Towards EduActive teaching and Career Guidance

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What is eduactive?

The project; Towards EduActive Teaching and Career Guidance, is a Erasmus plus funded KA2 strategic partnership in the school education sector project. The main objectives of the project are:

1. To develop a comprehensive professional methodological guide for teachers on using experiential education (non-formal education) in relation to the curriculum.

2. To create a Curriculum (curriculum of practical subject) for secondary school students to develop competence for practice. This will give students practical experience in various situations they may encounter in their future vocation, with a focus on soft skills development.

3. To create a Training manual for teachers to actively implement the Methodological guide and Curriculum into their practice.

Partners

UK - The Centre for International Learning & Leadership Ltd (CILL) is an association of professionals from many different backgrounds and with complementary knowledge and expertise, who share a belief that “internationality” is the key to success in the modern world – whether for individuals, organisations or whole communities. Our experts themselves have many years’ experience in the international field, spanning 5 continents, working across the public, private and third sectors, and covering different aspects of education and training. Our mission is to promote and encourage international thinking, values and skills.

Lithuania - Siauliu Didzdvario Gymnasium is a municipal budgetary establishment performing programs in comprehensive, secondary and adapted comprehensive, secondary formal education, International Baccalaureate (since 2005) program. Our Gymnasium is a member of the UNESCO net of associated schools, association of socially responsible schools (SAMA), has a STEM School Label and European Solidarity Corps Quality Label of Leading, Supporting and Hosting organisation. Moreover, it offers social educators, career consultant's services, non-formal education (activities in sports, dancing, international DofE program, radio, yearbook, school newspaper). There are 643 students and 62 pedagogues in the gymnasium. We highly focus our resources on the implementation of education processes, the socialisation of students, the improvement of civic competences, non-formal education programs, the integration of different disciplines, leadership of students and teachers, and also on the professional development of teachers.

Slovakia - Cirkevná spojená škola sv. Cyrila a Metoda in Snina, is a catholic primary and secondary grammar school in the east of Slovakia. It was established in 2002 and is currently rated as the best school in the region according to the rating of INEKO. The primary school has around 250 students aged 6-14, and the secondary grammar school has around 250 students aged 14-19. We have 50 teachers and staff. Our school puts a lot of effort into teaching English as this provides students with greater opportunities for employment and travel in their adult lives. Our town is situated in a deprived area, with low incomes, a lack of infrastructure, a lot of families with one parent living abroad, a high rate of unemployment and there is below average investment into our region.

Slovakia - Otvorená Hra Our vision is to make the world a better place for living together, through cooperation, communication and trust. That is why we focus on inspiring people to work with their mindset, we facilitate experiential learning of communication skills to give the people the required tools, and we spread knowledge to support both the mindset and the skills. We put much emphasis on authentic communication and leadership, the skill of communicating openly and sincerely, and the ability to defend against manipulation. We use mainly non-formal education, because from our experience it works best to teach al

Turkiye - Ömerli Development and Initiative Association (OKID) is a non-governmental, non-profit organisation that supports community-based initiatives through its partnerships in Mardin and abroad to improve the lives of people with fewer opportunities and their communities. We work for vulnerable people who are isolated or with less opportunities in the region by developing innovative programs and collaborations to create more cohesive societies.

Turkiye- Ergün Öner Mehmet Öner High School was built in Istanbul in 2005 and since that time it has the status of Anatolian High School, which accepts students by examination. With 720 students, 3 administrators, 43 teachers and 5 support staff, there are 24 classrooms, 3 laboratories, 2 workshops, conference and sports halls. The university placement rate is 92%. It has many awards in the fields of science, art, culture and sports. There is an interactive board in each classroom and the lessons are taught with technology-based teaching methods. Our lessons take 40 minutes and we have 8 hours in a day.

Erasmus Plus

Erasmus Plus is a program launched by the European Union to support education, training, youth, and sport activities. It is named after the famous Dutch philosopher, theologian, and humanist, Erasmus, who was a symbol of mobility, openness, and cooperation across Europe.

The Erasmus Plus program aims to enhance the quality of education and training and promote cooperation and mobility between different countries in Europe. It offers opportunities for students, teachers, and staff to study, teach, or train abroad, as well as for organisations to collaborate on various projects and activities. The program provides funding for these activities and helps to create partnerships between different organisations and institutions.

The Erasmus Plus program covers all levels of education, including primary, secondary, vocational, and higher education. It also includes youth programs and sports activities. The program is open to both individuals and organisations and is available in all EU member states, as well as in some non-EU countries that have cooperation agreements with the EU.

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Why Eduactive?

Employability skills are important because they are the set of skills and qualities that make a person desirable and valuable to employers. They are the skills that help individuals to succeed in the workplace and to contribute positively to the organisation's goals. Some of the reasons why employability skills are so important include:

1. Enhance career opportunities: Having strong employability skills can make an individual more competitive in the job market and can increase their chances of being hired for a job or being promoted within an organisation.

2. Adaptability and flexibility: Employability skills such as adaptability, flexibility, and problem-solving can help individuals to adapt to changing circumstances, work effectively in diverse teams, and navigate complex workplace situations.

3. Communication and interpersonal skills: Effective communication and interpersonal skills are crucial for building relationships with colleagues, clients, and stakeholders, and for creating a positive work environment.

4. Professionalism and work ethics: Employability skills such as professionalism, work ethics, and time management are important for demonstrating a commitment to the job, meeting deadlines, and producing quality work.

5. Personal development: Developing employability skills can also help individuals to improve their personal development, increase their self-confidence, and enhance their sense of accomplishment.

Overall, employability skills are essential for success in the workplace, and investing in developing these skills can lead to long-term career success and personal fulfilment.

Research

In a recent survey on employability conducted by the Institute of Directors (IoD), directors who employed recent graduates were asked to rate the importance of employability skills against specific technical or academic knowledge and skills associated with their degree:

• 36% said that employability skills are much more important • 29% said that they were a little more important 23% said that they were the same level of importance.

How can you develop employability? Employability is not rocket science, it is common sense. Most of us are able to evidence and demonstrate it. However, as you go through a gruelling job application process, you can easily forget that recruiters are looking to employ a person and not a list of high-level skills and competencies. Keep that in mind and be aware of your qualities, value them and look out for opportunities for demonstrating them. The best way to develop employability skills and qualities, of course, is to be employed – any kind of employment will do. The trick is to see that experience in terms of your transferable skills and overall capability. No employment is ever a waste of time. Look for opportunities outside work. Volunteering is always a good idea if you have the time. You can also take on more responsibility in leisure, sport and non-work activities: organising an event, taking minutes at a meeting – or just contributing and making an effort.

And before you start, stand back, put yourself in an employer’s shoes and ask yourself ‘would I employ me?’

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Methodology and program structure

Non-formal v Formal education

Non-formal education is defined as “voluntary learning that takes place in a variety of settings and situations where teaching/learning/training is not necessarily the only or the main activity.These environments and situations may be temporary and the activities or lessons that take place may be provided by professional learning teachers , youth trainers or volunteers (youth leaders).In the same vein, the Council of Europe defines non-formal education as "any planned educational program intended to improve a set of skills and competences outside the formal educational framework.” Furthermore,the Council of Europe defines the characteristics of non-formal education as follows :

Learning takes place outside the structures of the formal education system and differs from the latter in the way it is organised and the type of recognition that this education confers
Learning is intentional and voluntary
Learning aims above all to transmit and practise the values and know-how of democratic life

Education is a fundamental aspect of our lives, providing us with the knowledge, skills, and tools necessary to succeed in our personal and professional lives. Traditionally, education has been divided into two categories: formal and non-formal. Formal education typically refers to structured, classroom-based learning that follows a prescribed curriculum and is evaluated through standardised assessments. Non-formal education, on the other hand, encompasses a range of learning activities that occur outside of the traditional classroom setting, such as workshops, seminars, and online courses.

While both formal and non-formal education have their respective strengths and weaknesses, there is an increasing recognition of the importance of incorporating non-formal methods into formal education. One of the primary benefits of non-formal education is its emphasis on experiential learning. Non-formal education often provides opportunities for learners to apply what they have learned in real-world settings, helping to bridge the gap between theory and practice. This hands-on approach to learning can be particularly effective in helping students to develop critical thinking, problem-solving, and communication skills, which are essential in today's complex and rapidly changing world.

In addition, non-formal education can help to engage learners who may struggle with the more traditional classroom-based approach to learning. By providing opportunities for interactive and collaborative learning, non-formal education can help to make learning more accessible and engaging for a wider range of students. This is particularly important given the growing recognition of the need for diverse and inclusive education systems that cater to the needs and learning styles of all students.

Bringing non-formal methods into formal education can also help to create a more dynamic and adaptable learning environment. By incorporating elements of non-formal education, such as project-based learning, peer mentoring, and self-directed learning, formal education can become more flexible and responsive to the changing needs of learners and the demands of the modern workplace. This can help to ensure that students are better equipped to succeed in their chosen careers and contribute meaningfully to society.

In conclusion, while formal education remains an important cornerstone of our education system, there is an increasing recognition of the importance of non-formal education in providing learners with the skills, knowledge, and experiences they need to succeed in today's complex and rapidly changing world. By incorporating elements of non-formal education into formal education, we can create more engaging, diverse, and dynamic learning environments that better prepare students for the challenges and opportunities of the future.

OUR APPROACH AND VALUES

Non-formal activities respond to the challenges of today's society, by leaving the rather rigid framework of the school organisation, and by designing and implementing activities in which cooperation with the community, the interest of children / students and society, their real problems are prioritised.

Through non-formal activities, the transition from classical teaching, to the transdisciplinary approach of learning contents interconnected with everyday situations and to real communication with children / students is achieved. We consider that these activities represent reconfiguration directions of the education of the future.

As EduActive Project partners , series of common values of non-formal education are highlighted :

• innovative - open to novelty;
• creative - involves imagination;
• dynamic - involves active / interactive and diversified learning methods;
• multicultural - includes cultural differences as a form of diversity;
• inclusive - creating equal opportunities and providing safe environment for all students to express their feelings and thoughts
• stimulating and unconventional - opens the perception to new resources and original solutions;
• participative - encouraging students take part in sharing their opinions openly

Programme structure

The Eduactive curriculum is based on a range of activities that have been chosen and developed with a focus on employability. The delivery of the Eduactive curriculum is intended for the teacher to decide how to implement it. It could be as a standalone structure sticking purely to the activities and the plan we have set - or by incorporating some of the activities into your existing lessons. As always it depends on your time and what you want to achieve.

We believe in the power of non formal education and the activities we have provided are all aimed at introducing employability skills in a non formal way.

1. Clearly outline the goals and objectives of the curriculum, as well as the expected outcomes for students. This will help students understand the purpose of the curriculum and what they will gain from participating.
2. We have provided a detailed schedule of the activities and sessions. These include the timing and duration of each session, as well as the materials needed for each activity.
3. Use clear and concise language when explaining the activities and concepts. Avoid using jargon or technical terms that may be unfamiliar to students.
4. Break down complex topics into smaller, manageable pieces. This will help students better understand and retain the information being presented.
5. Provide ample opportunities for students to practise and apply the skills they are learning. This could include group activities, role-playing exercises, and real-world examples.
6. Encourage student participation and feedback throughout the curriculum. This will help keep students engaged and invested in the learning process.
7. Finally, make sure to be flexible and adaptable to the needs of your students. Allow for adjustments to the curriculum flow if necessary and be open to feedback and suggestions for improvement.

Tips and Tricks for delivery

Bringing non-formal methods into a formal educational setting can be a powerful way to engage students and promote deeper learning. Here are some tips and tricks for delivering non-formal methods in a formal educational setting:

1. Start with a clear objective: Before introducing any non-formal method, be sure to clearly define your objective and how the activity will help students achieve that objective. This will help students understand the purpose of the activity and stay focused.
2. Adapt the method to fit the formal setting: While non-formal methods are often more flexible and informal, it's important to adapt them to fit the structure and expectations of a formal educational setting. This might involve setting clear boundaries and expectations for behaviour and participation, or modifying the activity to fit within a set time frame.
3. Provide clear instructions: Non-formal methods can be less structured than traditional classroom activities, so it's important to provide clear instructions and guidelines for students to follow. This will help ensure that everyone is on the same page and understands what is expected of them.
4. Encourage participation and collaboration: Non-formal methods are often designed to promote participation and collaboration, so be sure to encourage students to share their ideas and work together during the activity. This will help create a more dynamic and engaging learning environment.
5. Reflect on the experience: After the activity is complete, take some time to reflect on how it went and what could be improved in the future. This will help you refine your approach and make future non-formal methods even more effective.

By following these tips and tricks, you can effectively deliver non-formal methods in a formal educational setting, creating a more engaging and effective learning experience for your students. .

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A word from our teachers

“The Eduactive project is a versatile tool that serves multiple purposes. This is an effective means for revealing personal skills and competences essential for the choice of profession as well as a perfect selection of activities for developing abilities like teamwork, leadership, creativity and interpersonal communication. This is an innovative and involving style of learning/teaching, and an effective way of encouraging methods to grasp new concepts and discuss current issues. When practised in English it is an excellent opportunity for students to practise a foreign language in a natural and spontaneous way. There is a huge selection of activities/prepared lessons for students of different ages, abilities, needs and interests.”

“As teachers, we have been involved in the creation of this collection of lesson plans. We wanted to ensure that the lesson plans are as easy as possible for any teacher to just pick up and go with it. Hopefully, you will find this is the case, so enjoy them. We have tested all of the lesson plans in the curriculum and they can be used in a way that suits you. You can work through the whole book or you can simply pick and choose activities that suit your needs. There are a lot of incredibly fun activities for you to use, but just remember to do the debriefing sessions after each lesson to ensure your students get the point, thus enhancing their employability skills and broadening their minds. However, although the instructions have been made very clear, please do not feel that you have to stick to them. You should see them as a guide, adapt the lesson plans to suit your own needs, or take some ideas and add them into your own lessons. If the lesson goes in a completely different direction, but reveals an important issue, go with it. The purpose of the lessons are to get the students thinking and discussing important topics for their lives. Furthermore, if you find that your version of a lesson is better than the original, or you find a better way to achieve the goals, let us know on the website, so that we can continue to improve. So just enjoy the lessons and enjoy the process. Thank you.” A teacher

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Monitoring, Debriefing and evaluations

Non-formal activities are a powerful tool for promoting learning and growth, whether in a classroom, workplace, or community setting. These activities are often designed to be interactive, experiential, and engaging, and can include everything from games and simulations to role-playing and problem-solving exercises. However, one key aspect of non-formal activities that is often overlooked is the debriefing process. In this article, we will explore why debriefing is so important for non-formal activities and how it can help maximise their impact.

Debriefing is the process of reflecting on and discussing an experience after it has taken place. In the context of non-formal activities, debriefing typically involves a facilitated discussion among participants and the facilitator to explore the learning that occurred during the activity. Debriefing can take many forms, from informal conversations to structured exercises, and can be tailored to fit the specific needs of the group.

There are many reasons why debriefing is so important for non-formal activities. Firstly, it provides an opportunity for participants to reflect on their experience and make sense of what happened. This can help them internalise the learning and apply it in future situations. Secondly, debriefing allows participants to share their perspectives and insights, which can help build a sense of community and foster collaboration. Thirdly, debriefing can help identify areas for improvement and guide future planning and decision-making.

Effective debriefing requires skill and sensitivity on the part of the facilitator. They must create a safe and supportive environment in which participants feel comfortable sharing their thoughts and experiences. The facilitator should also be skilled at active listening and able to guide the discussion in a way that helps participants explore the learning that occurred.

To maximise the impact of non-formal activities, it's important to prioritise the debriefing process. This means allocating sufficient time for debriefing and ensuring that it is integrated into the activity design from the outset. It also means investing in facilitator training to ensure that facilitators have the skills and knowledge to guide effective debriefing sessions.

In conclusion, debriefing is a crucial component of non-formal activities that should not be overlooked. By creating a safe and supportive environment for reflection and discussion, debriefing can help participants internalise their learning, build community, and identify areas for improvement. By prioritising the debriefing process, we can maximise the impact of non-formal activities and promote meaningful learning and growth.

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Resources

List of extra resources, websites, books, research etc
Specific country links and research pertaining to employability
Link to our research from earlier in project

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Thanks

We would like to take a moment to express our sincerest gratitude to all those who contributed to this publication on employability skills. Without your valuable insights and expertise, this project would not have been possible. We would like to thank the educators, trainers, employers, and experts who generously shared their time and knowledge to help us develop a comprehensive understanding of the skills that are essential for success in today's job market. We would also like to express our appreciation to the individuals and organisations who provided support and encouragement throughout this process. Your feedback and guidance have been invaluable, and we are grateful for your ongoing commitment to promoting employability skills and empowering individuals to achieve their full potential. Finally, we extend our heartfelt thanks to the readers of this publication. It is our hope that the information and insights contained within these pages will serve as a valuable resource for teachers seeking to develop the employability skills of their students and for those who are committed to helping them do so. Thank you for your interest, engagement, and commitment to promoting meaningful and fulfilling work for all.

Curriculum - Lesson plans

Chapters