1. The educational support for a future career and the partnership Family-Community-School Dąbrowa Górnicza, Poland 16th – 23rd May 2011

2. I. Career orientation in our school Before applying: Before applying: for final grade elementary school students we provide: ‘Open gates’ (advisory information on professional orienting and choosing a career) visiting lessons teacher-parent meetings career fairs preparatory courses for the successful entrance exam

4. Criteria for the successful entrance exam Criteria for the successful entrance exam: results of the final grades of the years 7th and 8th of elementary school written exam: Hungarian grammar, Maths interview with the students

5. During the secondary school studies the following documents regulate the work:  Local Pedagogical Programme  Annual working plan of the school form-masters/mistresses vocational working communities phsychological counselling

6. The staff: Vocational and educational deputy principals Form-masters/mistresses The school psyhcologist Teachers of the vocational subjects

7. Within the framework of lessons with the form-masters/mistresses integrating former knowledge and abilities into the particular lessons during occupations out of timetable individual pshycological counselling (self-knowledge, forums, information days ) and participation at special events e.g. job fairs

8. Pictures of special occupations in our school

9. Extracurricural activities self-knowledge courses (finding out students’ interests and values by methods of completing tests, looking for icons, dramatic role-plays) getting information about a career, jobs and professions, by involving parents and students who have already finished their secondary school studies

10. The schools’ Student Self-government The schools’ Student Self-government is operated by their own Organisational and Operational Statutes This operational form helps them to learn how to establish a democratic way of lifestyle within a proper system of rules, provides preparation for the world of work and teaches them how to reach their goals and adjust complaints.

11. Professional orientation strategies Grade 9. Language developing studies Grade10. Management studies, typing & administration Grade 11. Management studies, typing & administration, etiquette Grade 12-13. Economics, entrepreneurial studies, marketing, introduction to business language Maturity examination: economics, marketing

12. Progressive development and improvement of the necessary competencies to meet the demand of the world of labour Competencies: initiation accurac y good communication skills reliability flexibility & mobility experience ability of handling conflicts, problem-solving and working in a team

13. Labour market Meeting the requirements The students to be trained & their parents Training institution Follow up is very important

14. After secondary school National Vocational List : Choosing a career Higher-level educational institutions: universities and colleges Browsing on web sites may help students to find the proper institutions. After the maturity exam we follow up our students throughout a one-year period of time to find out about their rate of further studies, and also about the fields of their studies.

15. Connection with different institutions 1. The National Pedagogical Institute provides free of charge advice on choosing an institution for further studies, gives information and a complex psychological guide Other activities to support choosing a career Other activities to support choosing a career ‘KOM-PASSZ’ is a programme (after the English word:‘compass’) which is an Internet based service that contains important information, offers useful activities and provides students help to carefully choose a future career.

17. obtains and passes information to those who are interested edits and submits publications organizes events operates offices for training and retraining answers questions about the right school to continue studying on secondary or higher level, respectively changing careers

18. 2. The Regional Integrated Vocational Training Centres and the member institutions cooperate in vocational training participate in common retraining programmes, applications and the Leonardo projects (mobilities) the primary objectives are to meet the training requirements (see: slide 13) Follow up

20. 3. Representatives of universities and colleges institutions are visited on so-called ‘Open days’ the high-level educational institutions introduce themselves in our school for the undergraduating students flyers, brochures university job fairs

21. 4. The National Vocational and Development Institute The main activities are: research and developement monitoring follow up in a ten-year period of time, according to regions (started in 2010 )

22. 5. The Hungarian Chamber of Commerce and Industry It provides services in the field of harmonisation and participates by delegates in vocational examinations of the different trades

23. II. Partnership - family, community, school 1. School – parent relationships  Parent-teacher meetings  Parent-teacher meetings (in Sept. and Feb.) For 8th grade students and their parents Held by the head and deputy head of school (topics covered: values of the school, school rules, local pedagogical programme), and the appointed teacher for children and youth protection (social benefits, free course books, child-protection rules)

24. Appointed teacher for organising free time activities (freshmen’s camp and party, trips, outings etc.) Form - teacher (rules of school-life)  Appointments with form- and subject teachers (in Nov. and in April) or any time during the school- year according to special requests in case of problems occur

25.  Other forms of keeping connection record book (written information of school programmes, praises and warnings, monthly marks, absenteeism) common programmes (Vásárhelyi days, theatres, trips, social work) financial contributions for the school’s foundations e-record books and e-registers are being introduced in our school

27.  Parent Board (active participation in community programmes, right to agree or disagree on the school’s regulation documents - Organisational and Operational Statutes -, questions or request for the school’s management – getting replies in 30 days)

28.  Community relationships Minorities (Bulgarian, Polish, Greek, Armanian, Rusin, German etc.) Other schools (local, twin, similar profile secondary schools) Social organisations (Csepel Community Centre, museums, scientific institutions, experts, art institutions) Local police

31. Budapest Local Government District notaries - and county governments Child Welfare Services Csepel Education, Speech therapy and Vocational Consulting Institute

33. THANK YOU FOR YOUR ATTENTION