In the continuation of the publication, we will present how Connecting and partners have contributed to the city of Pancevo becoming a unique example of good practice in Serbia, ie that project-based teaching in high schools has the opportunity to be financed through a city competition.
Dokument koji se nalazi pred vama jedan je od glavnih rezultata međunarodnog projekta „Uzdizanje omladinskog rada iznad granica“, koji su sproveli Nacionalna asocijacija praktičara/ki omladinskog rada (NAPOR) Srbije i Estonski centar za omladinski rad - Eesti Noorsootöö Keskus. Ideja koja stoji iza ovog projekta nastala je nakon procene zajedničkih potreba za unapređenjem kvaliteta omladinskog rada, područja u kojoj su oba partnera veoma iskusna, budući da su centralni organi na nacionalnom nivou za razvoj omladinskog rada. Autori publikacije Ana Pecarski i Deniz Hoti prikazali su kontekst omladinskog rada, saradnje sa institucijama za mlade i primere omladinskog rada koji se praktikuju u dvema zemljama, Estoniji i Srbiji.
The internal evaluation report summarizes the Travelling Libraries and Training Centres Project in Mongolia from 2010-2011. Key points:
1) The project aimed to improve access to information, education, and skills training for rural people through mobile libraries and training centers.
2) Evaluations with staff and beneficiaries found that the number and quality of trainings increased significantly over previous projects. Trainings covered topics like business, vocational skills, and civic education.
3) Beneficiaries reported improved knowledge, skills, incomes, and self-confidence as a result of the trainings. Staff also improved their professional capacities through their work on the project.
4) While the project made progress, staff noted
The Prime Minister gave a speech about the need to reform Slovenia's education system to better prepare young people for the future. He argued that mere knowledge is no longer enough and that students must also develop social skills and learn to think creatively and entrepreneurially. The Prime Minister endorsed initiatives that open schools up to the local community and help students build practical skills through interaction with businesses. He expressed his optimism that reforming education in this way could create a new generation focused on finding opportunities and solutions, thereby securing a better future for Slovenia.
The document is a project report on corporate social responsibility (CSR) undertaken by Gaurav Pradhan for the Department of Higher Education in Hyderabad from June to July 2016. The report details the objectives of strengthening the CSR desk in universities, increasing awareness of CSR opportunities, and initiating CSR-funded university projects. Key findings include a lack of dedicated CSR efforts, low CSR awareness, limited industry interaction, and no communication strategies at the universities visited. Activities undertaken include developing CSR resources and presentations, identifying potential university projects, and initiating a society registration to enable CSR funding. Next steps are outlined to continue sensitizing staff, following up on projects, and strengthening industry engagement.
Predstavitev izobraževanja odraslih na Kosovem, dr. Rame Likaj, Konferenca Gr...AndragoskiCenterSlovenije
Description
Konferenca GM 2015 Ljubljana
Gradimo mostove v izobraževanju odraslih 2015
Gradimo mostove u obrazovanju odraslih 2015
---
Predstavitev izobraževanja odraslih na Kosovem
- dr. Rame Likaj, Ministry of Education, Science and Technology
---
http://pro.acs.si/gm2015
This document summarizes the findings of a study that examined teachers involved in enterprise circles in Slovenia and compared them to a control group of teachers. The study found that teachers leading the enterprise circles were more critical of an overemphasis on administrative work like business plans. They were also more open to students' ideas, made more use of technology, and believed their schools were less tolerant of mistakes compared to the control teacher group. The findings suggest teachers leading innovative programs have a different perspective that could encourage more creativity in schools.
Understanding of human capital development and change in workplace in turkeyAnıl TUNCAY
to see solution of Turkey in terms of adaptation of education into a future's workplace in Turkey, and finally to deal with these problems in optimal level.
Junior Achievement Bulgaria held several events and programs in 2010 to promote entrepreneurship education among Bulgarian youth. Some of the key events and programs included:
1) The "Manager for a Day" initiative where over 1000 students shadowed managers and politicians to learn about various careers.
2) The "Smart Start" conference where 200 students learned entrepreneurship skills from successful entrepreneurs and managers through seminars and case studies.
3) Elementary and middle school programs that taught economic literacy and career skills to younger students, reaching over 350 participants in the annual "Juniors in Action" competition.
Dokument koji se nalazi pred vama jedan je od glavnih rezultata međunarodnog projekta „Uzdizanje omladinskog rada iznad granica“, koji su sproveli Nacionalna asocijacija praktičara/ki omladinskog rada (NAPOR) Srbije i Estonski centar za omladinski rad - Eesti Noorsootöö Keskus. Ideja koja stoji iza ovog projekta nastala je nakon procene zajedničkih potreba za unapređenjem kvaliteta omladinskog rada, područja u kojoj su oba partnera veoma iskusna, budući da su centralni organi na nacionalnom nivou za razvoj omladinskog rada. Autori publikacije Ana Pecarski i Deniz Hoti prikazali su kontekst omladinskog rada, saradnje sa institucijama za mlade i primere omladinskog rada koji se praktikuju u dvema zemljama, Estoniji i Srbiji.
The internal evaluation report summarizes the Travelling Libraries and Training Centres Project in Mongolia from 2010-2011. Key points:
1) The project aimed to improve access to information, education, and skills training for rural people through mobile libraries and training centers.
2) Evaluations with staff and beneficiaries found that the number and quality of trainings increased significantly over previous projects. Trainings covered topics like business, vocational skills, and civic education.
3) Beneficiaries reported improved knowledge, skills, incomes, and self-confidence as a result of the trainings. Staff also improved their professional capacities through their work on the project.
4) While the project made progress, staff noted
The Prime Minister gave a speech about the need to reform Slovenia's education system to better prepare young people for the future. He argued that mere knowledge is no longer enough and that students must also develop social skills and learn to think creatively and entrepreneurially. The Prime Minister endorsed initiatives that open schools up to the local community and help students build practical skills through interaction with businesses. He expressed his optimism that reforming education in this way could create a new generation focused on finding opportunities and solutions, thereby securing a better future for Slovenia.
The document is a project report on corporate social responsibility (CSR) undertaken by Gaurav Pradhan for the Department of Higher Education in Hyderabad from June to July 2016. The report details the objectives of strengthening the CSR desk in universities, increasing awareness of CSR opportunities, and initiating CSR-funded university projects. Key findings include a lack of dedicated CSR efforts, low CSR awareness, limited industry interaction, and no communication strategies at the universities visited. Activities undertaken include developing CSR resources and presentations, identifying potential university projects, and initiating a society registration to enable CSR funding. Next steps are outlined to continue sensitizing staff, following up on projects, and strengthening industry engagement.
Predstavitev izobraževanja odraslih na Kosovem, dr. Rame Likaj, Konferenca Gr...AndragoskiCenterSlovenije
Description
Konferenca GM 2015 Ljubljana
Gradimo mostove v izobraževanju odraslih 2015
Gradimo mostove u obrazovanju odraslih 2015
---
Predstavitev izobraževanja odraslih na Kosovem
- dr. Rame Likaj, Ministry of Education, Science and Technology
---
http://pro.acs.si/gm2015
This document summarizes the findings of a study that examined teachers involved in enterprise circles in Slovenia and compared them to a control group of teachers. The study found that teachers leading the enterprise circles were more critical of an overemphasis on administrative work like business plans. They were also more open to students' ideas, made more use of technology, and believed their schools were less tolerant of mistakes compared to the control teacher group. The findings suggest teachers leading innovative programs have a different perspective that could encourage more creativity in schools.
Understanding of human capital development and change in workplace in turkeyAnıl TUNCAY
to see solution of Turkey in terms of adaptation of education into a future's workplace in Turkey, and finally to deal with these problems in optimal level.
Junior Achievement Bulgaria held several events and programs in 2010 to promote entrepreneurship education among Bulgarian youth. Some of the key events and programs included:
1) The "Manager for a Day" initiative where over 1000 students shadowed managers and politicians to learn about various careers.
2) The "Smart Start" conference where 200 students learned entrepreneurship skills from successful entrepreneurs and managers through seminars and case studies.
3) Elementary and middle school programs that taught economic literacy and career skills to younger students, reaching over 350 participants in the annual "Juniors in Action" competition.
This document outlines BCIT's strategic plan for 2014-2019. The plan was developed through extensive consultation with internal and external stakeholders. It reaffirms BCIT's vision, mission, and commitments. The plan identifies 7 strategic goals to focus on over the next 5 years, which will be implemented through annual operational plans. The context section notes key factors influencing BCIT's planning, such as increasing student diversity, demand for skilled workers in high-growth sectors, and the need to address BC's productivity gap. The plan aims to nurture talent, extend BCIT's reach, and ensure continuous renewal so the student experience exceeds expectations.
BRIDGE is a non-profit organization that drives collaboration within the education sector in South Africa to improve teaching and learning. This newsletter highlights BRIDGE's activities in the third quarter of 2015, including hosting the annual Axis Education Summit, facilitating Principal Communities of Practice, presenting at education conferences, and convening various stakeholder groups to collaborate on issues like teacher development pathways. BRIDGE also continues its partnership with Cliff Central Radio to produce a weekly leadership show and has moved offices to share space with other education organizations.
1. The National Union of University Students in Finland (SYL) developed a strategy for its development policy and cooperation work from 2011-2014.
2. The strategy aims to describe SYL's current development work, set values and goals, and identify resources like the Development Cooperation Affairs Advisory Board and central office.
3. The strategy will be implemented from 2011-2014, with annual assessments of progress reported to SYL's executive board. A new strategy may be adopted in 2013.
The document summarizes the Work Related Learning program at East Norfolk Sixth Form College. The program provides students opportunities such as work experience, industry visits, mentoring and mock interviews to prepare them for careers. The program partners with local businesses to create learning opportunities in key sectors like manufacturing, life sciences and energy. Students apply for and are selected for opportunities like placements, where they gain experience and feedback. The goal is to mimic real work experiences and connect students to the local job market.
Junior Achievement Bulgaria is a non-profit organization that offers business education programs to students in Bulgaria. It was established in 1997 and reaches over 26,000 students annually through 27 educational courses taught in over 450 schools and 13 universities. Some of its key programs include Student Company, Enterprise Without Borders, Economics, Leadership and Success Skills, and Banks in Action. Junior Achievement Bulgaria aims to educate young Bulgarians about business, economics, and entrepreneurship.
The document discusses the Belgian Common TVET Support Program which works with the Rwandan Workforce Development Authority (WDA) to provide vocational skills training to youth in southern Rwanda. The program supports several vocational training centers by constructing facilities, equipping laboratories, developing curricula, and building instructor capacity. It focuses on high-demand skills like construction, agriculture, and hospitality. Officials say the program helps develop skills for national development and economic growth by making graduates more employable or able to start their own businesses. At Mpanda Vocational Training Center, student enrollment and courses offered have greatly increased with support from the program.
High youth unemployment puts the financial future of an entire generation at risk. JA answers with cutting- edge skill-building opportunities that enable young people to find meaningful, productive careers.
Manual for educators / Project based course - Equal pay SerbiaConnecting
You can find two types of content in this Manual: Theoretical part - explains what project based learning is, and why more and more teachers are using this methodology. Practical part about project: Equal pay Serbia - show how to design and run project for students that begin with an experiential workshop, with an open - ended question and problem to solve and ask them to figure out solution align with gender equality values.
The document summarizes the intermediate evaluation of a leadership and education innovation programme run by the Varkey Foundation in Argentina. It conducted surveys of programme participants and non-participants to evaluate the impact.
For participants, surveys measured satisfaction with the programme and self-reported changes in leadership competencies. For non-participants, a survey assessed changes in school environment and teaching practices under principals who participated.
The results showed high participant satisfaction with the programme. Participant surveys also indicated growth in perceived leadership skills. For non-participants, results suggested improvements in areas like teacher collaboration and innovative teaching methods in schools led by programme graduates. Overall, the evaluation found the programme was positively impacting both participants and their schools.
Vocational Education helps to acquire life long learning skill
and these skill helpful for enhancing the qualities in working area.Vocational education provides different opportunities to learn from real and daily life contexts that places in their personal,social ,economical and other background.It is a path of success where young students can show their efficiency by showing their learned skill.They can get more opportunities through true learning skill which achieving in vocational education study. NEP 2020 re -imaging on vocational education for make education process strong with open more job areas for young student.Make them self dependent for survive and earn the money on the basis of vocational skill.
Creativity and entrepreneurship education e learningCentres-EU
Career guidance in schools aims to develop students' creativity and entrepreneurial skills. It encourages innovative teaching approaches that develop key competencies and foster creative thinking. These skills are important for students' lifelong learning and career management as the labor market demands creative and adaptable employees. Schools should provide environments where students can explore ideas freely and learn differently. Practice firms in schools give students practical work experience in simulated business environments to prepare them for future careers.
Creativity and entrepreneurship education e learningCentres-EU
Career guidance in schools aims to develop students' creativity and entrepreneurial skills. It encourages innovative teaching approaches that develop key competencies and foster creative thinking. These skills are important for students' lifelong learning and career management as the labor market demands creative and adaptable employees. Schools should provide environments where students can explore ideas freely and learn differently. Practice firms in schools give students practical work experience in simulated business environments to prepare them for future careers.
Emad Aziz Girgis has over 20 years of experience working on projects with international organizations in Egypt, including experience in project management, proposal writing, supervision, training, and capacity building. He has worked for organizations such as the National Egyptian Development Association, Relief International, Technology for Improved Learning Outcomes (USAID), and the Coptic Evangelical Organization for Social Services. Girgis holds a Bachelor's degree in Commerce from Cairo University and professional diplomas in training of trainers.
This project by AIESEC Bosnia and Herzegovina aims to address career development for youth in the country. Workshops on career development and soft skills will be organized at primary and secondary schools as well as NGOs working with students. These workshops, led by exchange participants, will encourage youth to achieve their potential and provide interesting career-focused classes. The target groups are students aged 13-14 and 17-18. Partnerships with other countries will help secure exchange participants and simplify selection.
Presentation of the Jaume Bofill Foundation, an independent, socially-committed think-and-do tank which has worked with quality and rigor to promote reflection, discussion, research and other initiatives to improve society and increase the education knowledgebase
in Catalonia for over 40 years.
Since 2010 its work has focused on education with the aim of building a cohesive and fair society and the reduction of inequalities among individuals and groups. The Foundation understands education as a process that addresses the whole of society and requires everyone’s participation.
The Digital Manual of good practices in intergenerational education for adult educators working in multigenerational contexts, developed by the partners of the Erasmus plus KA2 project “Intergenerational Bridge: Connect To Create”, coordinated by the Italian lead partner EduVita.
The document discusses how Envision, a global education company, uses ACT Engage assessments to help middle school students prepare for 21st century careers. The assessments measure academic behaviors like motivation, social engagement, and self-regulation. Students take the assessments and use the results to set career goals and identify skills needed for future careers. Envision plans to expand use of ACT tools to more of its programs to further support students in developing career readiness.
The Jaume Bofill Foundation focuses on improving education through research projects, programs, and policy analysis. It aims to promote equal opportunities and a cohesive society. Some of its key initiatives include evaluating education programs; conferences on education trends and international research; fellowships for research at the OECD; and programs focused on areas like reading skills, school leadership, vocational training, and family involvement in education.
Challenges of education in the elementary school 2014private practice
This document summarizes the challenges of education in elementary schools from the perspective of Zdenkica Stanec, a teacher with over 28 years of experience in the Croatian education system. She discusses her experience individualizing learning for students with disabilities. In the early 2000s, she led a pilot virtual school project and received recognition for her work developing online learning and innovation in education. The document outlines cultural changes in education, including a culture of participation, creation, sharing, conversation, and information. It advocates for real change in education, including individualized and innovative learning focused on students and teachers. Modern education should support 21st century skills and introduce changes to content and teaching methods to better prepare students for lifelong learning.
This document outlines BCIT's strategic plan for 2014-2019. The plan was developed through extensive consultation with internal and external stakeholders. It reaffirms BCIT's vision, mission, and commitments. The plan identifies 7 strategic goals to focus on over the next 5 years, which will be implemented through annual operational plans. The context section notes key factors influencing BCIT's planning, such as increasing student diversity, demand for skilled workers in high-growth sectors, and the need to address BC's productivity gap. The plan aims to nurture talent, extend BCIT's reach, and ensure continuous renewal so the student experience exceeds expectations.
BRIDGE is a non-profit organization that drives collaboration within the education sector in South Africa to improve teaching and learning. This newsletter highlights BRIDGE's activities in the third quarter of 2015, including hosting the annual Axis Education Summit, facilitating Principal Communities of Practice, presenting at education conferences, and convening various stakeholder groups to collaborate on issues like teacher development pathways. BRIDGE also continues its partnership with Cliff Central Radio to produce a weekly leadership show and has moved offices to share space with other education organizations.
1. The National Union of University Students in Finland (SYL) developed a strategy for its development policy and cooperation work from 2011-2014.
2. The strategy aims to describe SYL's current development work, set values and goals, and identify resources like the Development Cooperation Affairs Advisory Board and central office.
3. The strategy will be implemented from 2011-2014, with annual assessments of progress reported to SYL's executive board. A new strategy may be adopted in 2013.
The document summarizes the Work Related Learning program at East Norfolk Sixth Form College. The program provides students opportunities such as work experience, industry visits, mentoring and mock interviews to prepare them for careers. The program partners with local businesses to create learning opportunities in key sectors like manufacturing, life sciences and energy. Students apply for and are selected for opportunities like placements, where they gain experience and feedback. The goal is to mimic real work experiences and connect students to the local job market.
Junior Achievement Bulgaria is a non-profit organization that offers business education programs to students in Bulgaria. It was established in 1997 and reaches over 26,000 students annually through 27 educational courses taught in over 450 schools and 13 universities. Some of its key programs include Student Company, Enterprise Without Borders, Economics, Leadership and Success Skills, and Banks in Action. Junior Achievement Bulgaria aims to educate young Bulgarians about business, economics, and entrepreneurship.
The document discusses the Belgian Common TVET Support Program which works with the Rwandan Workforce Development Authority (WDA) to provide vocational skills training to youth in southern Rwanda. The program supports several vocational training centers by constructing facilities, equipping laboratories, developing curricula, and building instructor capacity. It focuses on high-demand skills like construction, agriculture, and hospitality. Officials say the program helps develop skills for national development and economic growth by making graduates more employable or able to start their own businesses. At Mpanda Vocational Training Center, student enrollment and courses offered have greatly increased with support from the program.
High youth unemployment puts the financial future of an entire generation at risk. JA answers with cutting- edge skill-building opportunities that enable young people to find meaningful, productive careers.
Manual for educators / Project based course - Equal pay SerbiaConnecting
You can find two types of content in this Manual: Theoretical part - explains what project based learning is, and why more and more teachers are using this methodology. Practical part about project: Equal pay Serbia - show how to design and run project for students that begin with an experiential workshop, with an open - ended question and problem to solve and ask them to figure out solution align with gender equality values.
The document summarizes the intermediate evaluation of a leadership and education innovation programme run by the Varkey Foundation in Argentina. It conducted surveys of programme participants and non-participants to evaluate the impact.
For participants, surveys measured satisfaction with the programme and self-reported changes in leadership competencies. For non-participants, a survey assessed changes in school environment and teaching practices under principals who participated.
The results showed high participant satisfaction with the programme. Participant surveys also indicated growth in perceived leadership skills. For non-participants, results suggested improvements in areas like teacher collaboration and innovative teaching methods in schools led by programme graduates. Overall, the evaluation found the programme was positively impacting both participants and their schools.
Vocational Education helps to acquire life long learning skill
and these skill helpful for enhancing the qualities in working area.Vocational education provides different opportunities to learn from real and daily life contexts that places in their personal,social ,economical and other background.It is a path of success where young students can show their efficiency by showing their learned skill.They can get more opportunities through true learning skill which achieving in vocational education study. NEP 2020 re -imaging on vocational education for make education process strong with open more job areas for young student.Make them self dependent for survive and earn the money on the basis of vocational skill.
Creativity and entrepreneurship education e learningCentres-EU
Career guidance in schools aims to develop students' creativity and entrepreneurial skills. It encourages innovative teaching approaches that develop key competencies and foster creative thinking. These skills are important for students' lifelong learning and career management as the labor market demands creative and adaptable employees. Schools should provide environments where students can explore ideas freely and learn differently. Practice firms in schools give students practical work experience in simulated business environments to prepare them for future careers.
Creativity and entrepreneurship education e learningCentres-EU
Career guidance in schools aims to develop students' creativity and entrepreneurial skills. It encourages innovative teaching approaches that develop key competencies and foster creative thinking. These skills are important for students' lifelong learning and career management as the labor market demands creative and adaptable employees. Schools should provide environments where students can explore ideas freely and learn differently. Practice firms in schools give students practical work experience in simulated business environments to prepare them for future careers.
Emad Aziz Girgis has over 20 years of experience working on projects with international organizations in Egypt, including experience in project management, proposal writing, supervision, training, and capacity building. He has worked for organizations such as the National Egyptian Development Association, Relief International, Technology for Improved Learning Outcomes (USAID), and the Coptic Evangelical Organization for Social Services. Girgis holds a Bachelor's degree in Commerce from Cairo University and professional diplomas in training of trainers.
This project by AIESEC Bosnia and Herzegovina aims to address career development for youth in the country. Workshops on career development and soft skills will be organized at primary and secondary schools as well as NGOs working with students. These workshops, led by exchange participants, will encourage youth to achieve their potential and provide interesting career-focused classes. The target groups are students aged 13-14 and 17-18. Partnerships with other countries will help secure exchange participants and simplify selection.
Presentation of the Jaume Bofill Foundation, an independent, socially-committed think-and-do tank which has worked with quality and rigor to promote reflection, discussion, research and other initiatives to improve society and increase the education knowledgebase
in Catalonia for over 40 years.
Since 2010 its work has focused on education with the aim of building a cohesive and fair society and the reduction of inequalities among individuals and groups. The Foundation understands education as a process that addresses the whole of society and requires everyone’s participation.
The Digital Manual of good practices in intergenerational education for adult educators working in multigenerational contexts, developed by the partners of the Erasmus plus KA2 project “Intergenerational Bridge: Connect To Create”, coordinated by the Italian lead partner EduVita.
The document discusses how Envision, a global education company, uses ACT Engage assessments to help middle school students prepare for 21st century careers. The assessments measure academic behaviors like motivation, social engagement, and self-regulation. Students take the assessments and use the results to set career goals and identify skills needed for future careers. Envision plans to expand use of ACT tools to more of its programs to further support students in developing career readiness.
The Jaume Bofill Foundation focuses on improving education through research projects, programs, and policy analysis. It aims to promote equal opportunities and a cohesive society. Some of its key initiatives include evaluating education programs; conferences on education trends and international research; fellowships for research at the OECD; and programs focused on areas like reading skills, school leadership, vocational training, and family involvement in education.
Challenges of education in the elementary school 2014private practice
This document summarizes the challenges of education in elementary schools from the perspective of Zdenkica Stanec, a teacher with over 28 years of experience in the Croatian education system. She discusses her experience individualizing learning for students with disabilities. In the early 2000s, she led a pilot virtual school project and received recognition for her work developing online learning and innovation in education. The document outlines cultural changes in education, including a culture of participation, creation, sharing, conversation, and information. It advocates for real change in education, including individualized and innovative learning focused on students and teachers. Modern education should support 21st century skills and introduce changes to content and teaching methods to better prepare students for lifelong learning.
Junior Achievement Bulgaria reaffirms its support for the United Nations Global Compact and its ten principles related to human rights, labor, environment, and anti-corruption. It describes actions taken to promote the UNGC, including emphasizing their commitment in public appearances and including the UNGC logo in email signatures and websites. It also details partnerships with businesses to implement educational programs aligned with the UNGC principles, such as improving financial literacy and supporting social innovation. Junior Achievement Bulgaria works to embed the UNGC principles in its strategy, educational content on green entrepreneurship, and youth entrepreneurship competitions.
1) The article discusses whether education for self-reliance remains relevant in Tanzania today given changes to the education system and curriculum over time.
2) It describes how the education system under education for self-reliance emphasized practical skills, linking education to students' future lives and work, but that now the focus is more on theoretical academics and passing exams.
3) Parents and others interviewed expressed that current education is not as useful for students' lives after school compared to education for self-reliance, but others say the goals are still relevant if challenges in implementation can be addressed.
Slovenian Human Resources Development and Scholarship Fund has published booklet "With the Development of People - We Prosper". In booklet you will find articles about our programmes, results and also contribution of experts on the education and development of employees. There are 3 main chapters:
- development of competences for success in work and life in education
- employee development
- scholarships.
The document discusses several initiatives by different organizations to promote quality education in Georgia. It describes projects focused on supporting university students, developing vocational skills, improving access to educational resources, and empowering underrepresented groups. Key initiatives include funding tuition for employees, internship programs, skills training centers, library projects, and coding schools for women. The organizations aim to make education more accessible and foster talent through these impactful education support programs.
NEP 2020 is a practical framework design which is need of country to implementing for change in the education system. It is a great evolutionary change in 5+3+3+4 model. How it work in Education to help the children's in practically based manner. NEP more emphasis on the structure ,pattern ,curriculum, activity and vocation education that helps to students in future work .
Manual de bune practici pentru proiectul LdV WorkSENcarmen_serbanescu
This document outlines good practices from the Worksen Project involving special needs vocational education. It describes experiences where students:
1) Participated in 2-day work experiences at a restaurant and hair salon to learn job skills.
2) Designed Easter, Turkey Republic Day, and Christmas cards for partner institutions to learn about other cultures.
3) Attended workshops on decoupage techniques and dance performances in Romania to improve arts skills and international cooperation.
4) Cooked in a contest in Romania to develop food skills while interacting with other students.
The practices aimed to develop students' social, cultural, and vocational competencies through hands-on experiences and international collaboration.
The document discusses the need for students to be prepared with 21st century skills to be competitive globally and the importance of all stakeholders buying into this vision. It advocates for a student-centered approach where students help design their learning experiences. Technology is seen as a tool to support student engagement, collaboration, problem-solving and innovation. For students to thrive, educators must facilitate exploratory learning, questioning, and collaboration both within and beyond the classroom. All stakeholders, including teachers, parents, principals and community members, must understand the urgent need to develop lifelong learners and commit to providing equal opportunities and resources for students to gain these crucial skills.
Ähnlich wie Publication Publikacija "Improving a public policy on employability: Project no1" (20)
Priručnik odgovara na pitanje šta je mentorstvo i šta čini jedan mentorski proces. Takođe vas upućuje na jako puno praktičnih alata, na primer pojašnjava kako da vodite mentorski sastanak i koje tehnike najbolje u tom procesu rade.
Kad porastem biću... priručnik za edukatoreConnecting
U priručniku možete naći dva tipa sadržaja: Teorijski deo - objašnjava šta je učenje zasnovano na projektima i Praktični deo - pokazuje kako dizajnirati i voditi projekat za učenike koji počinje sa inspirativnim predavanjem, potom izazovnim pitanjem i problemom koji treba rešiti timskim radom.
Priručnik za projektnu nastavu i nastavu na daljinuConnecting
U Priručniku su na jednom mestu opisani najvažniji alati i resursi za realizaciju projektne nastave i nastave na daljinu, a pored toga su prikazane razlike, prednosti i nedostaci za korišćenje projektne nastave i nastave na daljinu, kao i primeri dobre prakse koji će pomoći nastavnicima u povezivanju predmeta sa primerima iz svakodnevnog života i olakšati im rad na razvoju socijalnih kompetencija kod đaka.
Autori Priručnika su Milan Petrović, team leader organizacije „Nauči me“ iz Niša i Deniz Hoti, izvršni direktor Organizacije za razvoj karijere i omladinskog preduzetništva „Connecting“ iz Pančeva. Stručna saradnica je Olivera Todorović, pomoćnica direktora Zavoda za unapređivanje obrazovanja i vaspitanja.
Izradu priručnika podržali su NALED, organizacija „Connecting“ iz Pančeva i organizacija „Nauči me“ iz Niša u saradnji sa Zavodom za unapređivanje obrazovanja i vaspitanja (ZUOV) u okviru projekta Javno-privatni dijalog koji finansira USAID.
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U publikaciji je predstavljeno kako su Connecting i partneri doprineli da grad Pančevo postane jedinstven primer dobre prakse u Srbiji, odnosno da izvođenje projektne nastave u srednjim školama ima mogućnost da se finansira putem gradskog konkursa.
Istraživanje stavova srednjoškolaca i nastavnika srednjih škola u PančevuConnecting
Istraživanje stavova mladih srednjoškolaca i nastavnika u Pančevu o efektima dosadašnjih projekata i programa grada Pančeva i stavova o učenju kroz projekte realizovano je od oktobra 2019. godine do februara 2020. godine. Istraživanje je realizovano u okviru projekta “Improving a public policy on employability: Project No.1” koji realizuje Organizacija za razvoj karijere i omladinskog preduzetništva "Connecting".
Istraživanje je obuhvatilo:
1. Pregled aktivnih politika na nacionalnom, regionalnom i evropskom nivou koje se bave projektnom nastavom i ključnim veštinama za 21. vek
2. Kvantitativno istraživanje (upitnik)
3. Kvalitativno istraživanje (fokus grupe sa nastavnicima)
This document summarizes an educational program called "Kad Porastem Biću..." that aims to address challenges in Serbia's education system and labor market. It notes that over half of current jobs will disappear in the next 25 years, but 96% of young Serbians feel the formal education system does not prepare them with needed skills. The program seeks to intensify connections between government, businesses, non-profits and schools to provide youth with knowledge, skills, networking, mentors and role models lacking currently. It has partnered with 40 companies and non-profits, engaged over 200 alumni and 300 contributors to impact over 170,000 young job seekers in Serbia.
This short Manuel is the result of work during the internship at The Pestalozzi Children's Village. First of all I want to say thank you for Susan, Nina and Cha for space, support, understanding and amazing moments during the last two weeks. Also I want to say thank you to Pestalozzi children foundation on this unique opportunity. Together we created great learning experience for children and supervisors from Belorussia during their exchange program in Switzerland.
This document refers on activities which I prepared and which we implemented during the course time. Some of activities such as: Tube paste challenge, Toys and gender, Money pocket (PBL workshop); I designed particularly for this course and I will be glad if you continue to use them.
This document contains facts about Serbia. It notes that Sjenica is often the coldest inhabited place in Europe, with temperatures reaching -39 degrees Celsius. Women gained the right to vote in Serbia in 1946. The monastery Sopoćani is known for its frescoes from the 13th century considered precursors to the Italian Renaissance. Deliblato Sands is the largest area of continental sand dunes in Europe. Novak Djokovic is the current world number one men's singles tennis player. The Temple of Saint Sava in Belgrade is one of the largest Orthodox churches in the world.
If 100 people live in Serbia, the majority would be Serbian (80), Orthodox (85), between the ages of 30-59 (36), married (55), literate (98), have secondary or high education (55), use Facebook (50), and not have a disability (90). The population would be split evenly between males and females.
WOW4COMMUNITY- svet u kome biznis i kreativna industrija deluju zajedno, inspirišući jedni druge da stvaraju vrednost za zajednicu, kompanije i pojedince.
Link platforme: http://www.wow4community.com/
Narativni izveštaj projekta put ka eu fondovima, finalConnecting
Projekat "Put ka EU fondovima" osmišljen je tako da pomogne onim organizacijama koje imaju potencijala za razvoj i inicijativu da maksimalno iskoriste raspoložive EU fondove i unaprede kvalitet rada kao i da naprave međusektorska partnerstva.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Publication Publikacija "Improving a public policy on employability: Project no1"
1. PUBLICATION OF THE PROJECT
“Improving a public policy on
employability: Project No1”
Author: Organization for career development
and youth entrepreneurship Connecting
Date: June, 2020.
2. INTRODUCTION
When I look back and realize what we have achieved with the project "Improving
a public policy on employability: Project No.1" - in which we have invested
10 months of life - it seems to me that the contribution to the community couldn’t be
better described with the words of Dr. Feketa Ladislav, from Sombor, the participant
in the final conference of the project "Jobs of the Future":
"We want to apply what you did in Pancevo in Sombor as well."
Everything we have done so far in the field of education has been an attempt to
return education to where it needs to be – at the top of the pyramid of needs. But
there are many other leaders in education in our country who are even more invited
to talk about this topic, practitioners and scientists whose opinion is even more
important. Then why are we, the youth workers from Connecting, talking about the
role of education in Serbia, when there are so many experts in our country who know
much more than us?
If you have followed us so far, I believe that you will find the answer to this question
yourself. I just want to point out that there are opportunities that catch the eye of
youth work practitioners as they elude teachers, project managers, and leaders in
education. More than 2000 participants in our educational programs give us as well
the right to say something.
Our work is based on the belief that agile education will enable us all to experience
the long-desired well-being together, but only under one condition - we must
prepare our children to manage technology, not technology to manage them. We
are aware that the educational system that should create a generation of
enterprising young people has not yet been transformed! The problem is that our
schools continue to "serve" knowledge, testing students over and over again! They
simply do not produce enough innovators. This is not only a threat to the future but
also to the present of our country.
It is the responsibility of all of us to create an educational system that will prioritize skills
such as creativity, entrepreneurship, critical thinking, and problem solving,
collaboration, and communication, and thus almost certainly produce a more
innovative and adaptable population. Our choice is to take a job, organize
educators, youth workers, professionals from various industries, companies, civil
society organizations, and public administration, because we believe that only
together we have a chance to make a positive change.
Therefore, the focus of our attention in this project was on building a community of
professionals in the field of education, with the aim of establishing a systemic model
of support for project teaching in high schools, in the city of Pancevo, because we
believe that this method of teaching properly prepares students for the uncertain
future that is already here. The publication in front of you explains why, how, and
what we have achieved in the previous 10 months.
Thank you for reading,
Deniz Hoti,
a social designer who co-founded Connecting
3. THE CONTENT
Introduction ..............................................................................Error! Bookmark not defined.
General information about the project................................................................................ 3
Status quo.............................................................................................................................. 4
The general goal .................................................................................................................. 5
Activities ....................................................................................Error! Bookmark not defined.
Preparation phase ............................................................................................................... 6
Realization phase.................................................................Error! Bookmark not defined.
Research............................................................................................................................ 6
Forming of the thematic working group “Project-based teaching” ......................12
Phase of dissemination of achieved results .....................Error! Bookmark not defined.
4. GENERAL INFORMATION ABOUT THE PROJECT
STATUS QUO
One of the biggest challenges which the South Banat region is facing is the high rate
of unemployed youth as well as the extremely low rate of youth activity in the labor
market. Among the most significant causes of this problem is the insufficient
competitiveness of young people in the labor market, which is becoming more
pronounced from year to year. Also, a large number of analysis indicates that the
mismatch of knowledge acquired in the formal education system with the needs of
the economy and employers on the one han and the process of rapid privatization
and the economic crisis on the other hand resulted in changes in the labor market,
high youth unemployment, and brain drain. Today, in South Banat, more than 22,000
people are looking for a job every day, of which 4,464 are young people (15-29). In
conclusion, every fifth individual who is looking for a job is classified as young!
The extent to which the education system does not prepare young people for the
labor market is also indicated by the research "Better conditions in youth
employment", which states that just over 4% of young people in Serbia believe that
the knowledge acquired through the formal education system is in line with the
needs of the market.
Based on the European Framework of Key Competences for Lifelong Learning, which
was adopted in 2007 and revised in 2018, Serbia has initiated a review of education
by introducing education standards, which include Standards of General
Interdisciplinary Competences. The introduction of these standards specifically
indicates the needs for the development of competencies for lifelong learning,
digital competencies, problem solving, communication, entrepreneurship, and other
competencies among students. On the other hand, it is not clearly defined in what
way and through which curricula these competencies will be developed, but they
completely depend on the teacher.
If we assume that the curriculum is high quality and appropriate, then an obvious
conclusion is imposed - the success of students directly depends on the
competencies of teachers, methods or, in other words, the quality of teaching. The
quality of teaching, on the other hand, also depends on the working conditions – the
teaching aids for its implementation.
During the consultations with the representatives of the city administration of
Pancevo (Suzana Jovanović - ex member of the city council in charge of
employment, professional services), it was established that the city of Pancevo,
through the implementation of the "Program for improving the competitiveness of
high schools by improving the conditions for practical training", as of 2019, invested
about 25 million dinars (1.4 to 4 million dinars per year) for equipping schools in the
territory of Pancevo. This was a unique case in local governments of Serbia.
However, during the public competitions, which were conducted every year, so far
no investment has been made in specific programs / project based teaching that
should directly improve the quality of curriculum implementation. In addition, the
5. desire of the local government to innovate the existing competition was expressed
during the consultations. They proposed the introduction of the project-based
learning into the competition itself - by creating an opportunity to support the
project-based teaching itself through the competition. Due to the previously
presented problems and needs, Connecting initiated and implemented the project
"Improving a public policy on employability: Project No.1".
The central part of the project is the public advocacy campaign that lasted from
September 15, 2019 to May 15, 2020. Connecting designed and implemented the
campaign in cooperation with the Group for Analysis and Creation of Public Policies,
the Active of Secondary Schools’ Directors in Pancevo, the Belgrade Open School,
and representatives of the city of Pancevo.
In the continuation of the publication, we will present how Connecting and partners
have contributed to the city of Pancevo becoming a unique example of good
practice in Serbia, ie that project-based teaching in high schools has the opportunity
to be financed through a city competition.
THE GENERAL GOAL
The general goal of the public advocacy campaign is to contribute, in the
long run, to increase of the employability of young people and high school
students in Pancevo, by improving the existing model of support of the City of
Pancevo to high schools, by integrating project-based learning into that
model
6. ACTIVITIES
The advocacy process was divided into three phases
THE PREPARATION PHASE – included meetings of the project team, creation of
an action plan, then contacts with high school principals, regular communication
with representatives of the City Administration of the City of Pancevo, and
preparation of research.
In this phase, a meeting was held with the staff of high school principals in Pancevo,
where all principals were introduced to the goals of the campaign, the concept of
research, and the time frame of activities envisaged by the project. The meeting was
extremely constructive and interactive, school principals stressed the importance of
the call and the desire to continue its practice in the coming years, because as they
pointed out "it is a good way for schools to follow trends and buy modern equipment
from year to year."
Picture1 Presentation of the project “Improving a public policy on employability: Project No.1” to the active of high
schools’ principals in Pancevo, October 2, 2019.
The meeting was held on October 2, 2019 in the premises of the Gymnasium "Uroš
Predić" in Pancevo. The meeting was attended by the principals of all high schools in
Pancevo. You can find out what the presentation of the project looked like at the
link: https://bit.ly/prezentacijaaktivudirektora.
Then, informative meetings were held about this phase with the representatives of
the City Administration of the city of Pancevo, in the first place with Milenko
Cuckovic, councilor in charge of labor, employment and social policy, and with
Tatjana Bozic, councilor in charge of education.
In parallel with the above-mentioned activities, Connecting and the Group for
Analysis and Policy Making (GAJP) worked on the preparation of the research, which
included defining objectives, time frame, sample size, criteria for selecting a
representative sample, instruments, and techniques for conducting research.
7. The realization phase – began with a research implementation.
THE RESEARCH
The goal of the research –within the project "Improving a public policy on
employability: Project No.1" Connecting and GAJP conducted a research to examin
the effects of the public call of the city of Pancevo "Improving the competitiveness
of high schools, by improving the conditions for teaching" and attitudes towards
project-based learning, in order to create a set of recommendations for the
improvement of the previously mentioned public call, based on the obtained results.
The research included:
1. Overview of active policies at national, regional, and European level dealing
with project-based teaching and key skills for the 21st Century
2. Quantitative research (questionnaire for high school students)
3. Qualitative research (focus groups with teachers)
REVIEW OF ACTIVE POLICIES
Metodologija istraživanja - for the needs of review / analysis of active policies,
the research technique "external desk research" was used, which included the
collection and analysis of relevant data from the following sources:
Published government data
Internet - relevant data
The analysis was done during October, 2019 and the Connecting project team
worked on it.
RESULTS OF THE ACTIVE POLICY RESEARCH
The analysis established that the Government of the Republic of Serbia, within the
curricular reform, which began in 2017, adopted a new Law of Educational System
Grounds and the Rulebook on the curriculum. From that moment on, the programs in
primary schools and gymnasiums placed emphasis on learning outcomes and the
development of competencies, instead of testing and repetitive knowledge. Project-
based teaching was recognized by experts in education, both in the world and in
Serbia, as an extremely effective method of teaching that can contribute to the
realization of the previously mentioned outcomes and competencies for the 21st
century.
System support for project-based teaching
However, resources and equipment are also needed to conduct project-based
teaching, and there have been no significant developments at the national level. A
solution has not yet been found in Serbia that would systematically provide
equipment for high schools for project-based teaching. Equipping high schools is left
to the individual initiatives of principals, teachers, and local governments.
8. Conclusion
Having in mind the above-mentioned findings, Connecting recognized the
exceptional potential for innovating the competition "Improving the competitiveness
of secondary schools, by improving the conditions for teaching", i.e. introducing the
possibility to support project-based teaching through the aforementioned
competition and call.
By introducing the possibility to support the implementation of project-based
teaching through the competition "Improving the competitiveness of secondary
schools, by improving the conditions for teaching" the city of Pancevo would
become an example of good practice throughout of Serbia – a model by which
other local governments could meet curricular government reforms of the Republic
of Serbia in terms of conducting project-based teaching.
Quantitative research (questionnaire for the high school students)
Research methodology - the sample was created based on the school that high
school students attend, then the level of educational profile, and finally based on
the school year. It consisted of students from the following high schools in Pancevo:
ETS “Nikola Tesla”
Technical School “23. maj”
School of Economics and Trade “Paja Marganović”
School of Mechanical Engineering
Gymnasium “Uroš Predić”
The sample size was 393 respondents, of which 47% of the sample were female
students, while 53% of the total sample were male students of the above-mentioned
high schools in Pancevo.
In the "quantitative" part of the research, the research instrument questionnaire was
used, while the research techniques for data collection were: filling in the
questionnaire on paper within the time of school classes and filling in the electronic
questionnaire within the time of school classes. The target population was high
school students in the city of Pancevo.
The questionnaire consists of 37 questions, which are divided into four parts.
• The first unit consists of questions related to the basic data about the
respondent, name of the school he or she is going to, major area of study,
age, and gender.
• The second unit is composed of questions related to the assessment of the
effects of the funds received, i.e. purchased equipment through a public call
of the city of Pancevo "Improving the competitiveness of secondary schools,
by improving the conditions for teaching."
• The third unit refers to students' attitudes about entrepreneurship and
employment, competencies and values.
• The fourth unit deals with examining students' attitudes about project-based
learning. We emphasize that this method of teaching is simple and briefly
explained in the description of this part of the questionnaire.
9. The questions were asked through scales created for the purposes of this research
and dichotomous questions with offered answers YES / NO. Only one question was
open-ended.
Data were collected through a questionnaire that is anonymous and confidential.
The students were given the explanation on how to fill in the questionnaire. The
questions were answered openly and honestly, and the participants in the research
could skip the question to which they do not want to give an answer, as well as ask if
there were any doubts.
All data in this study were processed in SPSS using descriptive statistical methods (Pie
diagram, tables with percentages, etc ..)
Picture 2 A photo of the research conducted in the ETS “Nikola Tesla”, October 16,2019.
The results of the quantitative research (selection)
The lack of knowledge among students that there is a program to improve the
competitiveness of high schools through equipping classrooms and classrooms is
worrying. On the other hand, students evaluate relatively positively the equipment
and technique that schools have (close to half of the students are satisfied), and the
statistics showed us that there are significant differences in relation to the schools
that students attend. A slightly smaller number of respondents state that equipment
and technique contributed to the development of the school and all students
(41.9%), with significant differences in responses compared to the year of schooling
attended by students - those in their fourth year rated their contribution significantly
better. A similar percentage of students (42.2%) believe that the equipment
contributed to the improvement of their personal knowledge and skills with
significant differences in answers in relation to the school they go to (students of the
Gymnasium and the School of Economics value their contribution more).
More than 4/5 of students (81.1%) believe that additional modernization of
equipment, techniques, and classrooms in which classes take place is necessary.
Almost 2/3 of the respondents (63.5%) believe that working with new equipment and
techniques will contribute to easier employment after school with significant
10. differences in responses compared to the school that students go to (students from
technical / vocational schools have a more positive attitude ). 78.2% of respondents
believe that it is necessary to improve the teaching methods.
As many as 63.6% of students did not know what project-based learning is and there
are significant connections between the school they attend and knowledge about
project-based learning (students of the Mechanical School and Gymnasium know
more). After describing what project learning is and how it works, the answers we
received about whether project-based learning would contribute to the
development of functional knowledge and skills - 4/5 of students (80.2%) answered
yes.
We also asked students what competencies are important for later employment - for
82.2% of students, teamwork is an important competence, for 87.9% communication
skills are important, for 84.1% creativity is important, and for 81.8% are important
research skills. We asked students how important some processes are in formal
education - for 63.5% of respondents the participation of students in the creation of
teaching is important (with differences in relation to the school they attend -
especially for Technical, Mechanical, and School of Economics and Trade), for 64,
6% is a significant participation of students in the choice of topics for learning (with
significant differences among students of Technical and Mechanical School), for
80.2% of students a relationship between teachers and students is significant and for
78.3% of students teachers have a significant role in student development.
THE CONCLUSION OF THE QUANTITATIVE RESEARCH
The conclusion of the research is that students recognize project-based learning as a
model that could improve their knowledge, skills, and functionality of their
knowledge, and that the formal education system does not do enough to
encourage and train young people to start their own business.
In that sense, this research and the data we received should be an incentive for
decision makers to work on the promotion of entrepreneurship, on creating programs
and above all project-based learning which would aim to improve students' skills in
all schools covered by the research.
The whole research is available here: http://obrazovanje4revoluciju.rs/istrazivanje-
stavova-srednjoskolaca-nastavnika-direktora-srednjih-skola-u-pancevu/
QUALITATIVE RESEARCH (FOCUS GROUPS WITH TEACHERS)
Research methodology - focus group is a method of qualitative research
through structured and guided conversation with pre-selected participants,
according to certain social characteristics. The interview/conversation was
conducted with 6-10 participants per focus group.
Focus groups were realized in the period October-November 2019 with high school
teachers in Pancevo.
11. Three focus groups were realized, one in ETSH Nikola Tesla, Technical School 23. May,
and School of Economics and Trade “Paja Marganovic”, with the goal to find out
how professors see the program of teaching improvement, competitions, and
projects of the city of Pancevo, equipment and technique that was procured,
learning methods and ways, as well as to find out about their attitudes towards
project-based learning.
RESULTS OF THE QUALITATIVE RESEARCH (SELECTION)
Project-based learning is an unknown concept to most of the professors, but when its
components are explained, focus group participants state that they have applied
project-based learning several times and that it has shown good results. First of all,
teachers state that working on projects helped students to better understand and
develop their skills, to apply theories in practice, and to think and act intersectorally,
that is, to have to include knowledge from several different subjects.
It should be noted that the professors stated that they only give suggestions and
explain what the steps are, while the students realize the whole course of the project
with the possible help and suggestion of the professor, although in most cases,
students approach each other, help other students, share knowledge, experiences,
and thoughts. How big is the interest for the project-based learning is best depicted
with the situation described by one of the professors, when one student from a
different class came to participate on one of the projects organized by the
mentioned teacher.
Conclusion of qualitative research
All teachers who participated in the focus groups pointed out that the project-based
learning makes sense and needs to be introduced on a much significant scale.
Additionally, they also stated that, compared to traditional forms of teaching, many
skills are developed through learning based on projects, above all critical thinking,
creativity, cooperation, and self-knowledge, since the professors always remind the
students that there are no ready-made solutions, so that they will focus more on the
stated skills.
12. The whole research is available here: http://obrazovanje4revoluciju.rs/istrazivanje-
stavova-srednjoskolaca-nastavnika-direktora-srednjih-skola-u-pancevu/
FORMING OF THE THEMATIC WORKING GROUP “PROJECT-BASED
TEACHING”
After the successful realization of the research, Connecting began the formation of
the working group “Project-based teaching” on February 10, 2020.
The goal of forming a working group was to establish a dialogue on the topic of
project-based teaching - affirmation and improvement of system support in the
implementation of the project-based teaching in the city of Pancevo.
Furthermore, through the Thematic Working Group and active cooperation between
public administration bodies, civil society organizations, and the economy, there will
be discussions about the necessary reforms and organization of public educational
campaigns, designed to educated the people about the project-based learning
and teaching, and the importance of the institutional and systemic support for its
implementation.
With that in mind, on February 10, 2020, Connecting sent invitations for cooperation
to the City of Pancevo and the organizations of the Group for Analysis and Creation
of Public Policies, and the Belgrade Open School.
On behalf of the city of Pancevo, Marija Ćurčin, an independent advisor for
professional human resources management, was delegated to the thematic working
group; the delegated representative of the Belgrade Open School was Ivan
Topalović, coordinator of the project for improving employability: while the Policy
Analysis and Creation Group was represented by Miloš Hrkalović, Secretary General
and Researcher; in the end the representative of Connecting was Deniz Hoti, the
executive director.
Letters of communication and established cooperation that preceded the formation
of the working group are available here: https://bit.ly/dopisiradnagrupa.
The thematic working group was formed at the end of February and held its first and
only live meeting on March 9, 2020 in the Synchro Hub in Pancevo.
The report from the stated meeting in available here:
https://bit.ly/izvestajsastanakradnagrupa
It was pointed out at the meeting that the announcement of the call “Improving
competitiveness of high schools by improving the conditions for teaching“ is
expected in the second half of May 2020. Then, that Gordana Ćirić, from the
competent employment secretariat, was informed about the project and expected
the conclusions of the working group "Project-based Teaching" by May 1, 2020.
During the meeting, it was especially emphasized that a public discussion on the
draft Local Action Plan (LAP) for Employment of the City of Pancevo for 2020 is
13. underway, and that it would be better to respond to the invitation with comments on
the LAP and recommendations for improvement.
Exactly on March 16, the working group sent comments to the LAP for employment.
The document is available at the following link:
https://bit.ly/komentariLAPzaposljavanje
At the second, online session in 2020, which was held on March 19, 2020, the
Employment Council of the City of Pancevo gave a positive opinion on the
submitted comment of the Thematic Working Group "Project-based Teaching" on
the draft Local Action Plan for Employment for 2020.
We are transmitting the conclusion of the City Administration of the City of Pancevo
with the proposed change in its entirety on the link: https://bit.ly/zakljucaklap
During April 2020, the Working Thematic Group "Project-based Teaching" internally
agreed that it is important to follow the process of adopting the proposal to the LAP
and that it is therefore necessary to officially address the representatives of the city
of Pancevo. On May 4, 2020, Connecting addressed the city of Pancevo on behalf
of the working group. The working group referred to the adopted conclusion and
based on it, the group created two documents, including a consolidated text of the
public call and consolidated text of the invitation form. You can see how the
proposal of the consolidated texts looked like on the link:
https://bit.ly/novitekstjavnogkonkursa.
The invitation, with the adopted changes, was announced on June 15,2020 and will
be open until July 15, 2020. We use the opportunity to invite all principals and
teachers of high schools in Pancevo to apply with their project ideas to the
competition. All information about the competition is available at the link
https://bit.ly/3konkurszaizvodjenjeprojektnenastave.
The mandate of the thematic working group "Project-based Teaching" was
successfully completed by announcing the call.
Phase of dissemination of achieved results – included the following activities:
- Online training on project-based learning with the aim of preparing training
participants, high school employees, to respond to the call.
- Promotion of the competition through social media campaigns.
- Final conference "Jobs of the Future", presentation of a systematic support
solution for the implementation of project-based teaching
ONLINE TRAINING ON PROJECT-BASED LEARNING
The online training began with a preparatory meeting with the trainers in March 2020.
During the meeting was conducted a final consultation with the coaching team. In
addition, the goals and course of the online training were defined.
Training objectives:
14. - That all participants in the training improve their knowledge in terms of
project-based teaching
- Interconnection of excellent teachers and principals
- Informing the participants of the training about the possibilities provided by
the public competition and call "Improving the competitiveness of secondary
schools, by improving the conditions for teaching"
The online training took place between April 22 and May 18, via the platform
kursevi.obrazovanje4revoluciju.rs.
The program of the online training:
The training was led by:
Nataša Ćirić, master pedagogue and class teacher, with the title of pedagogical
advisor. Employed in the elementary school "Ĉegar" in Niš, with 29 years of work
experience. Since 2008. she is the author and implementer of 5 accredited seminars
of MPNTR and ZUOV for employees in primary and secondary schools. She is
constantly engaged in scientific research and is the author and co-author of 15
scientific and professional papers, published in domestic and international scientific
and professional journals. Nataša Ćirić participated and gave lectures at several
scientific gatherings and symposiums. She is the author of several projects supported
by the Center for the Promotion of Science, Belgrade, and a participant in several
international educational projects. By the decision of the Ministry of Education, it is on
the list of textbook evaluators and commissions for taking a license in education.
According to the decision of the ZUOV, she is on the list of commissions for approving
the program of continuous professional development and the approval of textbooks
at the ZUOV. By the decision of ZVKOV, she is on the List of External Associates. By the
decision of the National Academy of Public Administration, Nataša Ćirić is also on
the permanent list of implementers in the areas of Training of Trainers and Personal
Development and Skills. By the decision of the Ministry of Public Administration of
Montenegro, she is on the list of independent program evaluators. She was also the
organizer of the training is "Schools for the 21st Century" for the British Council and
MPNTR. Additionally, Nataša Ćirić implementer is several trainings from the List issued
by the Minister.
Ana Veljković, B.Sc. geographer, works at the Bora Stanković High School and at
the Law and Business School in Niš. Her students achieved notable results in
competitions in geography (national, Balkan, and world Olympiads), as well as in
competitions in the field of student entrepreneurship (company called Green Graffiti
was the state champion and representative of Serbia at the European competition
15. in 2015 in Berlin). In 2015, she was named the best teacher in the field of student
entrepreneurship and received the "Entrepreneur" award for that year. She is a
certified Youth Achievement Trainer and the British Council's training leader in the
"School for the 21st Century" program.
The training was organized modularly. In each module, the participants of the
training were expected to have Material, Video material, Task, and Additional
materials. Participants were expected to read the Material and watch the Video
material, because that obligatory content prepared them for solving the Task. Only
when the participants successfully handed in the first task did they gain the
opportunity to access the next Module. In addition to the obligatory content, a set of
relevant additional documentation and appropriate content was prepared for the
participants for the topic that was covered in each of the Modules.
More than 90 teachers, school principals, and professional staff applied for the
training.
Connecting selected exactly 44 trainees. Given the limited capacity, 20 participants
were in the status of participants, while another 24 participants were in the status of
observers - they could follow the training and do tasks, but the team of trainers did
not give them feedback on their work.
More than 20 teachers successfully completed the training. What the last zoom
meeting looked like, in which the teachers were divided into teams and presented
their project ideas, you can see at the link: https://bit.ly/predstavljanjeprojekata.
Below are the results of the post-test that was done during the month of June with
the trainees.
16.
17. PROMOTION OF THE COMPETITION THROUGH A CAMPAIGN ON SOCIAL NETWORKS
Connecting also implemented an intensive campaign on social networks with the
aim of popularizing the competition "Improving the competitiveness of high schools,
by improving the conditions for teaching" and the project-based teaching itself.
Below we show the print screen post on Instagram.
Following the content of the posts for the above mentioned visuals can be found at
the link: https://bit.ly/planpostova.
18. We are also sharing with you a report on the results of the campaign on social
networks, made by Fanky marketing agency: https://bit.ly/funkymarketingreport
FUTURE PLANS
Connecting, GAJP, Belgrade Open School, and the city of Pancevo have made
together a possibility for Pancevo to become an outstanding example of good
practice in terms of providing support for project-based teaching. The systemic
solution that the city of Pancevo has been applying for 10 years deserves more
space in the media and within the community of professionals in the field of public
policy and education.
By simply modeling the competition "Improving the competitiveness of high schools,
by improving the conditions for teaching", local self-government units throughout
Serbia would be able to contribute to the development of many innovations within
school classrooms.
Therefore, we encourage all those interested to contact us by e-mail
office@connecting.org.rs in order to share our good local practice and accelerate the
process of systemic support to schools in your local communities.
We plan to promote this wonderful example of good school practice and make it
available for reading through publishing this text. We are publishing this text with
sincere hope that we will inspire some of you to take action.