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Key Findings – Target Groups LIFE2 – Denmark Niels Brock Teachers -14 Area of improvement: Interpersonal competences Literacy & Communication Needs for disadvantages learners: 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: On average in the middle Integration On average in the middle Teaching in the formal curriculum: of life skills – delivered: By subject specific teachers Teachers How 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 areas: Lack of time Lack of resources Problems working across subjects Teachers Main 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 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: Mix of further education college and teaching. Depends on which life skill. Teachers Training activities: Face to face training programs Exchange experience International partnerships Students - 38 What job: skills are necessary for the future Interpersonal skills Efficient, flexible, stable, dutiful, honest, ethical, the right attitude Communication also intercultural Creativity (innovation) The exam Students: Successful 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 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 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 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 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 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: 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: Interpersonal and learning to learning Next numeracy and literacy/communication Organisation for disadvantaged group The most efficient way of developing these skills: 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: Social inheritance www.godtdukom.dk
