|Comenius Socrates Project 2001-2003|
for SUCCESSFUL FUTURE CAREER in EU
DURATION - 24 months, October 2001 - October 2003.
MISSION OF THE PROJECT - to promote equal opportunities for learning and successful future career in EU.
different subjects, grades and different
secondary school levels teachers or teacher trainers.
For several decades there has been a growing discussions in the international education community about school reform or school restructuring. Many educators have been imploring schools to restructure in some way to educate independent, critical minded, responsible citizens, capable to be masters of their own lives and successful career.
Young generation is experiencing personal and social insecurity, uncertainty. Those problems create barrier for personal and professional career. The young people must be prepared to meet challenges of the changing world and information, not to get lost, if they have not succeed in one or another thing, be available to choose different ways and know how to do it.
In a period of political and economical transformations career education and guidance is more important than ever, in particular in the countries of Central and Eastern Europe. Employers make ever-higher demands on their prospective employees: greater flexibility, enhanced availability, and the ability to cope with change. The developments in society are such that at various times in life everyone has to face major career changes. All this makes it necessary to develop critical thinking skills and new approach to career starting from the school.
The mission of schooling is to prepare citizens
for successful lives within their future communities as both
responsible citizens and as leaders and shapers of t hose communities.
In this case, the teachers need to review their teaching in order to
educate responsible and critical minded pupils. The teaching and
learning requires a set of characteristic behaviours. These
characteristics (didactical approaches) include:
Classrooms are distinct communities of learners. As communities classrooms are living social and political environments. Students learn ways of interacting, methods of problem solving, means of power sharing, and the mechanisms of rule and self-governance, power sharing, and problem solving. Those skills are very important for their future career and adaptation in society. Developing critical thinking, as universal strategy, is still one of the biggest needs in society.
Teachers need good programme and instrucnt. tions how to integrate career education into the national curriculum and their subject programmes. The developed programme will stimulate teachers abilities to plan and implement career guidance programmes and their considerable interest in balanced spreading of knowledge, information and experience in career education policy and development.
|© Project MIND 2001-2005|