Key Findings – Target Groups LIFE2 – Denmark Niels Brock.

Key Findings – Target GroupsLIFE2 – Denmark Niels Brock

Teachers -14 Area of improvement:

Interpersonal competences Literacy & Communication

Needs for disadvantages learners: Drop-out focus – are they in the right place Study counsellors Mentors Connection to the labour market Speakers Company visits

Teachers Employer needs taken into account

in developing life skills in the school: On average in the middle

Integration in the formal curriculum: On average in the middle

Teaching of life skills – delivered: By subject specific teachers

Teachers How life skills are favoured in

curriculum Interpersonal – teachers’ task Entrepreneurship – Business case Job seeking – English – applications + CV

The other life skills are incorporated to a high extent.

Teachers Problem areas:

Lack of time Lack of resources Problems working across subjects

Teachers Main factors supporting

development Drop-out focus – listening to the learners Company visits, speakers (making it real)

– relating the disciplines to the labour market

Teachers What works well – including life

skills Teachers’ level of involvement mainly

How is the teacher training organised and do they receive specific training in life skills: Mix of further education college and

teaching. Depends on which life skill.

Teachers Training activities:

Face to face training programs Exchange experience International partnerships

Students - 38 What skills are necessary for the

future job: Interpersonal skills

Efficient, flexible, stable, dutiful, honest, ethical, the right attitude

Communication also intercultural Creativity (innovation) The exam

Students: Successful persons in professional

areas IT, management and entrepreneurial and

creative skills Ability to turn theory into practice Other abilities: goal oriented, hard work,

belief in yourself

Students: The role of the educational process

Basic subjects, group work, presentations, discussions and role play

Mental preparation, achieving social competences

Demands from the educational institutions

Students: If you were a teacher…….

Making it real – connect it to the labour market – why the subject is necessary

Differentiation Develop self-esteem Physical activities

Employers: 6 Competences needed from

employees: Interpersonal competences Learning to learn Communication Numeracy and literacy - mandatory

Employers Key areas to be developed to

improve employment prospects: Numeracy Literacy and communication IT Two languages preferably

Employers Best way to deliver these skills:

Contact to the labour market Each subject should make the connection

and usefulness clear Project work and written cases

Employers How to teach entrepreneurship

Creativity and innovation are difficult to instrumentalize

Basic skills in starting up a new business – business economy and marketing

Risk taking – change of attitude

Employers How to prepare students for the

labour market / business: Work placement External speakers / teachers – extending

the connection

Organisation for disadvantaged group Which are the most important life

skills in order to improve job possibilities: Interpersonal and learning to learning Next numeracy and

literacy/communication

Organisation for disadvantaged group The most efficient way of

developing these skills: Effort in primary school and targeted

teaching for this type of young people ”Living room” at school where these

youngsters can stay and do their homework

Mentors

Organisation for disadvantaged group Any special needs to be considered:

Social inheritance

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