The Self-experience training for counsellors and European Development of Counsellors - Handbook ""Inner State"" will be openly available and disseminated on national levels and European level. The training will consist of theory and practical exercises. In between the training blocks there will always be an e-learning session with lecturers. There the counsellors will have space for sharing emotions, being in direct contact with each other and lecturers, will have the possibility to discuss given study texts and their learning diary. The counsellors will have tasks to fulfill between in-person sessions. The counsellors need to try things under supervision of lecturers, then in their praxis, then they need to come back to their experience and analyze it under guidance of lecturers. Short trainings lack such possibility, therefore the effect is minimal. Trainings which last for several years are usually required for therapists. Therapists are not the target group of this project. One year duration is optimal for our target group. The training will be lectured by an international team of qualified trainers who will be able to train other trainers after the project is finished, so the impact can grow in time. It can be held in English or national languages or combination of English and a national language. Language variability enables this to be offered to counsellors all over Europe and thus support an increase of the number of qualified constructivist counsellors around Europe. The training will add to their further education by building up relevant aspects of the so called ""inner state"". The resulting psychological ""structure"" will lead to a higher quality of counselling and a much higher probability for sustainable changes and empowerment for the later clients. In other words, there is a direct impact on clients´ lives expected. And in this sense, we can talk about an impact on the whole society. At a European level the desired additional impact is to ""open the eyes of relevant stakeholders"" to the problem that counsellors in many countries in fact have a good general (and mostly standardized, well defined) education, but the so important inner-factors as described here are significantly neglected. This project shall contribute to improving this situation. The training can be useful for a wide range of adults not only from the geographical point, as stated above, but also from the point of different areas of counselling and other areas. The training develops skills which are generally valid for all who work with people – e.g. managers or businessmen."

"Ongoing changes in the world of work and the growing demand for career guidance are leading funders and stakeholders to rethink the ""traditional"" modes of delivery. While new technologies are often seen as an essential factor for optimizing and improving access to career guidance services, experiences show questionable efficiency of algorithmic and self-service approaches to e-guidance. At the same time, the lack of evidence-based research limits the development of innovative and effective blended counseling solutions (see ""Overview of Key Developments in the Use of ICT in Lifelong Guidance"", Vuorinen R., Kettunen J. , 2017). Moreover, the current models of services encounter limits in terms of personalization of service (structured diagnosis of the situation of the beneficiaries and definition of learning objectives of guidance), identification and recognition of informal learning, transversal skills and soft skills (particularly with regard to increasingly irregular career paths) and support for entrepreneurship (in its ""human capital"" dimension). The purpose of the project is to reinforce, in an innovative and practical way, the power to act of individuals by acting on two levers: autonomy and valorization. Autonomy of a person is linked to the work on career management skills, including within the context of a career goal that includes entrepreneurship. The valorization (open badge) is done by taking into account of the informal and transversal socio-emotional competences (soft skills). The project aims to create the tools and methods of a career guidance acting on these two levers by integrating digital into a systemic multimodal (blended) approach based on the principles of flipped learning. Methodologically, the project will meet this objective by producing the following intellectual outputs: O1 - State of the art: Comparative study of digital practices in career guidance and perception of users (typology and mapping of existing tools and resources, conditions for success) O2 - Methodology for co-constructing of a personalized guidance pathway based on career management skills (research report, set of indicators and method for situation analysis and co-definition of learning objectives of guidance) O3- Handbook to support the ""human capital"" dimension of entrepreneurship career goal (indicators of entrepreneurial skills, method of diagnosis and blending career guidance with technico-economic advising) O4 - Elaboration of a career guidance guide for the design of a ""multimodal (blended) learning path"" (pedagogical tools, technical and content specifications) O5 - Collection of pedagogical content, tools and techniques of multimodal professional guidance O6- Elaboration of a certification soft skills and informal learning (based on open badges approach) 07 - Implementation / test kit for the prototype version of the multimodal career guidance model O8 - Consolidated model of multimodal career guidance The consortium is composed of 5 partners: 2 national networks (National Federation of CIBC - France, ZKPRK - Association for Career Guidance and Career Development - SK), one European network (European Federation of Centres of Career Guidance and Bilan de Compétences) and 2 centers of bilan de compétences/skills audit (CIOFS - IT, LEA - BE). LEA is also a research laboratory in Applied Ergology and will provide a scientific perspective to the developments of outputs. Deliverables will be developed based on research and European good practices in the use of ICT in career guidance (O1), career management skills (O2), entrepreneurial skills (O3) and soft skills (O6), in order to design tools that are easily integrable into existing guidance practices. From these elements, a multimodal educational path will be developed (O4), implemented (O5) and tested (O7, O8) by 24 consultants with 330 beneficiaries in 4 countries. An impact study is planned during the test phase to validate the prototype model and provide the guidance community with evidence for further development of blended delivery of career guidance. The deliverables will be developed with the aim of a quick and easy integrability by the consultants and the centers (instructions for use, tutorials ...). Resources will be freely available on the open licensed project website as specified. Through dissemination activities, these tools will be presented to stakeholders in partner countries and in Europe with the desired effect of taking into account the current issues of career guidance and further stimulate innovative practices."

A big obstacle for the access of adult Roma to education and employment is the missing proof of their formally, non-formally and informally acquired competences. In the previous project “ROMINKO”, we were able to utilise the French Model of Competence Balance – that has been available for other target groups in many European countries for years – for adult Roma. “ROMINKO II” aimed at anchoring the instrument at the national level in Greece, Hungary and Romania. Based on the National Strategies, a Model Strategy was elaborated for the European transfer. Roma in Germany were informed about the opportunities of the validation of their competences and motivated to use them. In Slovakia, where the French Model of Competence Balance is already offered all over the country, tailor-made offers can be provided for the target group of Roma now. Through the French Model of Competence Balance, Roma gain a clear image of their own personality by self-evaluation and can plan a realistic future and build-up motivations in order to face professional requirements due to existing formally, informally and non-formally acquired competences. This way, education and labour market actors, particularly employers, receive a transparent overview on the actual qualifications and competences of Roma so that they can fully participate in the education and labour market. For exploiting the instrument, Competence Counsellors are necessary. Thus, 15 labour market actors as well as adult educators and psychologists – partly Roma themselves – were trained in the project who again educated multipliers in their country. The developed Handbook is on one hand designed as accompanying reference book for labour market actors and Competence Counsellors presenting the most important connections and information about the French Model of Competence Balance for Roma that they should know. On the other hand, it contains relevant information on the implementation of Competence Balance for Roma, particularly selected methods and procedures. Besides, a guide was developed in the project with active involvement of the target group and experts that contains proven or newly developed motivation strategies and instruments with special consideration of the specific needs of Roma and requirements of adult education measures. Experienced adult education actors of the partner countries dealt with the guide in the frame of a training and use the gained knowledge in their countries. A concept for mobility projects makes the offer of the course “Motivation of Roma in adult education measures” (ERASMUS+, KA1) possible that is open for adult education staff and learners of all eligible countries. This way, the contents of the guide will be transferred in other countries. The three years project was realised by partners from Germany, Slovakia, Greece, Hungary and Romania. Relevant stakeholders of the national levels of those countries were members of the consortium or associated partners.

CONTEXTAlong with the changing society and the deep shifts in the world of work there is a growing demand for the continuous professional development of individuals. The idea that professional development can foster improvements also in career guidance and counselling (CGC) is widely accepted. Yet despite this widespread agreement about its importance, there is a lack of good quality, self-regulated and freely available education in CGC. The conclusions of our previous project Quality in Career Guidance (www.guidancequality.eu) speak of similar experience: career guidance practitioners (CGPs) in the field of education, employment and supporting professions from both the public and private sector, also students in training for CGC and professional public interested in CGC and influencing the quality of the provided services are calling for self-guided, flexible education that is suitable to get successfully applied to their current practice. They expressed the need for applying elements of self-reflection and peer learning as well.OBJECTIVESTo make education available to the widest possible amount of CGPs;To show the direction of further education and professional development for CGPs and useful resources in the field of CGC;To enable CGPs to apply the acquired knowledge and skills in the context of CGC;To introduce modern training delivery methods in education of CGPs.PARTICIPANTSThere are 5 partner organisations with long and rich experience in CGC and e-learning development participating in the project. The Czech and The Slovak Association for Career Guidance and Career Development associates CGPs and other individuals interested in the field from all over the country. As the partner organizations of the above listed QUAL-im-G project, together with the Norwegian partner, Inland Norway University of Applied Sciences, they developed a certification system for CGPs. The Slovak Association completed the annual IAEVG international conference 2019. The Polish partner, Katalyst Education, is active in implementing equal opportunities in school education by developing digital education tools. It will support the Czech partner, santiaX, with long-term experience in e-learning development and responsible for that part in the project. The well-known researcher, Tristram Hooley, as a part of the Norwegian team, will support the implementation of social justice in the course.ACTIVITIESPreparatory activities:Research activities (desk research, interviews with educators and potential focus groups with CGPs) and Agreement on Guidelines setting out the topics, structure and content of the course, as well as the division of tasks, responsibility and the timetable.Activities resulting in the course:Preparation of the course materials under the supervision of the screenwriter resulting in a pilot EN version followed by its online testing in the partner countries. Based on the feedback finalisation and translation in the national languages. After tutors´ selection and their training the course will be publicly available.The last activities:Feedback collection from the first participants, evaluation. Methodology of e-learning support designed by the tutors. Dissemination at a conference in each partner country.Ongoing dissemination and evaluation of the activities throughout the project.METHODOLOGYA QUAL and QUAN research will be undertaken resulting in recommendations for the course design and development. It will apply for the principles and elements of collaborative and social learning, esp. sharing, responding to other posts, while supporting peer learning, self-reflection and tutors´ mentoring approach.RESULTS AND IMPACT ENVISAGEDThe main result will be a new innovative e-learning for CGPs supporting them in professional development. Based on the researches focused on the efficiency the design will follow:the newest knowledge and trends in e-learning like the principles of collaborative and social teaching; the user's point of view on the effectiveness and usability of the course; short, practically oriented modules incl. practical examples; modules allowing the participant to study according to their time possibilities and at their own pace; the possibility of self-check by getting learning support and feedback.Number of potential course participants in partner countries: 47.500 (for further indicators see Follow-up / Impact).POTENTIAL LONG TERM BENEFITSBy having an immediate positive influence on the CGPs' professional development the completion of the course may result in increasing their motivation to self-guided continuous education. The more CGPs will educate, the more they will have a huge impact on their employers, organisations providing CGC in both the public and private sector. Slowly but surely it will contribute to the quality of the field and the quality assurance system in CGC in the partner countries.