7.1 Business and education collaboration by EUN Partnership aisbl

I don't kwnow why the Italian situation is not analyzed in reported graph. I think many my students can be called coasters and other dreamers. Surely I can motivate them in a more effective way

2017-04-24 14:38:44 UTC

-Gema Rollán, Spain-

gema_rolgal — 2017-04-24 14:47:46 UTC

My guess is that my students are placed
top access (vertical axis) and desire (horizontal axis) which would be coasters and meanders most of them.
Regarding with degree of success green.
Their level of access and desire for employability is what I said before, meanders and coasters
Some of the actions to be taken to improve the situation, maybe remembering them that now they have to choose their own path and this comes inmediately, so, encouraging them to achieve their goals. In practical ways, visiting companies, working with real survey forms, etc.

gligomat

gligomat448 — 2017-04-24 15:07:31 UTC

For my students, some are placed in band of Dreamers and others of coasters, but in general I think that good preparation and motivation is the basis of a successful training.

Rebeca, Spain

rbkvica — 2017-04-24 15:12:05 UTC

My pre-primary pupils are quite far from their working live. However, we usually involve them in investigations about history and their surrounding world so their curiosity and need to know increase.Moreover, several parents come to the school and talk about their jobs as a police, as a vet, as a librarian... This might well influence on their future.

Jose Luis García, Spain

JLGD — 2017-04-24 15:14:13 UTC

I teach some years in secondary schools and in this case. Students are not ready to take any job practices. They are ready to choose what they want to be in a near future.
I also teach some years in post secondary schools. Professional Trainning and in this case, after 1 year and 6 months they are ready to develop 3 months practices at any company. Teachers in theses schools lokkfor the places for these students. If they will be lucky they will stay in that company with a new contract.

Passos, Helena, Portugal

2017-04-24 15:24:53 UTC

These videos about my country are wonderful. Though, I did not know about them. Although Portugal is not a big country, there should be a larger dissemination of what happens in the so called provinces. All we get is information of what is going on in the capital. There is not much willingness of the companies to receive students as they interfere with the daily life of workers.

Luisa,Italy

rluisa392 — 2017-04-24 15:30:17 UTC

I teach in secondary school and the students are geared towards choosing the most suitable school for their attitudes.I think there should be greater partnerships with businesses with frequent exchanges and visits.The collaboration between school and business facilitates situations of simulation of widespread working contest and directs pupils to conscious future choices.

Christina

cgruppetta — 2017-04-24 15:35:49 UTC

I teach in a primary school in Malta where students are classified according to grades. I teach the low achievers, most of them are strugglers but I believe that it is too early to 'place' them in these sections since they are still very young. I believe that as their teacher I have to make sure that these students believe in themselves more and show them that even though they might not be good at writing/reading as others in the same age-group there are still other areas (vocational) which they can excel in.

Anna, Italy

2017-04-24 15:41:03 UTC

My primary school students are too young to be described by those cathegories. Of course, the parents' majority consider school education to be very important for the future employability of their children. Another issue is the lack of technology companies in our territory. Indeed, school and STEM-oriented industry collaboration is in theory a good thing, but difficult to realize here for the absence of the latter. As a teacher, I see more useful to establish connections with the academic professionals in order to present STEM subjects to my students.

Rosa/ Italy

2017-04-24 15:42:41 UTC

I teach in a secondary school. For me a stronger collaboration between education providers and employers can be developed through designing school curricula together, engaging professionals in teaching, creating opportunities for students to experiment real-life work in companies, and accessing training academies offered by larger companies.

Konstantinos, Greece

kkarampelas — 2017-04-24 16:12:18 UTC

In primary school, where I teach pupils are expected to be involved in projects, where they would improve their skills by group work. This is significant for future professional development.

In Italy

atlantac — 2017-04-24 16:15:25 UTC

Marina, Italy

2017-04-24 16:18:54 UTC

From different years I involved my high school students in projects with chosed collaborations with scientists, stakeholders, industries, coprojected activities in which teacher is important educator and innovator group leader

Antonella, Italy

atlantac — 2017-04-24 16:25:59 UTC

In Italy, in some kind of
school, the students are placed in the coasters” and “meanderers "segments that receive strong support but are less motivated . I think i can take some action to improve the their motivation like connection to market job through qualified training and career information in their transition to work.

Renata, Croatia

2017-04-24 16:55:33 UTC

I teach students in gimnasium and preparing them for university, and also I teach students in vocational school (cooks, electrical technicians and admistrative jobs) and they can choose between going further to school (unioversity) or getting jobs. Usually coocs find seasonal jobs in tourism and I think they are prepared for that job because during summer they work internship at hotels along croatian coast. Eloctrical tehcnicians can find job but about half of them choose to go study for jobs in IT sector.

Despoina Amarantidou, Greece

damarant — 2017-04-24 17:30:29 UTC

My students are from 6-12 years old. We usually talk about jobs and their dreams. They like doing tests like Iceberg that show the possible professions for them according to their answers.

Sonia, Italy

2017-04-24 17:33:47 UTC

I teach in primary school and my students are too young to be described their future jobs. But often, in the classroom we talk about their dreams.

Zeynep Merve OSKAY,Turkie

2017-04-24 18:15:35 UTC

I'm a secondary school teacher. In our country we can only give information about the professions to the students of this semester along with the topics that are placed in them. Our students can pass to university after high school education. For this reason I can not place my students in one of these areas.

Cheryl-Ann Mamo, Malta

mamo_cherylann02 — 2017-04-24 19:01:05 UTC

The article makes reference to the fact that less than half of the employers are satisfied with the workforce skills. Unfortunately I have often heard locally that employers are finding it harder to find employees with the right skills. Certain skills are even considered to be basic and yet for some reason, students are not acquiring sufficient skills. Whereas there are some students who truly want to perform well and aim high, there are others on the other who seem not to be interested to study. I think that it is important to inspire students why listening to other people s experience and ideally face to face rather than virtually as this might have a greater impact.

Daniela, Italy

d_preda — 2017-04-24 19:35:22 UTC

At the moment I teach in a primary school. But my school is connected to a secondary school and my colleagues often organize meetings with high schools and sometimes also with professional figures. They rarely take contact with companies. Surely I think the link between school and the world of employment is important for our students' decisions. In Italy it is difficult to find companies available to engage students in an activity. On the other hand, many teachers are very much attached to the classroom classroom in front of the blackboard. They are fortunately changing their minds, but it is difficult. With classmates I have often been organizing coding projects in the classroom, but I have not yet had the chance to bring kids into a company of technologies or electronics.

Gjergji, Albania

gjergjivangjeli — 2017-04-24 19:48:27 UTC

My students in primary school talk often for their dreams. We involve them in research projects and they love this work.

niko.thessaloniki

2017-04-24 19:57:20 UTC

they r dreamers, unfortunately they have no idea of what to expect tomorrow. It is r job to inform them but we r alone to this

Donatella, Rome

2017-04-24 20:19:08 UTC

I teach in primary school and my students , for the moment, dream their future jobs.

M.Consuelo, Spain

2017-04-24 23:02:28 UTC

My students are usually encouraged about jobs, speaking with their future jobs.Projects at school help us to realize their future dream.

Monica Boccoli, Italy

mobocco — 2017-04-25 05:22:23 UTC

I teach in primary school and my pupils are too young for this speech. I can help them to improve their dreams collaborating with other schools and other levels of school (secondary school or hight school). I have realised some eTwinning projects and I have collaborated with some expert STEM for polar science, with some engineers to build some 3d virtual worlds using Minecraft.

Ezgi Ulutan, Turkey

ezgigunal5 — 2017-04-25 06:01:17 UTC

My students do not realize the improtance of the job selection. But I try to improve their awareness for future job.

Maria, Romania

prof_mm2010 — 2017-04-25 06:28:00 UTC

in secondary school where I teach students are involved in projects (Jobs) where they learned from employers and professional.

Giulia, Italy. My students are in first level of secondary school. I'm trying to interest them in STEM carriers using technology lab and biological and physical experiments. In my opinion these topics can involve them to choose STEM study in secondary school and university.

giulia_carlone73 — 2017-04-25 07:29:43 UTC

Teresa Capano

2017-04-25 08:02:29 UTC

I teach in a primary school so my students are too small to be classified into a group quoted by the article.

Rossella, Italy

2017-04-25 08:34:03 UTC

I work in the primary and kids haven't collaboration with industries, scientest.

Sonia, Spain

2017-04-25 08:40:01 UTC

I teach in a vocational training school, so my students has an important conection with the industries and a near colaboration with the real field of jobs.

Marija, Serbia

2017-04-25 09:05:25 UTC

I teach in secondary school. If I talk about access, I could say that we support our students by organizing fairs and company visiting.Their desire for employabillity is low becouse they want to continue studying, and they don`t think about working after finishing secondary school. I encourage them to stady because they will have more oportunities in their later careers.

Michela, Italy

2017-04-25 09:14:35 UTC

In the school where work often organizes meetings and workshops with scientists or people who can show the positive and non-positive aspects of their work. For now there is no close collaboration with the industries, I think this approach is closer to middle and higher than to elementary schools.

María, Spain

2017-04-25 09:21:57 UTC

My students have done a simulation about some famous scientifics; they have done performances with the character of bioscientist, physicians, expert in chemistry, etc.
I think it is important to have contact with real events in STEM field encouragement students.

Julio, Spain.

2017-04-25 09:46:33 UTC

In vocational training schools, insertion into the labor market is high.

Yalçın, Turkey

myalcingungor — 2017-04-25 12:10:09 UTC

I am a science teacher at secondary school so my students' access and desire for employment are low level. But i am trying to increase their skills and awareness for STEM jobs. So stronger collaboration between education providers and employers is hard to me.

Isabel,Spain

misjih — 2017-04-25 12:13:53 UTC

I think my students are placed in dreamers because they have a medium desire for employability and their level of access is medium too. The reason might be that they have to continue their studies for some more years, so they are plenty of time to think about employment. On the other hand, students who study professional studies have contact with firms and they have to do practical work in the firms.

Anyway, I consider important to have more contact with industry because it makes theory real; apart from improving their possibilities to find a successful job.

Ivan, Italy

perlanio — 2017-04-25 12:29:24 UTC

I teach in a primary school and despite the age of the students, the National Indications indicate that the scientific disciplines of the curriculum (Biology, Chemistry, Earth Sciences) must be taught in a dynamic and transversal way, so that they become scientific expertise for citizens of Tomorrow: students with a solid background in scientific subjects will be able to interpret and interact with the natural environment that surrounds them autonomously and responsibly.

Monika, CRO

monika_lukavecki — 2017-04-25 13:29:01 UTC

my student (10y old) hate to talk about work. all thy wanna do is play. but thru quizzes, movies, music and games I talk them about work but on that way, they don't notife the subject of our class .-)

Christina Papadopoulou,Greece

christi_pa — 2017-04-25 13:29:17 UTC

I work in primary school so it's relatively early to talk about access and desire employability.However, it is good from these younger ages to give children stimuli and motivation to deal with things beyond curriculum classes. One of these could be planning, educational robotics, winter experiments, university visits αnd research teams,taking part in competitions, visits of scientists to the school.

seyide, TURKEY

seyideeroglu — 2017-04-25 13:40:47 UTC

My students have a lot of desire to find work. Especially girl students are more willing than male students. But unfortunately their targets in girls are certain and limited. Male students have a lot of vacancy. Men are not doing much research.

Germelina. Spain

2017-04-25 13:55:01 UTC

My students are in the Primary school, so they are not worried about work yet. However, they sometimes make comments about professions they want to be and they change their mind next day.

Marta, Spain

ikutram — 2017-04-25 14:57:16 UTC

Unfortunatly, many of them are in some place between "dreamers", "nonbelievers" and "strugglers".

Francesca Lauta, Italy

2017-04-25 15:09:37 UTC

I work in a Lower Secondary School with students aged 11-14. My collegues and I support highest level students to choose the high school that suits them mostly, they hardly know clearly what they would like to do as adults. I know that teachers in high schools are starting to plan some kind of connections with the business sector, called 'Alternanza scuola-lavoro' http://alternanzascuolalavoro.it
http://www.istruzione.it/alternanza/cosa_alternanza.shtml

CONCETTINA-ITALY

titti71_2005 — 2017-04-25 15:16:26 UTC

Ariana-Stanca Vacaretu, Romania

ariana_vacaretu — 2017-04-25 16:40:44 UTC

Our students are mainly part of the “coasters” and “meanderers”—receive strong support but are less motivated - and "high-achievers". What we should do? Try to find ways to motivate them (intrinsic motivation - as their external motivation is pretty high because of their families and competitiveness promoted by the school).

Hector, Spain

2017-04-25 16:59:03 UTC

I work at a Primary school, and my students are not worried about work . They sometimes make comments about what will they be in the future. I use to talk in class about proffesions, and i try to explain them how attractive STEM professions can be

Marta, Spain

2017-04-25 17:03:18 UTC

My students, nowadays, are interesting in continue with their studies for some years: an University degree should be their goal. In some cases they are worried about the level at the University the next year.
I know, on another hand, professional students have to do practical works as part of their subjects, but not in my level.

HULYA BAL - TURKEY

tfurkan61aydin — 2017-04-25 17:13:14 UTC

I think the awareness of students should be increased. Students should be brought in with the employees.
Sample applications should be made. Different activities can be used to promote the professions.

Bojana.Macedonia

boenov — 2017-04-25 17:18:17 UTC

I work at Primary school my students are interested where will they continue their education.We discuss in the classes what they would like to study or work in the future. I always tell them about the advantage of studying STEM

Juan Pablo, Spain

maciajuanpablo2017 — 2017-04-25 17:19:02 UTC

I work in a secondary school, so my students are very worried about their mark just because they usually need a high mark to get into the degree that they want to study at university. But it´s our aim as teachers to encourage them to see the incredible fields of sciences in order to explore them and get great scientists.

Pilar Miranda, Spain

pilar_miran — 2017-04-25 17:27:18 UTC

High school students are the closest to finding precarious work in service sectors so they can afford to pay for their higher education in college. Once they finish college, they usually take paid internships or get scholarships to work in the university.

Teuta, Albania

2017-04-25 17:58:26 UTC

The school where I work in, students are in 1-9 th grades. They don't have big dreams for the future. They need encouragement to learn not to get high grades, but to benefit new knowledge to be able to use them in their future.

Reuben, Spain

RUBS — 2017-04-25 18:08:15 UTC

I would say my students are strugglers. They try, but we have a situation in my country. It is really hard to find a job in Spain, even if we think we have provided them with the right skills.

We, as teachers, should cross check with the companies which ones are the most important and more demanded skills for work.

Education providers should focus more on what happens to students after they leave school.

Laura Gasque, Spain

laugasal — 2017-04-25 18:40:42 UTC

I have got mostly "persistents" and "dreamers" among my A levels students.
Many of the students in my school have an unfavourable environment at home, so very few arrive at the upper levels where I teach. Therefore, I do not think my students recieve a very high support in general. Those who finish A levels are the most fortunate in this sense; however, most of their parents cannot orientate them properly; that is why we have to make a great effort at school.
I will try to apply all the strategies I am learning at this course to help them.

Fabiana, Italy

fabiana2 — 2017-04-25 18:43:33 UTC

I teach in a primary school. My pupils are 6.
To begin about STEM, I have activated coding labs, useful for problem solving, strategic search for solutions, computer technology skills...

Josefa G., Spain

jguarner — 2017-04-25 18:58:15 UTC

I teach in a Primary school. I' m trying to interest them in STEM using biological and physical experiments. Some parents come to school and talk about their STEM jobs.
We visit museums, library, other schools... where they can see other jobs, but it's difficult to visit a company.

Loli H., Spain

2017-04-25 20:45:32 UTC

I teach in a Primary school. I try to guide them to STEM careers and even to guide them to what they really love. I try to do my natural science lessons fun so they can discover that science is really fun!!
But they are not worried at all about get any job at the moment.

Mª Cruz Nieto, Spain

2017-04-25 21:42:54 UTC

I work in an adult centre and the students registred in the institution show a very low level of interest in STEM studies. They just look for graduate themselves in Secondary Education and that's all.
My colleagues try to envolve them in these disciplines organizing visits to different factories and companies at the beginning of the academic year but they reject to participate on it. In my Autonomous Community there are Vocational Trainning Schools where students can get these studies and opportunities to keep in touch with factories at labour level even

Alessia, Italy

alessia_bartolucci75 — 2017-04-25 22:34:57 UTC

I teach in a primary school so I can't say anything about my students' desire for employability. They are too young.

Paula Madeira, Portugal

9c — 2017-04-25 22:54:35 UTC

These Portuguese examples that the videos show are, unfortunately, still rare cases in my country and are also, unfortunately, very little publicized. I did not know them. My reality is different: my students are in the access phase (the ones of the middle school).... some students (of the classes of the professional education- secondary school) already do, during some months,

an internship in companies of the area of their course and, for that reason, I consider that already they show interest in Desire Of employ-ability. In fact, this school-business collaboration helps students make more employability conscious choices.

Clarisse, Malta

clarisse_frendo — 2017-04-26 06:03:49 UTC

As I used to teach from Level 6 to Level 11, I had different types of students. Some of whom seemed to not worry about employment even when they were about to leave school as they were relying on their family business. As a PSHE teacher I used to work with my colleagues and their parents in order to help them realize that they still need to acquire certain skills regardless of the work they get into.
On another note, the school worked hard in order to provide the students at each level with the necessary skills required for employment. Collaboration with businesses and professionals takes place in order to reduce such a gap.
On a national level several initiatives are also taking place in order to address this issue such as job shadowing in secondary schools and the introduction of vocational subjects.

Monica, Italy

2017-04-26 07:08:49 UTC

I teach in a primary school at risk and my students are too young to describe their future work. But often, in class, we talk about their dreams and I understand that only a few pupils have long prospects for studying and most have no ambition for future work.

Francesca R.-Italy

2017-04-26 07:48:47 UTC

My students are from 11 to 14 years old and when thy are 13 they have to decide which upper school they want to attend. They are mentally very far from the job’s world, they decide mostly on how much do they like to study or on which kind of subject they are more confident.

They are supposed to take the definitive decision about their future only after the compulsory school (16 years old), but in this way they put a kind of mortgage on their future. If they understand they have done the wrong choice they can change the upper school but often they must do some exam to attest that they know subjects they did not follow. And I think this is really crazy thing!

I’ve been in Finland for an Erasmus+ project and students when are 13/14th have to follow all kind of "practical subject" like metal processing, kitchen, woodworking, arts… Only after having “taste” all of them, at 15 and 16 they have to choose 4 of them as optional subjects. After the compulsory school (16) they have to decide between gymnasium or vocational school.

I would like to do something to help student to better understand which kind of upper school fit the best to them, and I’m thinking about inviting people to talk about their own job (se module before)

Nuria, Spain

2017-04-26 11:41:35 UTC

In my case mainly "dreamers". They are not really conscious about the problems.

Monica R. , Italy

2017-04-26 12:19:04 UTC

I teach in a professional high school so we, as teachers, try to involve our students in projects with territorial stakeholders to open future job opportunities. In Italy there is a bad increase of youth unemployment so we have to address students to a good information about suitable jobs but we should have a better network education - business to improve the building of right skills.

Alessia R, Italy

alessia_ranzi — 2017-04-26 13:22:47 UTC

I work in a secondary school and from the third to the fifth year there are many information about different jobs, works, professions. There are some days where the university are open and students meet teachers and other students to achieve more information about the future and the exams; more over there is "alternanza scuola lavoro" where students for 15/30 days leave the school and go into an industry for a period of work.

Clara Sousa, Portugal

2017-04-26 14:48:28 UTC

My students are between the ages of 10 and 13, and I have 3 types of students: those who already know what they want to be in the future, the dreamers, and those who do not care about anything, nothing matters to them.
What I do is provide material to they make informed choices from different options. Study visits to museums, science centers, libraries.
Invite people or firm to talk about their jobs.

Elisabetta,Italia

classedieli — 2017-04-26 14:56:55 UTC

insegno in una scuola primaria e fin dai primi anni faccio in modo di proporre attività stimolando le intelligenze multiple e propongo nell'arco del quinquennio oltre a visite in aziende anche interventi con esperti(archeologo, storico, antropologo, fotografo, musicista, attrice, cuoco, nutrizionista, veterinario, falegname...) con molte attività laboratoriali perchè a mio avviso è molto importante saper fare tutto anche le attività manuali e perchè in questo modo i bambini iniziano ad ocapire le loro attitudini e nei loro testi "Cosa farò da grande" già sembrano avere le idee chiare

Elisabetta del Castillo, Italy

elisabettadelcastillo — 2017-04-26 19:36:44 UTC

I think my students receive good information and support but they do not always develop the right soft skills required by employers.

Diana, Italy

2017-04-26 19:54:57 UTC

Unfortunately in my country the degree of success is very low. Some of the students are dreamers, others are struggles. University don't prepare students to work, employers look for skills that young people could gain only with Grey expensive stages.

Amelia De Chiara, Italy

amelia_dechiara — 2017-04-27 05:08:31 UTC

I teach in a low secondary school and we try to give as much information as we can about STEM job but I think students are too young to make a real decision.

Mariano, Spain

mariano_medgom — 2017-04-27 06:20:42 UTC

My students have a high desire for employability (this is their last year of vocational studies, so they are willing to find a job). In fact, we have kept many conversations about a future job, salaries, curriculum vitae, etc.

What I am not sure is that they have received much support in their path to employment. I would classify their access as medium/low, mainly because daily activity at school is focused on content (theoretical or practical, but mostly away from real job situation). Fortunately, in our vocational training program, students must complete their studies in a company during the last two months, so they can experience “job” by first-hand. Anyway, in order to improve their access I would have preferred to learn by project focus on real companies’ technologies.

Anamaria, Romania

anamaria_go — 2017-04-27 06:37:47 UTC

I teach in a lower secondary and I try to develop STEM skills by practical activities. I think it is important to do practical scientific work and to present jobs that use them.

Lucia, Italy

lucia_dore — 2017-04-27 09:00:28 UTC

Based on the description above , I think the majority of my students are placed in “ Dreamers” segment. They are also aware what there will no longer be job for life , but employability for life. The skills and abilities that allow my students to be employed are generally not so effective now . So it should be very important to increase business and education collaboration in order to improve this situation.

Benedetta, Italy

2017-04-27 09:09:56 UTC

In my opinion, the great part of my students are nonbelivers, 'cause they think they couldn't find an ideal job. So, I can create for them more opportunities to know different jobs and employments

Lidon, Spain

2017-04-27 10:00:26 UTC

As I work in the public education system, my students have diverse social backgrounds, but a representative part of them face social, educational and economical challenges (or even threats).
In addition, Spain is one of the european countries with a higher young unemployment rates.
If you join these two factors, is easy to understand that a relevant part of my students, due to their social circumstances, sooner or later become, strugglers or non-believers, known as "ni-nis"(ni estudia-ni trabaja= neither working-nor studiyng) in Spain.

Gamze Siper/ Turkey

gamzesiper — 2017-04-27 11:28:34 UTC

Unfortunately high school students are nonbelievers because they can feel that our country is not good at economics and employment. But I can say younger students are dreamers because when I ask them about their future plans, there are always STEM areas. I just try to give them hope; I say them generally “you are the future” and I know they will change this hopeless situation.

Lana, Croatia

2017-04-27 12:04:40 UTC

Since I work in Secondary school I can`t tell you enough how worried and demotivated my students are since Croatia doesn`t provide them with much hope. Jobs are nowhere to be found and some, the "dreamer" type, still believe if they will study hard that they will get a job here.

Lara. Italy

2017-04-27 12:42:50 UTC

I strongely believe that nowdays students could reach a lot of opportunities and someone does. But, the problem is at what age. Secondary students and most of my colleagues in different schools don't know so much about business and skills. There could be some virtuous school but the real problem is the lack of information and expertise teachers have. If they are the strongest ring in this chain, they need to manage something they know. Thus, i think my students are mostely interested in having a job and few one in their career readiness. In general there are differences depeding of different curricula and type of education. Only who is so lucky to have the right cards (good education, informatin and possibility to develop skills) can immediately enter in the job market as he wants.

ANTONELLA, Italy:

2017-04-27 13:57:51 UTC

I teach in a primary school (age 6). My pupils are dreaming about their future jobs...
I'll do my best to improve their desire to became somebody. Particularly, I'll stimolate their multiple intelligencies (GARDNER) and I'll activate laboratories about manipolating, tinkering, creativity, coding...

Ivanka, Croatia

2017-04-27 14:51:14 UTC

My students are 11-14 years old. They are looking for a job, but I can say that young people go to work in other countries - Germany, Ireland, Sweden. They want to work, but there are no jobs. I have the idea of reforming the education system and creating the conditions for new occupations and skills that will be sought in the EU labor market.

Rosa Medeiros, Portugal

biblioproject17 — 2017-04-27 15:44:29 UTC

Unfortunately my students do not have this opportunity to choose. However, observing other classes, I notice that the best students are looking for medicine, for their social status and for the opportunity to earn money. Others look for something that they think will make sense, do not think about the possibility of employment.

Luigi, Italia

lferrari1 — 2017-04-27 16:37:16 UTC

I think my students get good knowledge and skills from a technical point of view, but do not always develop the right soft skills that could give them more opportunities to find the job they want

Stanislao, Italy

2017-04-27 16:56:37 UTC

My students are 11-14 years old and only a few of them are studying for a better future. Most of them, unfortunately, are no interested in what they might do in the workplace in the future

Christina L., Greece

crest_lou — 2017-04-27 19:29:51 UTC

I teach in Primary School so it's difficult to place my students in a level. According to the Greek Educational System, both access and desire employability maybe reach the low level. I think STEM labs in schools could be a great idea to improve this situation.

Silvia, Spain

2017-04-27 19:35:52 UTC

My students are between 11 and 17 years old. They are no really motivated to study because they don't think in their own futures. For them, it is something further without importance.

Vesna , Serbia

vesnica_hem — 2017-04-27 20:29:49 UTC

My students are to young to know what they exactly want to do in the future.But when we talk about their ambition in the future ,many of them want to graduate from some university, but they don't have a clear picture about that,what they will do as graduates.

Good way to help students to prepare for future education , as well as for future job is to increase their awerness of skills that they must have to get the particular job.Especially STEM skills. Newertheless , visiting some companies where the experts can tell them what skills they need for work in that company is helpful.

Definitely,cooperation between providers and employers is the best way to solve the problem of unemployment in the future.

Çelebi, TURKEY

muallim3858 — 2017-04-27 20:44:40 UTC

Within the scope of the 10th development plan of Turkey, the purpose of the education was stated as the result and the result is "having developed the ability of thinking, perception and problem solving, assimilating democratic values and national culture, open to sharing and communication, strong artistic and aesthetic feelings, Is the basic aim of the training system of educating the productive and happy individuals, equipped with the basic knowledge and skills required by the information society, prone to use and production of science and technology. "

Anaely Mexico.

anaelypb — 2017-04-27 23:15:00 UTC

As a private math teacher I can say that I think that a great part of the mexican youth are among the persisters and strugglers: medium to high desire for employability and low access to support in the E2E path. But also some of them are in the meanderers or coasters one, with high access to this kind of help but not taking advantage of their opportunities. I think that this is cultural, sometimes they are educated (and have role models, the bad ones, of this things) that they can have things without effort.

marco, italy

2017-04-28 05:28:52 UTC

in my opinion, italian students are not motivated, because STEM careers are in most cases linked to universities, and in italy university careers are underpaid, with a large workload. so, students are not motivated, because today students is "All right away or nothing"-students.
so, at the age of 11-14 (my target), they are undecided or dreamer. less than 10% of them enroll in a scientific school.

Ivana, Catania

2017-04-28 09:23:33 UTC

I think that the italian students are little motivated, because STEM carreers are linked to university carreers, and in my country are underpaid with a large workbload.So the student sometimes are undecided or confused, but some of them succeed to realize their dream or their choice.

Vasiliki Psaridou/Greece

psaridou — 2017-04-28 12:12:26 UTC

My students are very young to be placed in a category. Moreover, they hardly speak any greek so it's difficult to fully understand what they are saying. However, from what I have understood by now my students are dreamers. Their dreams of becoming a doctor or a mathematician are based only from what they have heard or seen.

Adriana Laze Albania

adrianalaze — 2017-04-28 12:49:09 UTC

I saw and enjoyed two videos above but also I was asking my self if this collaboration is just an example or something that happens in some countries really ? Also I was asking my self about the cost in time and finance that this companies have by collaborating with school. Of course that this investment is for the future , but I am not sure if something like this can happening so easy here in my country.
Regarding to the exhibit I can include my pupils to the dreamers

Judith, Spain

jvasco — 2017-04-28 13:38:00 UTC

Module7
7.1 Business and education collaboration.
My students are from 6 to 12 years old and they still haven not reached a decision about their career.
However, I am conscious as a teacher that the sooner the students meet stem careers or I can show them the better election they could do it.
To sum up I thing that I need to invest for my pupils future searching collaboration between schools and business.

Domenico, Italy

2017-04-28 14:01:34 UTC

My students are placed in "Dreamers" segment, in a medium level of access and destre for employability.
Surely they would be motivated much more if a good collaboration between business and education will take place.

Maria Grazia Prestigiacomo

maryprestigiacomo — 2017-04-28 14:51:49 UTC

Palermo,Italy
My students are really very young. At the moment have great aspirations for their future,but they have a distorted idea of how to achieve their goals because the society we live in is not always based on meritocracy but is often based on corruption especially in the south and this leads them to think that you just have to pay someone to do what you want or just be someone's friend to get everything. As a teacher, I first try to make them understand that they can change society and that, in order to play any role within it, they must commit themselves to improving their skills every day , to be ready in the future to do the profession they will choose. I think that it's a good thing to realize a collaboration between the companies and the school and I know that in some secondary school and university this collaboration exist.

James, Ireland

2017-04-28 15:02:46 UTC

I think my students do not really get exposed to this kind of link to business. They do in 4th Year - Transition year - Work experience here is very valuable.

Nacho, Spain

2017-04-28 17:57:56 UTC

In my country it is very difficult to join companies with secondary schools, but it would be very beneficial for students to see what they are going to work according to their studies.

Gloria,Italy

drei — 2017-04-29 06:25:29 UTC

In the enviroiment of the " Alternanza Scuola Lavoro" project when my students partecipate in local company working inside for one-two weeks, the majority of students show soft skills but their specific skills aren't always appropriate. I agree It' s necessary a stronger collaboration between teachers and technical employers.
In my opinion also majority of my students are in the dreamers segment. A 10-15% of them reach a high level of success.

Ana, Spain

annargarcia — 2017-04-29 08:00:16 UTC

Last year I was teaching in a Secondary School. I was the tutor teacher of 37 students doing the 3rd Year of Compulsory Secondary Education and their were very dissapointed about their future job. Most of them were non-believers with a low level of access and a low level os desire of employability. In Spain we are having a great problem with these type of students, they are called "NInis" (ni trabajan ni estudian), they feel very dissapointed about the few opportunities that the current labour system is offering to them. It could be a great idea to collaborate with companies in the area to show them what possibilities they are having in their future job.

José Luis. Spain

2017-04-29 08:19:19 UTC

My students are not motivated, it costs them more and more to do things independently and they want to get everything done without putting anything on their part. It is increasingly difficult to help them.

José María, Spain

josemaria_diazfuentes — 2017-04-29 11:30:31 UTC

Indeed, in our country there is hardly a connection between schools and companies - except for some lucky cases -
Our students are always guided by their dreams rather than reality.
We ourselves, the teachers, are deceived between a strong curriculum to follow, the real usefulness of it and the future possibilities of our students.
All ideas received in this MOOC are, indeed, very well received by me!

Paqui, Spain

2017-04-29 17:30:13 UTC

In my country, there isn´t a connection between schools and companies. Only when they study vocational training or when they go to study a degree at the university there is a relation between both. Maybe if we had this relation in our secondary schools, students could be more motivated. Also, they realize how important is studying and getting some company skills.

Diego, Spain

dnavarro3 — 2017-04-29 17:38:56 UTC

I think that my students would roughly follow the distribution shown in the article. I try that the most motivated keep on it and get the most of education, and try to motivate the ones with less degree of success, which is quite difficult because when they arrive to secondary education, it is difficult to deal with nonbelievers and meanderers.

Beatriz, Spain

2017-04-29 18:45:13 UTC

My students are in primary educaction, they are too young to be worried for work. However, I try to prepare some projects related to different careers in order to awake their interest and curiosity about them.We also discuss about their dreams, or what would like to be in a future

Iva, Croatia

iva_golec — 2017-04-29 21:20:18 UTC

My students (11-14 yars old) are somewhere between nonbelievers, strugglers and dreamers. They are still not sure on which jobs they would like to work one day and since business environment in Croatia is not bright at the moment, it only makes their choices more difficult.

Juan Pablo, Spain

jpabloteba — 2017-04-30 07:18:58 UTC

I think that my students are placed in all segments. Every year, I see how some of them leave the way to success because of lack of desire. Besides, I see others very good qualified that are undecided about what to study. To improve this situation, I could try to motivate them through some of the activities we saw in previous moduls, as well as preparing them with the aim of helping them to find a career that they like.

Javier Manzano, Spain

1fjmanzano — 2017-04-30 07:35:30 UTC

Unfortunately, I think most of my students are placed in the segments Nonbelievers or Strugglers due to the lack of jobs available in Spain. We've got an 18.4% of unemployment in our country so the kids see in their own families this dramatic reality.

Jan, Czech Republic

preclik — 2017-04-30 12:09:46 UTC

Our secondary school prepares students for university studies, more than 93% of graduates go to university. In last years, the number of graduates who go to technical universities is slightly increasing (more than 26% now). But I think we are an exception in this way. We have some big factories around our city, and students can see the high interest in the technical professions.

Bilgen Taş, TURKEY

bilgenoca — 2017-04-30 15:29:20 UTC

My students do not have enough knowledge about profession selection. They just dream about the profession they want to be in the future.
We invite employers to my school to be aware of my students' vocational choice.

Anita, Croatia

anita_simac — 2017-04-30 15:42:56 UTC

As I teach children in Primary school from the ages of 11 to 14, the children are not sure what jobs interest them and we do not have career councilors or advisors.

Erki, Estonia

2017-04-30 17:11:07 UTC

In STEAM field the only connctor is the university with various programmes for school children. In school we also offer to the students the career councelling. In Estonia there is a programme "Back to school", where successul representors of different jobs come to the school to introduce their job.

Maria Pia, Italy

marandolamariapia — 2017-04-30 19:23:16 UTC

Many students think there is a shortage of jobs (long time for
Find) with a big question (fierce competition): as if the market of
Work was blocked, with little chance of entering, with unemployment
As high as that actually present in Italy. The school-work alternation course offers students the opportunity to enter, in specific periods with the host structure, in specific working environments, contributing to the creation of an organic link between educational and training institutions and the world of work.

Montse T., Barcelona

2017-04-30 20:31:04 UTC

I agree with most of Spanish teachers who have written here. In Spain the rate of unemployability in young is more than 40%.
Moreover I think that in schools, we teachers (in general) are not qualified enough to guide students to choose their career.

MARINA,ITALY

marinademma — 2017-04-30 22:33:32 UTC

I TINK THAT EVERY SCHOOL SHOUD GIVE THIS OPPORTUNUTY TO EVERYONE SO CAN START TO WORK IN THERE PRESENT FOR A TOMMOROW.

Andrea Checchetti, Italia

dreache — 2017-05-01 09:42:05 UTC

As you can be seen a good education and good information are the perfect combination to achieve satisfactory results in the labor market. The failure of one of the two factors can affect the success of achieving a satisfactory work position. This demonstrates the need for strong collaboration between the world of the school and the world of work.

Giovanna, Italy

g_maloccu — 2017-05-01 10:28:42 UTC

It's difficult to me to answer these questions cause my students are 6-7 years old. Althought I'm doing a project where students work with STEM professionists.

Sofía, Spain

2017-05-01 10:39:21 UTC

Most of my students are dreamers, persisters and strugglers. Although they want to work the labor market is scarce. The crisis of the last years keeps them studying. Only a few get a job when they finish their studies. I advise you to other studies that may be useful in the future.

Angela italy

2017-05-01 12:25:55 UTC

I think my students have good skill to access STEM jobs

Maia. Moldova

informatica_salcuta — 2017-05-01 14:01:50 UTC

I think most of my students are DREAMERS. Due to the lack of available jobs in Moldova, young people want to leave their country
We have jobs in agriculture, but wages are very low

Adina A., RO

2017-05-01 15:08:01 UTC

Science teacher should show and suggest different experiments, classes become more interesting an raise the curiosity and motivation of students; connections with real life and natural phenomena should be made permanently

vigcin — 2017-05-01 15:17:10 UTC

Cinzia Vignoli, Italy
I am a teacher in the Italian primary school. For my experience, my country still does little to promote this type of job because of the lack of facilities. It is all entrusted to the good will of teachers, unfortunately

2017-05-01 15:21:28 UTC

I teach 3-6 years old students, so they don't care about working.

Mina, Italy

2017-05-01 16:15:55 UTC

i teach in a primary school and in spite of this my students are dreamers because in the latest three years many experimetations in stem projects are made so they appear very entusiastic

Sertan BALLI,Turkey

darknatres — 2017-05-01 16:27:57 UTC

I think my students are interested in STEM careers they like studying them. they like learning from new experiences.they become more curious about STEM with the experiences.

Chantelle Cremona

chantellecremona — 2017-05-01 17:24:53 UTC

My studnets are intrested in Stem careers. They enjoy Science lessons , IT, and hands on maths activities. Some struggle with problem solving tasks, but we are finding ways to equip them with techniques to help them bridge the gap.

Ana, Spain

2017-05-01 20:58:47 UTC

I think my students are divided into three groups: dreamers, persisters and high achievers. They have a big desire of employability but their level of access sometimes is below that they want. We hope the economic moment will become better in a near future.

Jose M, Spain

josem_vervel — 2017-05-02 09:19:19 UTC

My students are 13 and 14 years old, and almost all of them what to get an university degree, so they see work market as something really really far away

Luigi, Roma

2017-05-02 09:44:37 UTC

My student are not motivated, their social and family situation is very poor. For this reason they can be located in Struggles. Cooperating between provides and employment is a way ti try to solve the problem of employment.

Stefania Altieri (Italy)

stefaniaaltieri73 — 2017-05-02 13:03:15 UTC

Vertical access

M. Elif Dönertaş, Turkey

e_yavas7 — 2017-05-02 14:05:58 UTC

Altough we have many young and bright minds, unfortunately unemployment is also a big problem in my country. Almost all the parameters referred in the article apply here.. Some great minds migrate just to find work and make a living elsewhere. We are mostly made up of Meanderers, Dreamers and Strugglers

Ivana, Czech Republic

2017-05-02 16:09:00 UTC

My students are between 13 to 15 years. The children are from families where education is very important. The parents have usually university degree. My students prefere tu study at universiy in a future also. The students have no specific ideas about their profesionl career.

Rosario Sorriguieta, Spain

rosersorri — 2017-05-02 16:33:16 UTC

My students are from 12 until 18 years old. There are placed in 3 groups: dreamers, persisters and strugglers.
One of the biggest problem is the unemployability we have in Spain. It's easy became a waiter than an engineer, and less expensive.
The other big problem is the gap we have between job-market and schools. Thinking in myself, as a teacher, I'm not a good consellor for them.

Lagle, Estonia

lagle_sangernebo — 2017-05-03 10:46:44 UTC

Most my student are 17 and 18 years old. They are dreamers, presisters and achievers. I think the best way introduction is hands-on activity, opportunity reflect and debat, to examine the working environment or meeting professions.

Krunoslav, Croatia

prof_stefanek — 2017-05-03 11:58:26 UTC

Hello from Croatia! I have student between 11-14 years old. I believe that until 14 years old they just dream of being someone important and famous. But in 14 when they need to choose next step in education they are lost. Our education goes very wide, offers no support in choosing careers, and when they see unemployment and low salaries in our society, they tend to just go with the flow and let it be. It is hard to get them started using their minds and to hope they will rise up to the challenge of changing Croatia in near future.

Alberto Brochado, Portugal

2017-05-03 13:50:37 UTC

I think most of students are dreamers. Due to the lack of available jobs.
So, we can create for them more opportunities to know different jobs and employments

Jose, Spain

2017-05-03 15:12:12 UTC

The most of my students are dreamers. I think they need to receive much more support on their path from education to employment because the possibilities for employability are scarce. Nowadays the economic situation is better but the students' future in the labor market is unpredictable. The teacher must help them to build the right skills. Moreover, it is very important to avoid the lack support and career information in their transition to work with a strong relationship between schools and industries.

António Gonçalves, Portugal

afgoncalves61 — 2017-05-03 18:01:32 UTC

In the case of my VAT students, they have, many and frequently, contact with real-life work, for instance, they recive visits from from professionals from the field they are study and, go to the places where people practice the profession, also, they have a 600 hours of learning in work context.

Iztok, Slovenia

2017-05-04 08:45:47 UTC

The most of my students are dreamers. They think, that they will get a well payed job with no hard work.

Susana, Spain

sosososana — 2017-05-04 08:59:55 UTC

This question it is very difficult for me because my students are too young to access a job. However, I think they are dreamers. Boys want to be footballers and girls want to be teachers or hairdressers. Looking at this, we have a hard work to do.

Lavinia, Italy

2017-05-04 09:04:54 UTC

My pupils are curious and see every new situation as if it were an experiment.

Georgia, Cyprus

gtheopha1 — 2017-05-04 09:05:57 UTC

Most of our students are dreamers. Only a few are strugglers or hard achievers.

Georgia

gtheopha1 — 2017-05-04 09:05:57 UTC

David, Spain

david_galiana — 2017-05-04 09:59:38 UTC

Most of my 12 year-old students don't care about working. They consider it's too far to think about it. Moreover, they think they won't be able to get a job due to the economical crisis we are living in Spain.

Leo, Spain

2017-05-04 17:39:24 UTC

When students are 15 years old, in my country the have to choose their way. If they decide to do scientific studies, usually in the next school year, they´ve taken an election between Technologies or Natural Sciences studies.
So, in my opinión, they know theirs academic interest but, at the same time, they are too far from the job market.

Ivana, Croatia

ivana_milasin — 2017-05-05 09:59:27 UTC

I believe most of students in Croatia are in group dreamers. There isn't much jobs for them without experience and high education is expensive (living in another town), and also they are little apathetic about jobs and life in country that struggles economical and social.

Sonia T P, Spain

sturrion — 2017-05-05 10:05:24 UTC

For my students (from 10 to 12 years) It's too early to think to work. Nevertheless, most of them are dreamers.

Andrea

2017-05-05 13:13:10 UTC

Although my students are too young to think about job, I try to teach in a perspective vision, but it is very difficult in Italy in these days to dream a great future- The ones who do this usually dream about living abroad. And most of them do not dream about science or STEM careers (at least among my students)

Helena, Portugal

2017-05-05 14:31:49 UTC

Currently I’m working with two main groups of students: those who are taking a professional course (with experience working in the area, sales) and those who are studying to finish high school with the possibility to go to the university. All the students from the first group wish to be employed as soon as they end their course. The others aren’t still thinking in employment. To improve the situation we need to continue making efforts so that they get access to further information so that they have a wide range of choices.

Silvia, Italy

2017-05-05 17:05:04 UTC

I teach in a primary school, so my pupils are too young to be clssicated in the groups descibed in the article

Mercedes, Spain

mmorenoeoi — 2017-05-05 20:45:55 UTC

I can't place all of my students in one or two groups, I think that I have nearly all of them and probably in a similar percentage that in the article.
I have students with a very high interest in getting a good education level and I'm sure they will succeed even if the labour market won't the best, they will be High achivers.
But other students are not conscience about how important their education is, they think that what they have to study at school is not usefull at all and that they know enough things for their life (with 13 years). I don't really know in which group these students are!

Ivana T., Croatia

itunjic2 — 2017-05-05 21:20:26 UTC

I teach in elementary school and my students are 10-15 years old and still do not think about it, but they should certainly be encouraged in that direction.

Gökhan, Turkey

gokanhoca — 2017-05-05 21:43:03 UTC

Senior students of vocational high school in our country are doing internships for 3 days at workplaces. Thanks to this work, our students are able to go into business life. Thanks to the good dialogue we have with businesses, we can learn their expectations. We are working to bring those skills to the 11th grade. During this study, we are guiding students with their interests and wishes. Afterwards, each student can develop himself or herself in certain areas and employment can be achieved.
But the odds are still low.

Marika Betts

2017-05-06 14:43:31 UTC

At school, my students have access to continuous practical sessions. In Malta, during Science lessons, not more than 15 students are allowed in a Science lab so that allows for more integration, collaboration in small groups, individual work and adaaptations according to different academic level of students. Since I am the only Science teacher in school, Science lessons and all done in the lab and I have full access of all resources. Thanks to the administration of my school, the science lab has an abundance of resources and thus students enjoy the Science lessons. More than half the number of students opt to choose Biology, Chemistry and Physics. I intend to invite more STEM professionals to come over to give talks and take my students to visit STEM-careers related industries

Carmela, Italia

2017-05-06 15:14:56 UTC

My pupils are still too small to think about a job. However, I have been trying to motivate them to study and desire to improve to engage in a scientific career in the future.

Merit, Estonia

merit_luik14 — 2017-05-06 18:30:45 UTC

I think my students are the best to answer to that question. I´d like to hope, that we are already able to give to our students the support they need making decision, but statistic show that about 30% do feel, that they´d like to get more of that. About aspirations - usually our students have high expectations but some of them are giving up their hopes because of different reasones.

"Dreamers" Teresa, Spain

cotu09 — 2017-05-06 19:12:24 UTC

MY STUDENTS (6) ARE "DREAMERS" AND I CAN IMPROVE CREATIVITY OF THEM LEADING IN SCIENCIE PLAYS.
(STEM SUBJECTS THROUGH THE PLAY.)
I THINK THIS IS THE MOST IMPORTANT AGE BUT THE LESS VALUED.

Inés, Spain

ines_olivera_crego — 2017-05-06 23:41:33 UTC

I feel that my students are non-believers or strugglers. The news remembering the unemployment does not help to see the access to jobs, there are some that feel defeated and some other that fight. Only 2 or 3 are really conscious of their skills and how good they are. I try to help them see what they are good at and how they can improve their weaknesses.

Adina Marcu,Romania

adinamarcu9 — 2017-05-07 11:11:08 UTC

My students are too small but they dreaming to become scientific genius.:)

Lora Italy I work in primary school so my students are too young to think about their future but every day I try to motivate them working on curiosity, collaboration ,stimulating their creativity, proposing alternative activities .

lora_bonomo — 2017-05-07 16:57:35 UTC

Maureen UK

2017-05-07 18:10:18 UTC

Although I would call the majority of our students high achievers, I would also say that they are blinkered in their aspirations. That is to say they often look at medicine, veterinary science and the pur sciences but have not had exposure to applied STEM subjects.

Alexandre Costa, Portugal

alexandrejcosta — 2017-05-07 18:58:07 UTC

My students are dreamers, persisters coasters and high achievers as I teach at high secondary level.

Suela Albania

2017-05-07 20:03:46 UTC

My students are dreamers, persisters coasters and high achievers as I teach at high secondary level.

Esra,TURKEY

esraduyguu — 2017-05-08 13:28:23 UTC

Unfortunately, the youngest population has the highest level of unemployment in our country. For this reason, they think that graduates of STEM fields may be unemployed. But there is no room for despair! We can come from above everything.

Rosa Ana, Spain

rossantos10 — 2017-05-08 15:19:17 UTC

My students are facing his first job. On the second year they do placements in companies. In this step they will have the opportunity to learn and show to the company their skills. In some cases students get his first job. Meanwhile, I encourage them to continue studying, it will allow them to obtain high qualification jobs.

Sergio, Spain

2017-05-08 15:28:00 UTC

Most of my students are placed dreamers. Their level of access and desire for employability is medium because they are still thinking in specializing studies in many fields. I could take to improve this situation if I can them help for more education and real training for a job.

Iris, Spain

2017-05-08 16:10:25 UTC

I have a lot of students, so I have students in all the segments, by most of them are dreamers. They think that they will have a really good job without any effort.

Hasime, Macedonia

hasime — 2017-05-08 20:42:04 UTC

I’m working in primary school. I have students in all segments, but most of them are dreamers. I try to motivate them. Often, I have conversation with them for future jobs, and I try to make them to imagine how can be future jobs

Tiziana, Italy

2017-05-09 07:39:19 UTC

I think most of my students (11-13 years old) belong to the category of the dreamers, a very small percentage to that of the coasters and the high achievers. However, there are also some nonbelievers. I think that Science and Maths teachers should as far as possible inform their students about the possibilities that science and technology offer to find a good employment. For example, by reading articles on this topic in the classroom, watching videos of the most demanding works, bringing to the class some experts, interviewing some parents who know the topic.

Daniela, Ital

2017-05-09 17:16:16 UTC

I think my students belong to the persisters and coasters. What makes the situation improve is the Minister of Education's Project "Alternanza Scuola-Lavoro" that let the students have a working experience during the school year and which is part of the final evaluation. Industries and companies offer their hospitality to schools and have students develop the skills they require.

Jolanta, Lithuania

2017-05-09 19:34:28 UTC

I have students in all segments, but most are dreamers.

Judith Smith Mifsud, Malta

judith_smith — 2017-05-09 19:57:25 UTC

Unfortunately our education system is tiled on knowledge recall rather then the attainment and application of knowledge learnt and other skills. Thus I'm afraid that the majority of the pupils are not being adequately prepared for employment. For them to succeed, its up to them to make the changes needed to adapt to their work environment. I would like to see a drastic change in the way we teach so as to promote more critical thinking and creative problem solving skills why applying the knowledge learnt.

Aušra, Lithuania

rastdarbai — 2017-05-10 10:10:46 UTC

Most of the students are dreamers, but I have some that are high achievers and is already seeking for their career goal.

Caterina R, Italia

2017-05-10 16:38:44 UTC

My students would like to become all doctors, engineers, chemists, but I think they do not know how much commitment and how much study it takes. Many of them will be disappointed.

Laura, Spain.

2017-05-11 08:54:59 UTC

I think my students are placed in coasters. They are studying professional training so, they expect to improve their employability, although some of them are less motivated. To improve the situation we make technical visits to industries as they can see what they can put into practice all the acquired skills.

Enrica, Italy

enrica_pipitone — 2017-05-11 17:29:18 UTC

Most of my students are dreamers, but there are a lot nonbelievers: probably due to lack of support from the family (for economic reasons) and from the school

Alan

2017-05-12 12:05:09 UTC

Most of our students are still not ready to go out of their comfort zone, mostly because of low self-confidence. However, we have many promising students who need to guided well. They will definitely succeed with the right guidance and opportunities offered to them.

Ana Belén, Spain

anabelenfisicayquimica — 2017-05-12 14:48:29 UTC

My students have clear that they have to be prepared but they do not know what they really will go to do.

Afroditi, Greece

2017-05-12 17:18:06 UTC

Most of my students are strugglers or non-believers. We try very hard in my school to turn them into persisters at least.

Pilar, Spain

2017-05-13 12:01:33 UTC

Placing my students in one of the categories from exhibit 1 is a bit complex by considering their short age of 10 or 11. But since my perspective I could think they are dreamers.

Sara, Spain

sarabarbapenas — 2017-05-13 14:33:51 UTC

I would say my students are mainly dreamers, as they want to get a good position with a high salary in the future but they are not realistic about the effort it takes, and they are definitely not willing to work as much. So considering their level of Access is médium, I think they have a médium desire for employability as well. I think in this situation both parents and teachers are to blame, as we are failing to show students that everything in this life require great efforts. In myopinion, that is the basis to the problem, even though a higher level of guidance would probably change the situation as well

Barbara, Italy

barbaradipa — 2017-05-13 16:00:10 UTC

At 12-13 years they are still too young and immature, and it depends a lot on their families and their cultural backgrounds. Many are dreamers, many are nonbelievers, few are achievers. First of all they need to be motivated by their families in order to study. Telling them that being graduated doesn't help is totally wrong. We teachers always tell them that they will struggle to find a good job, related to their skills, even after studying. Probably many of them should go away from this area and few will go abroad, as it happened to those of my generation.

Gabriella, Italy

gabriella — 2017-05-14 08:51:01 UTC

Since my students are still very young, 11-14 years old, it is quite difficult to provide a prediction of their future, but I think , there are a few high achievers, some dreamers, a few persisters and then coasters and meanderers. Access is still possible if your results in your studies are satisfactory, but sometime their desire dor employability is not based on realistic expectaction, so their degree of success is not truly predictable. To help their future carees as a teacher I can expose them to possible role models and the reality of the requests of market and business, so they can develop the required skillset and set realistic expectation for their future.

Iggie, Spain

2017-05-14 09:49:16 UTC

My students are located in the "middle ages" period. We barely go to the laboratory and the things we build are mechanical not chemical. WE have built different cars and boats but without the use of software or robotics. The ideal is that in my science class, students should use robotics and software to take the car and the boat to the next level.
Nowadays I only teach them how to build a car or a boat but at a rudimentary level (circuits, and material with wood, plastic...)

Elena, Spain

2017-05-14 15:06:57 UTC

Given the age of my pupils (6 to 8) I would say that most of them are dreamers.They think about what their future could be but they have little concept of reality. I can help them by talking to them and guiding them to understand more about the possibilities depending on their abilities.

Yessica, Spain

2017-05-14 16:50:57 UTC

Bearing in mind the age of my students, I would say that they are dreamers. They talk about what they want to be when they become older, but they do not have much conscience of the reality or the world around them.

Fabiola,Italy

ciottifab — 2017-05-14 18:19:32 UTC

Angel Juan, Spain

sothis2005 — 2017-05-15 15:30:12 UTC

I work as a Secondary (13-18 years old) teacher in a state school placed in a standard area of a city (around 600.000 people, two universities, tourism, industry...) My school is a comprehensive school with a wide variety in the sociocultural background of its students, but a variety that is really balanced. Unfortunately my students do not have enough support in their path to employment. In relation with their desire to become employable for the majority of them is an issue that belong to a far future. I think that this second situation is consequence of the first, the lack of support in their path to employment. Between 14 and 16 students and families take decisions that led students to vocational training or A levels, the problem is that this decisions are made only based in academical result and so on vocational training finished labelled as “the failure option”.
I have little options to act in relation with the whole problem but I have the opportunity to show through my subjects the opportunities related with stem jobs, not only after a degree, but also after vocational training.

Iván, Spain.

2017-05-15 15:48:39 UTC

Talking from my own experience, I have to admit that the chart Exhibit1 matches quite successfully with the reality of our schools. There a quite high percentage of students that we can calificate as dreamers (which I think is quite typical of their age and this will be changing as they get older), a small percentage of achievers, which are good students who are also well supported and well guided through the right path by their families to develope their skills, and there are also a sigificant percentage of students that we can calificate as Non - Believers, according to the article. And those are the more worrying ones, and those on which we have to put all of our efforts as professionals of education and learning.
We have to design our lessons to try to encourage the students to develope their skills to be well prepared for the labour market and to increase their possibilities of employability. We have to include in our classes practical activities, ITC activities, etc... All of them targetted to develope their STEM skills and to give them more chances of succes in their professional careers.

Ramón, España.

2017-05-15 17:02:19 UTC

I think they are placed between dreamers ans struglers, because they dream with get a degree in STEM careers, but they have not started the university. Maybe the main part of them will become high achievers, but I can tell the future.
In some groupos, that are studying electronic, Mechanical and so on, in fact these studies are not true STEM careers, they get a very high level of empleability.

Marianna, Italy

mariannafebbi — 2017-05-15 21:31:19 UTC

Unfortunately My students are non-believers in their future employment. When I ask about their favourite job, or if I want to give them some advices.. they joke and say that they don't mind at the moment. So, using the materials of the course, i suggest them to try the quiz https://www.thetechpartnership.com/tech-future-careers/quiz/

Jesus, Spain

jmariaprieto — 2017-05-16 17:53:35 UTC

I teach ICT in Vocational Training so my students has a high level of desire for employability. I dare to say proudly that we have some students in that 10% of high achievers. Obviusly they also need a high level of english to get job mobility.

Luisa, Spain

luisamafer — 2017-05-16 18:40:51 UTC

We have a lack of support and students are non believers. Most of them will work in other countries because its very difficult to find a job in my country. They see this reality everywhere.

Iskandar, Malaysia

izs125 — 2017-05-17 07:34:29 UTC

Access Support - Parents in Malaysia are very supportive to Children's education, having said that, it is unusual to bring guest(expert) back to high school. I will say most students desire for employability is middle to high. Especially want to work in oversea.

David González, Spain

2017-05-17 09:45:18 UTC

I think that we have great students in our country but our big problem is they have a big difficulty to find a job. they have to work in other counties.

Vanda Serpa, Azores

vandaserpa — 2017-05-17 15:37:33 UTC

Once secondary education and national examinations have been completed, some portuguese young people decide to continue their academic life in university. But if it is true that they all come from specific areas, depending on the grouping they chose to move to the 10th year, it is still true that many still have no idea what course they want to pursue.

Of the various factors to take into account (average, formation area or vocation) there is one that has been disregarded over the years and that should have more and more weight when choosing a course and an educational establishment, the employability. With the economic crisis with very high unemployment figures, it is more important than ever to choose a course that guarantees a minimum of employability once you have the straw in your hand, but in the midst of so much choice is it difficult to know what they are? My students are placed in dreamer’s class, because they are in 10^th year. Only half them knows what course want pursue, and the other half only says the prefer science or engineer.  Either way, choose where to opt for something is certain, however many people try to sell a different idea, the numbers are clear and being licensed is much better than not being in what the job search is about. My job is give him choices and help them search information.

Roberto, Spain

rsilvavet — 2017-05-17 16:01:41 UTC

My students are young enough to be dreamers but as they grow and ask questions they start to feel as non-believers, because they know people that have higher studies in STEM careers but their acess to work is not the best. I tell them to look at STEM career students that have succeed finding a good job

Eva, Spain

2017-05-17 19:00:00 UTC

Although my students are very young for thinking about their future and jobs. Pupils are dreamers and talk about what they want to be. In my opinion is a good idea children to be in contact with real life and the job world since early ages. We, as adults, must give them the opportunity to learn by means of experiences which can help to develop their skills

Simona, Italy

srifici — 2017-05-17 20:08:31 UTC

My students are too young to think about their carreer. They are dreamers, they change their mind every day. My job, and thier parents job, is to bring them to follow their inspiration and their skills.

Elísabet,Spain

2017-05-18 10:59:11 UTC

Most of my students are non-belivers due to an approximately 20% of unemployment. And it's very difficult to improve the situation in this country, they have to think about leaving Spain...

Miriam G., Spain

miriam_gutort — 2017-05-18 14:51:42 UTC

In my case, my students of Primary Education are dreamers, they are 9 years old. They are enthusiastic students. They love doing projects or making scientific experiments. They dream of becoming doctors, astronauts, scientifcs, etc.

Fatih TOY / Turkey

mrtoy — 2017-05-19 10:19:58 UTC

My students, aged between 10-14 at secondary school, can be placed at the strugglers position. Their access and desire for the employability are mostly shaped by the parental expectations and popularity level of some professions. As for the popularity of the professions, salary seems the significatn indicator. I can mention future occupations in order that they can broaden their horizon.

Anna, Italy

2017-05-19 13:29:54 UTC

My pupils are still too small to have clear ideas, but it's important that they learn to dream and find the right way. So with projects like this and with orientation activities the school can help them in choosing. Also supporting families.

Luis E. González. Spain

luisgf — 2017-05-19 15:10:41 UTC

Most of my students are far from working. Right now they would be in the dreamers. They know what they like, but they do not know if they can dedicate themselves to it and live by it. Better ways of orienting their training are needed and the importance of such training must be stressed. In addition we must stop lying in the statistics on work and address the problems of the current system so that the students can depend on themselves and not be carried away by the existing crisis.

Paola, Italy

paolaida_bevilacqua — 2017-05-19 15:30:00 UTC

my pupils are mostly positioned in the upper part (they have support from families), and they are usually motivated. A few are high achievers, several persistent. this last skill is, in my opinion , vry important in order to achieve their goals.

Fabiola ,Italy

ciottifab — 2017-05-19 15:53:12 UTC

My students have difficult to find a work.
When I say them what they think to do at the end of the school they say that thei don't mind at the moment.
I think so it's very important that they acquire skills that they can use in work.

MARISA Italy

marisacosentino77 — 2017-05-19 20:25:05 UTC

I teach in a Primary School. My pupils are really your to think about their future and career, as well. At the moment we are teaching our students to think about something because they are going to be future citizens.

Ana Franco, Portugal

ana_lufranco — 2017-05-20 14:36:13 UTC

I teach technologies to students of vocational courses, and what I verify in their generality is that they do not have great future aspirations. Few are those who intend to go to higher education, there are several who still give up in the middle, looking for low-skilled jobs. The bridge between schools and employers, despite the fact that the students carry out curricular internships throughout the course, are not fully in line with the reality of the labor market. It was very important that when students' internships in companies were properly prepared by them, with well-defined training and goals so that these students felt that the market really needs them and how they could and should Their professional paths. The biggest problem for my students is the lack of aspirations.

Antonio, Spain

2017-05-21 06:14:40 UTC

Obviously I have all kind of students, but in Spain is a challenge find the job you want. This discourage some students that can`t see a good close future. For that the best students leave my country,sadly.

Merce, Spain

2017-05-21 07:00:24 UTC

I teach very young students who do not question about their future jobs yet. Moreover, the actuions I take are teaching them to be competent in team work, collaborative tasks, problem solving.... that I think will be usefull skils in their future.

Jasenka, Croatia

2017-05-21 09:28:21 UTC

I work in rural part of my country where a majority of children only finish high school and a really small number of them go to college and finish something they love and want to work. Also there is a major problem in my country where people find work based on who they are related to and not based on their qualifications.

Stefania Bertone, Italy

2017-05-21 12:58:38 UTC

I think that 13 years old students are often very confused about their future work. It is so very important that parents and teachers work together to guide them towards the possibilities that the market offers according to thier attitudes.

Soraya, Spain

2017-05-21 19:07:33 UTC

In my country many of the students are no really motivated to study because they don't belive in finding a good job with degrees.

Loles,Spain.

2017-05-22 11:56:17 UTC

I live in Spain and after the crisis it was quite difficult to find a job not only for the crisis but also for the experience that many factories are demanding, but how to get experience if companies do not give you the opportunity? To be honest it’s an incredibly difficult question to answer. Its a work of everyone in this society take into account some action to improve the situation. In my view politicians should change their mind and improve the different laws of education little by little because I’m pretty worried about the new generations.

Its widely known that its not a piece of cake to change education as quick as a flash but it’s a fact that if we work hard at the we can do it. Improving education not only at the school but also implicating the families.

Finally factories should give more opportunities to young people as well as give more facilities to them.

María, Spain

isasama10 — 2017-05-22 15:27:57 UTC

My colleagues have described very well the situation in my country. It is extremely difficult to become a high achiever. Therefore, even students who could become high achievers, stay as dreamers or non-believers.
As teachers, we must keep on fighting so our students get the best possible learning, but we must also fight so they get the best possible employability scenario.

Guadalupe, Spain

2017-05-22 15:31:56 UTC

I have worked in many different areas and i really believe that there are a lot of gaps in the way between the studies and the jobs. We should change the law of education to change the way to understand the professional world. You as a student can have a good curriculum and a good desire for employability but probably you are going to have few oportunities to get a good job (you don´t have enough experience, or soft skills, or the habilities for the job requieres more confident) It is difficult to get a good comunication between the companies/bussiness and the studies.

Luis (SPain)

2017-05-23 09:00:04 UTC

There is not any program established in order to communicate school and companies. There are initiatives, but there are not an official programme to ensure that every pupil have a contact with companies.
Due to the wellfare system, and despite the big crisis, youngsters, in general dont feel the necessity of progressing, studying or making the world to go ahead. I think they expect others to do it by them. Thay are going to be, o nmy view the first generation which are having less standars of life quality than their parents.

Maria del Mar, Spain

2017-05-23 12:26:09 UTC

In Spain, there are very few programs that related the classrooms with the Companies, you can find this with the"Dual Vocational trainning " where the students combined the theory lessons with the practical ones.

Inma, Spain

2017-05-23 18:00:35 UTC

My colleagues have described perfectly the situation in our country. The school is not connected to the labour market. It would be very useful for students to have established programs to improve the collaboration between educators and employers.

Grażyna, Poland

sp171wesola — 2017-05-23 20:39:48 UTC

I think there is very little understanding between teachersand business. Schools are more oriented on good exam results and neglect skills necessary for students to be confidet in getting the desired job. On the other hand there is very little information about job opportuities and skills these jobs require. There are some changes, our ministry has just obliged schools to provide more information. We organize meetings with parents who want to share their experience connected with their job, but they could do more if they were somehow trained.

Mariangela, Italy

marivallo78 — 2017-05-23 20:51:06 UTC

My students are 11-13 years old, and are confused about their future work. They don't have great support from the family and are less motivated. I think that at this age they need to be motivated by their families. School and teachers must provide the necessary skills for the workplace, in particular the soft skills.

Maja Videnovic, Macedonia

maja_informatik — 2017-05-23 20:51:08 UTC

I teach in primary school but during my lessons I try to motivate my students for future work by showing some good examples or inviting professionals in the classroom that work in ICT companies

Mirela Emilia, Romania

mirelaemiliapop — 2017-05-24 19:02:03 UTC

My students are 11-14 years old and are intersted in STEM careers. They enjoy Science lessons and IT.

José Luis, Spain

jose_mart1617 — 2017-05-24 21:19:17 UTC

I think they are strugglers and persisters, have few support to the employment and a high desire to become workers. Sometimes this desire decreases because of frustration.
Probably I could insist telling them how necesary are workers with STEM skills nowadays.

Ozrenka, Croatia

ozrenka_mestrovic — 2017-05-25 08:26:53 UTC

My students are nonbelievers, dreamers and persisters. I need to make them believe that there is a job for them by presenting them with different job opportunities in their surroundings. And, I think that they need to learn that failure is also a part of the process and not the reason for giving up.

Raquel, Spain

granjaraquel — 2017-05-25 16:52:40 UTC

My students have access to automotive FP studies in a simple way, they only need the title of school graduate. Throughout their studies, they conduct guided practices in the institute's workshop, which they will later find in their work. In addition, the last four months of the last year of studies, they practice in mechanical workshops in the area, with the possibility of being hired by the holder.

Rukiye, Turkey

2017-05-25 16:56:43 UTC

My students are nonbelievers, dreamers and mostly persisters. They simply do not think that this knowledge will bring them a job. That’s why, I have to show them real life examples and role models.

Veronica, Italy

2017-05-25 18:29:44 UTC

I'm a teacher in primary school. Children change your mind every hour about their future. I observed that they prefer something related with a model they firmly admire. Secondly they love experience that can leave theme a positive memorie, for this give you the opportunity to learning by doing is really important. Also became a scientist or a geologist or a biologic at school may be an amazing way to improve their desire.

Alessandra-

2017-05-25 18:39:15 UTC

My students are about 14 years old, and they don't think much about their future job. They are eager to attend the high school and only a few of them own the clear idea to become an engeneer or a teacher or a psycologist. Most of them are frustrated, don't think learning important and it's very difficult to teach them the value of a good culture for reaching their dreams and future goals.
We have in Italy the so called "alternanza scuola lavoro", but a lot of people criticize it as many employers just exploite young students, students are compelled to work hard without any increasing of job experience useful for their future life.

Luis, Spain.

2017-05-25 18:41:18 UTC

I think that my studets, who ar around 16, could be placed around monbelievers and dreamers because from my experience they suffer a lack of motivation.

Marta

2017-05-26 06:26:31 UTC

My students are very young. So when speaking about employability their dream is usually to repeat the model that they see at home.

Teresa C. Italy

2017-05-26 15:45:52 UTC

My students are interested in employability bus they search the most easy way to find job, the most parte of them. There are some students that want to continue studing for a better future.

Nuria, Spain

2017-05-26 16:48:34 UTC

My students are 7-11 years old. They are too young to think in their future and to know what is what they want but I think they are very interested in STEM careers because in my classroom I've noticed that they really enjoy with Science lessons.

Raquel B.

raquel_blamar_1 — 2017-05-26 21:08:57 UTC

Raquel B., Spain

raquel_blamar_1 — 2017-05-26 21:09:00 UTC

Raquel B., Spain

raquel_blamar_1 — 2017-05-26 21:09:42 UTC

Ithink most students are dreamers and persistant. They wish to get an employee, but they do not really know how, and, moreover, they do not want to make a great effort

coldra,Spain

rebecapeso — 2017-05-27 07:07:53 UTC

In my class the students don't think in future, but some of them think they will be astronauts or similar...

Arianna, Italy

2017-05-27 07:29:34 UTC

I teach in Primary, my students haven't a real idea about their future.

Ana, Spain

2017-05-27 08:31:04 UTC

My students fit better into 'meanderers' (with some exceptions of 'high achievers').
I think that in order to be able to exercise our teaching by connecting academic life with the reality of work, it is convenient for teachers to work in private companies before joining teaching. This would not be necessary if teachers had received a University Education focused on the demands of the labor market but, in most cases, that's not what happens.

Vicky, Spain

victoria_zotes — 2017-05-27 09:31:56 UTC

My students are legally of age. Most of them have a non-STEM job that allows them to make their´s living while they are trying to improve their employability in a STEM-job. So I think they have a great desire of employability

Patrizia Lampis, Italy

patrizialampisf5 — 2017-05-27 16:10:22 UTC

I teach in a primary school and my students are 8 years old, so they still have no idea of their future, they have so many dreams and I am committed to encouraging them and driving them to develop interest in STEM disciplines.

azucena

2017-05-27 20:15:04 UTC

The most of my students are dreamers. They think, that they will get a well payed job with no hard work.

Claudia S., Italy

claudiascriffignano — 2017-05-28 05:58:25 UTC

I think that a good part of my students have a medium-high desire for employability; but, on the other hand, they are strugglers and non-believers due to high level of unemployment and the difficult to find a good employment.
Schools should invest more in outbound orientation, while sometimes they're more interested in incoming orientation
With the introduction in Italian school of "School-work alternation" something is changing, but I think that curricula should be reviewed and school-work alternation should be really formed and training.

Regina

2017-05-28 13:01:48 UTC

Lithuania
I believe the situation in Lithuania is very similar to the one presented in Exibit 1. The majority of students don't have a clear vision of what they would like to do in the future and very few people can guide them at school. We do have career counselling but basically these are random discussions during the lessons, doing career quizes or visiting universities from time to time. As far as the collaboration with future employers is concerned, schools need it a lot, some schools try to engage companies, yet E2E is not on the level it should be.

Ana M Espino, Spain

2017-05-28 13:31:10 UTC

Unfortunately, during the last years I think that the number of Nonbelievers is increasing, and the number of persisters and achievers has alarming decreased.

I think that it is due to a decreasing level of intellectual, creativity and imagination demand both at school and at home. Other factor affecting that is the lack of self-confidence and the idea that they have not the power of managing their own lives.

I try to empower them, giving problems that dare their minds, asking challenging questions and guiding them to find the answer and not waiting me to answer.

I always try to prove themselves that they can invent, imagine, reason and relate their knowledge to solve problems.
There are a good number of dreamers too, as Azucena says.

Giuliana, Italia

juxylla73 — 2017-05-28 18:06:38 UTC

The students nowadays can be placed among "dreamers" and "nonbelievers". The loss of motivation is in the increasing unemployement. School teachers can improve the situation trying to motivate students but also providing connections with research or business world. Students often can't even imagine their future as a worker.

Lotte, Denmark

tingsager68 — 2017-05-28 19:28:20 UTC

The students often can be placed among dreamers. The loss of motivation is connected to the fact that they dont believe in them selvs and they dont have any knowleges of the jobs connected to science.

Maria Grazia G.(Italy)

mariagrazia_caltanissetta — 2017-05-29 12:31:10 UTC

In the primary school the students are very younk to think their dream . Their dream is as their parents often.

Jose Moltó, Spain

2017-05-29 18:25:58 UTC

I have a good picture of the situation of my class because my students have a mandatory stage working on real companies. I have observed that the weeks before starting the practical work on those companies there were really excited and furthermore those who had bad academic cualifications that jeopardize his chances to go to a company got really worried if they finally could not go.

So, I do think that at both axes (access and desire of employability) we have very good expectations because our students have been well supported and they were looking forward for going to a company.

Haluk Karatas Turkey

shkaratas — 2017-05-30 07:28:00 UTC

In my school the main purpose of the students is to achieve to register with one of ivy universities. The students in grammar schools do not acquire professional skills at high school level. They focus on maths, physics, chemistry and biology subjects to do well in university entrance examination. If the university enrollment regime stays the same, it is very hard for teachers to make contributions.

Maria Daniela, Italy

mariadaniela_renna — 2017-05-30 09:54:21 UTC

My students are 12-13 ys old and they are not very motivated, then they are placed in nonbelievers area. Their level is low as well as their desire of employabily. I think they see the science as something far and not real. They must be connected with the real world with the help of the school.

A. Jorro Spain

2017-06-01 01:53:42 UTC

First of all I would like to say that for the vertical axis the teachers are 50% responsibles. So that, it is our responsability to work towards placing every single students between medium and high.
Besides, we are clarely responsible too of the horizontal axis due to our job is keep the students motivated and willing to find a job.
There are lots of things that we, as a teachers, can do to improve this; but maybe the most important is work on students' self-esteem.

Mariangela Fabiana Gramegna, Italy

2017-06-02 05:05:17 UTC

Students at the last year of secondary school don't show clear idea about their journey to employment because italian schools are little connected with the working world. on the other side teachers are not prepared to give right guidelines in this field. It's not easy to get the right equilibrium through the three dimensions but it should be our first aim.

Cristina, Italy

cristina_spinucci — 2017-06-02 08:25:24 UTC

I'm agree with the study of Youth employment in Europe, I know there are three intersections on the road from education to employnment: enrolling in postsecondary education, building the right skills, and finding a suitable job.
In primary school it is too early to understand the inclinations and professional attitudes.

Noelia V., Spain

noelia_velasco_perez — 2017-06-02 14:57:17 UTC

In Spain, the connection between school and the working world is too much little. At secondary school, when students should oriented their career, they have slight knowledges of real employments; they usually stereotype jobs and not understand properly the relation among education and working.
I feel it is necessary to include resources and information of the industry located surround us in didactic contents. I am developing a project in this sense, focusing on introducing chemical industry in the secondary education classroom, in particulary I am working with the industrial network of my city, Burgos (Spain).

Reyes, Spain

2017-06-02 17:33:12 UTC

We have to improve the relationship between the school and the working world. Our students don´t see this future clearly, we have to help open thir eyes to new chances.

agnieszka,poland

2017-06-02 20:12:15 UTC

In poland we must change ouer education system because we don't improved the relationship between the school and working. Ouer students learn to degree and good results on exam.

Aneta Popiołek, Poland

2017-06-03 11:16:31 UTC

The Polish high schools generally don't offer the students the information about their future carriers.
They are aimed on preparing the students for good final tests results. The studies are not in the relations with the future carrier as well

Renata Filipič, Slovenia

rfilipic3 — 2017-06-03 13:50:22 UTC

I can see that we in my school connect with external institutions, such as research and education: Slovenian Forestry Institute, Jožef Stefan Institute, National Institute of Biology, the National Education Institute Slovenia, The Center of the Republic of Slovenia for Mobility and European Educational and Training Programs (CMEPIUS). This is a good, but not one of these institutions is not completely independent from the state and these institutions are very few job opportunities. Already I am thinking about connecting with the industry. Not probably, for sure, I'll do it next year. :)

Emel, TURKEY

mlaydn — 2017-06-03 21:47:19 UTC

There is unemployment problem in my country. Young people are worried about career planning. Very successful people prefer to work in other countries.

Aiki (EST)

aiki — 2017-06-04 09:41:30 UTC

Our students get medium support on their way to employment and their motivation differs from person to person. I think our students have desire to get employed. The problem is that sometimes the level of skills and abilities of young people is not relevant to their dreams of getting a well paid job at once. We certainly have strugglers and non believers, too.

Miguel A., Burgos (Spain

kapy83 — 2017-06-04 14:37:18 UTC

In this country it is not easy to find work for young people. I try to train my students in scientific content, but also in attitudes such as teamwork, sharing, communicating, working for goals, tenacity, perseverance. I believe that all this can help them in their future work and in their social future.

Juan Gutiérrez, Spain

jgutierrezs — 2017-06-05 10:15:09 UTC

I think my students are nonbelievers or dreammers. Their main objectiv is pass the exams and they don´t think in the skills which will need in the labor market.
Their level of access and desire for employability are low or medium.
Some actions I can taketo improve the situation are to invite a speaker lecture and visit companies