Addressing the crisis in Youth Unemployment through creative and innovative ideas. http://www.eiyou.eu/

1. Ei YoU!
Educational innovation facing youth unemployment
Report on Local Workshops with Teachers

2. Global data
• Between February
and March 2015
• 46 teachers and 8
workshop facilitators
• Teachers
representing, at
least, 14 schools
(Austria?)

3. Distribution of participants
Portugal Austria Turkey Italy
Participants
12 teachers
From 3 schools
10 teachers,
educators, mentors
and
youth workers
12 teachers from 3
schools
12 teachers and school
directors from 4 schools
Location
Secondary School
Bernardino Machado
(the school
headquarters of the
school grouping)
Informal meeting
room
Nigde MEM meeting
office
Centro Studi Villa
Montesca meeting office
Leading partner
School Grouping AE
FigueiraMar and Future
Balloons
presente! Nigde MEM
Centro Studi Villa
Montesca

4. Working method
Using images to find
the charateristics of
the problems
Writing about own
perceptions and
events related
Finding consensus
Delivering a diagram
of factors
Phase 1 -
Facing the
problem
Brainstorming freely
Working in teams to
prototype solutions
and peer revise them
Select achievable
options
Phase 2 -
Finding
solutions

5. Results- inspiration/visual learning
 Teachers summarized the mood of the pictures with
statetments of their experience.
 Some of the emotions recognized in youth were:
 Fear
 Need and search for inspiration
 Unclear future
 Stress
 Difficulties in defining own “self”
 Apathy
 Not fitting into the mainstream

6. Results - automatic writing
 Most of writings mean negative thoughts related to
students’ behaviour:
 Desinterest, indifference, apathy, lack of
commitment, laissez faire, monotony
 Other interests besides knowledge,
 Depression, revolt, withdrawal, fight, destabilising
classes
Among others…
 Some positive thoughts:
 Investment, entrepreurship, achievement,
proactivity
 Courage, sharing, work
 BELIEVE

7. Results - world café
Effects
School
Students
FamilyClassroom
System
 Discussion lead to two more factors: family and
system, showing a transversal influence.

8. Results - school
 Increased absenteeism
 Indiscipline
 Place of entertainment ≠ place favouring knowledge
 Inability of school to answer adolescents’ lack of motivation
 Standardised methods
Need for role models at school
 Mistrust in politics

9. Results - classroom
 Peer bad influence
 Social inequalities
 Failure of educational relationship/communication
 Lack of goals
 Social devaluation of the teacher
 Crisis of values
 Entertainment in class
 Curricula are not adapated to current reality

10. Results - students
 social interaction and few subjects keep students motivated
 “nerds” are not seen as normal
 generalization of stories (cyclic)
 risky behaviour
 decline in school performance
 physchological symptoms
 choose the easiest path

11. Results - factors
Family factors
Unemployment at home
Lack of support, inability to help, instability
 Economic needs
Family dysfunctions
System
 Demand for a change in business world
 Education gap
 Lack of positive role models
 “fördern” – inadequacy of support system

12. Results - Brainstorming
Portugal Austria Turkey Italy
• Vocational alternative
pathways /
entrepreneurship
• Positive Experiences
• Emotional Support
• Emigrating
• Motivating
• Commitment to
school
• Dropout school
• Zukunftsfächer
[Subjects of the
future]
• Dreamworkshop
• Learning happens as
we speak
• Demotivation and
early school
dropout stemming
from the
unemployment
• Lack of educational
innovation facing
youth
unemployment
• School and Family
• Teacher in continuity,
Teacher at the center
• Interaction
• Value to the
experience and
problem solving
• Summed worlds

13. Results - Prototyping
Prototype1 – Emotional support
 Allow students to benefit from na informal
contact space with teachers
Enable the collection of more detailed and
personalised information
Space of motivation based on
emotional/affective support
Prototype2 – Positive Experiences
 Bring to school former students / young
entrepreneurs with successful paths
 Promote visits to companies - future employers
 Boost trade shows / training workshops
 Assist the bureaucratic part of job application
 Teach how to deal with silence of companies

14. Results - Prototyping
Prototype3 – Alternative pathways
 New capabilities to work with students:
 Flexibility: we have to be versatile to adapt to
change, to have skills in different areas
 Entrepreneurship: join and create their own jobs;
 Persistence / Perseverance: not give up, seek
diverse training
 JobLab
 Networking skills
…
Prototype 4 – Guidance Office
 Establishment of an office to guide a specific group of
students as a pilot implementation.
 The students will be guided according to statistics and
observations with negotiations between teacher-
student and family.
 The families of pilot intervention students will be
served by the consultancy services
Peer-learning activities
Personal improvement seminars

15. Results - Prototyping
Prototype 5 – Dropout School
 create an alternative school for drop out students
with the help of entrepreneurs, experts who are
themselves drop outs and therefore have a strong
sense of what is missing in the public school
system …
Prototype 6 – Dreamworkshop
 organise workshops to develop personal skills that are
key to a strong character that will be more resilient, for
10-13 years old, e.g.
 Perception of self
 Build trust
 Collect experiences
 Recognition of agency
 Personal goal setting

16. Results - Prototyping
Prototype 7– Interaction school-family
 increase the interaction school-family in the
educational action of vocational orientation
 create conditions for an amelioration of the
relation climate within the class:
 Help-desk for parents
 Group-work with parents
Prototype 8 – Teacher mediation
 beat the obstacles that teachers find in doing their
role
 re-establish a link among knowledge, concepts and
culture
 active-listening in the communication between
teacher-student

17. Results - Prototyping
Prototype 9 – Network model
 to assure the best continuity between the first
and the second levels of education
 to provide the student with a training project
along all levels of study
 develop an orientation culture, favouring the
tranining and operative dimension
 to include project of alternation school/work
Prototype 10 – Valuing experiential
learning
 a kind of teaching oriented towards the learning by
‘discovering’ has to base on the ‘making’ and on the
“making together”
 every discovery is a conquest!
 problem resolution strategies applied to dropout,
absence, demotivation,…

18. Reflection
The project is only a “toddler”, learning to understand, compare and correct what is wrong with our young
community of learners, and eager to develop in them skills and abilities to face the world they will be living
in.
The moments we have been working together have made us aware of the reality they will face unless we do
something to help them successfully overcome their difficulties.
And here we are, working together, to achieve the project’s goal, which is shown in the report.