Output1 - Comparative Study On The Use and Need of Transferable Skills at Eight Schools of Secondary Education in Different European Countries

Changing lives. Opening minds.
Strategic Partnership for Innovation and the Exchange of Good Practice

"Hard-Soft Skilling-Charting Your Career Path"
2014-1-RO01-KA201-002736
Comparative Study on
the Use and Need of Transferable Skills at
Eight Schools of Secondary Education in
Different European Countries
Project number: 2014-1-RO01-KA201-002736

2
The information and views set out in this document are those of the authors and do not necessarily reflect the official
opinion of the European Union.
2014-1-RO01-KA201-002736
Author: Christian Altmann, Berufliche Oberschule Erlangen, Germany
in collaboration with
Lyubima Konstantinova,Nadiya Milusheva, Iliya Valchev, Professional High School of

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Economics "Ivan Iliev" Blagoevgrad, Bulgaria
Daniel Matkovic, Lycée Clos Maire, Beaune, France
Carla Sbarbati, IIS Darwin, Rome, Italy
Luís Nunes, Agrupamento de Escolas do Fundão, Portugal
Olivia Nicolae, Lucian Aurel Gheorghe, Liceul „Charles Laugier“, Craiova, Romania
Pilar Belloc, Institut Europa, Hospitalet Llobregat, Spain
Ayşe Musaoglu,Duygu Şeneglu,Özlem Aşam, Ayçin Çilkin, Gümüşpala Mesleki ve
Teknik Anadolu Lisesi, Turkey

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Contents
Abstract ................................................................................................................................................ 5
Introduction.......................................................................................................................................... 6
Participants........................................................................................................................................... 7
Method ................................................................................................................................................. 8
General questions for teachers .......................................................................................................... 10
General questions for students .......................................................................................................... 16
Transferable Skills............................................................................................................................... 21
1. Time Management ..................................................................................................................... 21
2. Presentation Skills ...................................................................................................................... 26
4 3. Teamworking Skills ..................................................................................................................... 30
4. Conflict solving Skills .................................................................................................................. 36
5. Emotional Skills .......................................................................................................................... 40
6. Communication Skills ................................................................................................................. 46
7. Problem Solving and Decision Making Skills .............................................................................. 50
Discussion ........................................................................................................................................... 55
Annnex1-Comparative Study Survey-schools from Germany, Romania, Spain, France ................... 58
Annnex2-Comparative Study Survey-schools from Italy, Bulgaria, Portugal, Turkey ...................... 185

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Abstract
The study at hand examines the importance high transferable skills have in the school curriculum. It
analyses what kind of skills are used by learners and how they are deployed. Common questionnaires
for students and for teachers in eight different European countries are used to address the issue. Besides
all participating partner schools have provided information regarding their respective labour market,
employers' requirements and hard as well as soft skills they considered relevant for the labour market
and personal development to be included in the curriculum. The study indicates that students have only
limited access to proper information related to their future career. The results do not show a complete
absence of hard and soft skills at each school. However the study identifies the various needs of each
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partner to provide young people with different transferable skills that will foster their competitiveness
for jobs, as according to statistics, unemployment rates are higher for young people than adults.

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2014-1-RO01-KA201-002736
Introduction
Since September 2014 eight secondary schools from Bulgaria, France, Germany, Italy, Portugal,
Romania, Spain and Turkey have been working together in an Erasmus plus-project.
”Hard-Soft Skilling-Charting your Career Path” is a Strategic Partnerships for Cooperation, Innovation
and Exchange of Good Practices meeting most of the aspects stated in “Europe 2020”strategy for growth
and ET2020. The scope of the project is the integration of hard and soft core transferable skills learning
as part of the 14 to 19-year-old high-school students’ development in 8 European countries, by the use
of appropriate methodologies and tools to facilitate the process. The major objectives of the project are
to develop employability through basic high transferable skills acquisition and to maximize learning
potential, to encourage students’ self-reflection and critical thinking on how to use the hard and soft
skills to chart their career path and to offer tools learners may personalize and use for self-promotion.
Moreover the project aims at developing an awareness of the diversity of the local /national/international
labour market and employment opportunities and at equipping students with research skills and job
searching techniques.
6 Young people should get familiarized with transferable skills to be better prepared for successful future
careers. Students need to become committed observers, to be able to respond to social interaction
appropriately. They will then be more versed in a variety of perspectives, gaining a broader
understanding of important concepts and issues related to getting a job or a scholarship easier.
Before starting and implementing concrete measures it was necessary to investigate first the actual and
current state at all the partner schools and in all partner countries and to find out where the needs are
greatest. We wanted to discover if students already have access to proper information related to their
future career and if there are counselors at each school to help the students make decisions regarding
their professional future. We needed to know if the school curricula and textbooks are updated to meet
the labor market requirements. And we wanted to determine if the teaching methods in each country
already support the students at least partially actively in their own learning. Meanwhile reflective
practice is central in many professional and vocational programs of learning, but there is an urgent need
for employability to become an aspect dealt with by all types of schools, not only vocational ones. All
students should be confronted with it.

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Although some employability is being taught through the curriculum, the students are in general not
aware of the best way to make use of the provided information, and because of insufficient practice they
often choose and apply inappropriate models or tools. With our study as the general basis of our project,
we will be able to provide ample opportunity for reflection and sustainable personal growth with an
immediate impact on students’ self-esteem and future successful careers. It will help to understand how
employability can be developed and enhanced within all subjects taught in school and their
interdependence as well as to adopt the method of reflective learning across all curricula. As the
overwhelming majority of students are unable to promote themselves, they need to be guided to become
autonomous learners, responsible for gradually building their career and keep on continuously increasing
their skills.
The study confirms that students don’t have access to proper information related to their professional
career. It is offering an exact image of the transferable skills in each partner country and each school,
and confirms the assumption regarding the needs the partnership identified. It demands changes or
adaptation of the skills, which need to be improved in all our surveyed schools.
Participants
7 453 students from eight secondary schools in Bulgaria, France, Germany, Italy, Portugal, Romania,
Spain and Turkey volunteered to take part in the survey. Most of them are between 14 and 18 years old
and 20 students over 18. 175 students are male and 278 female with an average age of 16.24. The
youngest students come from Portugal (at an average age of 15.1) and the oldest from Germany (at an
average age of 17.5).
From five countries around 50 students contributed to the survey, only in France (76), Spain (66) and
Germany (62) the participation was higher. As we used online questionnaires, students could take part
in the study from home or during free periods at school. The participation was voluntary and the
importance and the significance of the study was always made clear in advance by the related teachers.
Additionally 115 teachers from all partner schools participated voluntarily in the study. Most countries
contributed a similar number (between 10 and 14 teachers) only from the French school many more (35,
above all language teachers) are involved. The students and teachers from France, Italy, Portugal,
Romania and Spain belong to institutes with general education on secondary level, the students from the
other three countries (Bulgaria, Germany and Turkey) to secondary vocational schools.

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Method
At first all partner organizations drafted relevant questions about transferable skills. After having chosen
the most relevant ones, common questionnaires for teachers and students were designed and distributed
in all schools.
We renounced compulsory questions in the survey to avoid participants having to answer in case they
are indecisive or don’t understand the meaning. Moreover we assumed that the language skills of
students and teachers are of different levels in each country. Hence all questions are asked in English for
we wanted to be on the safe side and make sure that the participants never had to guess a question’s
meaning.
At every school at least 10 teachers and 50 students volunteered in the survey, which was performed in
the first half of December. As the number of participants in all countries varies widely, we decided that
all countries should have an equal weight in the study. Otherwise the influence especially of the French
8 partner would have been too strong, as more than three times as many teachers in France filled in the
questionnaires compared with the number of participants at each of the other schools. Also the number
of the participating students was considerably larger in France than in any other countries.
The filled in questionnaires were collected, the data gathered, interpreted and the results included in a
report written on a common template by each partner school.
The results of the research conducted in the 8 partner countries were then summarized, compared and
evaluated by the German school to create this comparative study.
All the data used of the survey and an introduction of each country can be found in Annex 1 and Annex
2 of our paper.
In this study at hand the responses to all questions from all countries are summarized, compared and
always checked for significant and highly significant deviations. To establish significant variances from
a variable, the average value of the variable, the mean value  and the standard deviation  of the
deviating value is built. If the deviation of the value from the mean value is more than 1.96, the

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2014-1-RO01-KA201-002736
deviation is significant, if it is more than 2.58, the deviation is highly significant.

For example: 66.1% of the students in all countries regard their language skills as sufficient for their
future career (average value). But in Portugal this percentage is 83% and hence much higher. 40 out of
48 Portuguese students answer that they are convinced that their language skills are high enough.
Building the mean value  = 31.7 and the standard deviation  = 3.28 for the Portuguese students it can
be determined that with the number of 40 positive answering students the value is highly significant in
comparison with the average value of 66.1%.
In the same way all skills are investigated and answers evaluated. In this way it is easy to determine if
the answers and results of each question are significant or if there are only usual minor variations within
a normal tolerance range.

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General questions for teachers
1. What is taught in school is useful for the students future.
90
80
70
60
50
40
30
20
10
0
Bulgaria France Germany Italy Portugal Romania Spain Turkey
10 Totally disagree Partially disagree Partially agree Totally agree
2. The school textbooks and syllabus content is modern and

adapted to market needs.
100
90
80
70
60
50
40
30
20
10
0
Totally disagree Partially disagree Partially agree Totally agree

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3. The teaching methods engage the students actively in their

own learning.
90
80
70
60
50
40
30
20
10
0
11
4. In today's society young people need orientation and advice

regarding their future profession
120
100
80
60
40
20
0

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5. There are specialised services offering consultancy regarding

young people's future profession.
80
70
60
50
40
30
20
10
0
6. Young people at our school have a counsellor to help them

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make decisions regarding their professional career.
80
70
60
50
40
30
20
10
0

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7. Young people have access to good quality information

regarding the opportunities of studying abroad.
70
60
50
40
30
20
10
0
13 8. Teachers should take part in a teacher training course about

transversal abilities.
100
80
60
40
20
0

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9. The language skills of your students are sufficient for their

future career?
80
70
60
50
40
30
20
10
0
14
10. The Computer skills of your students are sufficient for their
future career?
100
80
60
40
20
0

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85% of the teachers partially agree that what taught is in school is useful for the students‘ future career,
but only 27% agree totally. The results vary widely between the countries. In Portugal 75% (9 out of 12)
of the teachers are totally convinced of their school system, which is statistically highly significant
(average value 0.27, mean value  = 3.24, standard deviation  = 1.54). In contrast in Romania and
Turkey only 10% agree totally, but the values are not significant. Regarding the school curriculum and
textbooks, the teachers give a wide range of different answers. 42% of the respondents state these are
not updated to current labor market requirements. An exception is again Portugal, where all teachers are
more or less satisfied with their educational system. Less than 5% of all teachers are totally convinced
that their syllabus and the school-books are modern and adapted.
The majority of the teachers (74%) believe that the teaching methods support the students at least
partially actively in their own learning. The highest level of agreement is again in Portugal and the lowest
in Turkey and in France where around 50% state that teaching methods should be improved.
More than 91% of the teachers surveyed agree in all countries that young people need orientation and
advice regarding their future profession (deviation in Turkey with only 70%), but 28% state that there is
no special career counseling and 44% answer that they don’t have counselors at school to help the
15 students make decisions regarding their professional/vocational career. Besides according to almost half
of the teachers (45.9%) students don’t have access to good information regarding the opportunities of
studying abroad. As to information procurement and the possibility of consulting a career counselor the
situation seem to be much better in Turkey, Portugal and Spain than in the other five participating
countries. A broad consensus is obviously on the importance of further training for teachers. 93% of all
teachers agree at least partially that teachers should take part in a teacher training course on transferable
skills.
Quite different is the situation as regards the knowledge of foreign languages and computer skills of the
students. More than half of the teachers believe that the language skills of their students are at least
partially insufficient for their future career. According to the survey the language skills seem to be very
poor in France, Italy and Spain, but only in France is the value at 82% (28 of 34) highly significant
(average value 0.515, mean value  = 17.5, standard deviation  = 2.91). Judging from the answers the
students in Bulgaria, Romania and Germany are better than the average but not significantly so.
About two thirds of the teachers (67.8 %) consider the computer skills of their students to be more or
less sufficient for their future career. Here we observe minor variations within the normal tolerance
range. Particularly satisfied with the computer skills of their students are
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the teachers in Bulgaria, Germany and Romania. Not satisfied at all turn out to be the teachers in Italy
and Spain, but no value is significant.
Especially by analysing the last three questions we can state that a broad majority of the participating
persons identify a need for the development of the transferable skills and in some countries as well for
computer studies. Moreover almost every person polled agrees that teachers should take part in a teacher
training course on soft and hard skills. Interesting is that the teachers in Portugal are - apart from the
language skills of their students - more satisfied with the situation at school (the textbooks, the syllabus,
the career counseling, the teaching methods) than the teachers from the other participating countries.
General questions for students
1. What is your gender?
80
16 70
60
50
40
30
20
10
0
Male Female

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2. How old are you?
90
80
70
60
50
40
30
20
10
0
14 15 16 17 18 Over 18
3. Do you have an idea about your future career?

17
100
90
80
70
60
50
40
30
20
10
0
No, I haven't made up my mind Yes, I know what I want to do.

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4. What are your job/career related interests?
40
35
30
25
20
15
10
5
0
Entrepreneurial (if you would like to run up a company) Investigative Social Artistic
18 5. Do you think the educational system in your country has

prepared you well for your future career?
60
50
40
30
20
10
0
Not at all To some extent To a high extent Yes, very much

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6. Do you think your language skills are sufficient for your

future career?
70
60
50
40
30
20
10
0
Not really To a small degree To a reasonable degree Definitely
7. Do you think your computer skills are good enough for your
19 future career?
60
50
40
30
20
10
0
Not really To a small degree To a reasonable degree Definitely

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453 students participated in the survey, most of them between 14 and 18 years old and 20 students over
18. 175 students are male and 278 female with an average age of 16.24 . The youngest students come
from Portugal (average age 15.1) and the oldest from Germany (average age 17.5). 70,5% of the
respondents state to know what to do after school (14.6% entrepreneurial, 19.4% social, 12.1%
investigative, 11% artistic, 42.9% others). At 36% (18 out of 50) the value of students who want to
become an entrepreneur is highly significant in Bulgaria compared with the average value of 14.6%
(mean value  = 7.3, standard deviation  = 2.5) and in Turkey it is at only 4% significantly lower
(average value 0.146, mean value  = 7.3, standard deviation  = 2.5). This is interesting insofar as the
value of the students who know what to do in the future is significantly higher in Turkey with 90% (45
of 50) than the average one (average value 0.705, mean value  = 35.3, standard deviation  = 3.22).
Close to one fifth (19.4%) of the students in Turkey answer that they have social related job interests.
About the educational system the answers are varying widely. Around 21% think that the educational
system in their country has not prepared them at all for their future career, 47% feel only to some extent
well prepared and definitely content are around 8.6%. The most discontent with their educational
development are again the students in Turkey. The value of 38% (19 of 50) is again highly significant
20 in comparison with the average value of 21.2%. (mean value  = 10.6 standard deviation  = 2.89).
Above the average but not significant are also the values in France (30%), Bulgaria (28%) and Italy
(25%). Relatively satisfied with their school education are the students in Portugal and Germany. Around
half of them (44% in Portugal, 51% in Germany) answer that school has prepared them well for their
professional career to a high extent (or even very much).
About two thirds (66.1%) of the students regard their language skills as sufficient for their future career.
According to the survey the values in Turkey (56%), France (58%), Italy and Spain (both 60%) are all
slightly below the average value. Especially in Portugal (83%) the value is significantly higher than the
average (mean value  = 31.7, standard deviation  = 3.28).
The situation with computer skills acquired at school is similar. 72% of the students believe that their
skills are sufficient for their professional career. Significantly higher than the average (mean value  =
34.6, standard deviation  = 3.11) is again only the value of 85% (41 of 48) in Portugal. Not only the
Portuguese teachers but also their students are apparently much more satisfied with their situation at
school than the participants of the other countries.
It can be summarized that most students already have an idea about what to do after school but apart
from the language and computer skills they don’t feel to a high extent
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2014-1-RO01-KA201-002736
well prepared for their future career. Really satisfied with their educational system seem to be
particularly the students in Portugal despite of the difficult economic situation. Dissatisfied with their
education at school are the students particularly in Turkey and France.
Transferable Skills
1. Time Management
Questions for teachers:
1. Do you think knowledge about Time Management is

required on the labour market?
80
70
21 60
50
40
30
20
10
0
Yes, of high importance Yes, of importance Yes, of little importance No importance

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2. Are your students taught about Time Management at

school?
90
80
70
60
50
40
30
20
10
0
Not at all At least once At a few occasions Regularly
22 3a) If your school does not teach Time Management: Do

you think it should be done?
120
100
80
60
40
20
0
At least once A few times Regularly Not at all

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3b) If your school does not teach Time Management: Do you

think it should be done?
80
70
60
50
40
30
20
10
0
At least once A few times Regularly As much as possible Not at all
Questions for students:
23
1. If you have work to do, do you leave some time for planning
and scheduling?
70
60
50
40
30
20
10
0
Not at all Rarely Sometimes Often Very often

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2. How often do you check your emails?

70
60
50
40
30
20
10
0
Once the day A few times Regularly Every hour More than every hour
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3. Do you set priorities in your "To Do"list or your program of
actions?
50
45
40
35
30
25
20
15
10
5
0
Not at all Rarely Sometimes Often Very often

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Teachers of all countries are convinced that knowledge about time management is required on the labour
market (for 56% it is even of high importance). Almost 95% are of the opinion that the school should
teach it at least sometimes and for 73% this should be done regularly. At schools where time management
is already taught, this should be done, in the teachers’ view, at least regularly for 70% of all teachers and
in Romania even for 88% (8 of 9), which is not a significant but the highest value. Interesting is that
only in Turkey some of the teachers are of the opinion that it is absolutely not important to teach time
management at school. 44% (4 of 9) teachers answer question 3b) with „Not at all“, which is by far
significantly lower than the average value of 5.5% (mean value  = 0.495, standard deviation  = 0.68).
Right now (for 31% of the teachers) it is not taught at all at school.
Only a minority of the students still tries to structure their daily life. 39.8% of the young people state
that they often leave at least some time for planning and scheduling, in Romania only 15.7% (8 of 51),
which is significantly lower than the average value (mean value  = 20.27, standard deviation  = 3.49).
At 58% (29 of 50) students the value of the Turkish students is highly significant to the average value
of 39.8%(mean value  = 19.9, standard deviation  = 3.46). It seems that students in Turkey are maybe
more aware of the advantages and thus more willing to schedule their lives than others and just the
25 opposite goes for Romania. This result is reflected in the answer from the Turkish students in question
3, the question about priorities. Around half of the students (49%) indicate that they set priorities in their
„To Do“-List or their program of actions, in Romania the figure is only 37%, which is not significantly
lower than the average but again the lowest value of all countries. In Turkey 68% students (34 of 50)
state that they set priorities, which is again significantly higher than the average value (mean value  =
24.4, standard deviation  = 3.53) than the average.
Both the teachers’ and the students’ answers lead to the conclusion that time management is of high
importance and should be more taught at school. According to our survey the biggest need seems to be
in Romania and the lowest in Turkey.

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2. Presentation Skills
1. Do you think knowledge about Presentation Skills is required

on the labour market?
90
80
70
60
50
40
30
20
10
0
26
Yes, of high importance Yes, of importance Yes, of little importance No importance
2. Should Presentation Skills be more encouraged in the

lessons?
120
100
80
60
40
20
0
I don't know No, students are already learning enough about it

It could be more at least in some subjects. Definitely yes

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3. Do you think it is necessary to offer courses on Presentation

Skills at school?
100
90
80
70
60
50
40
30
20
10
0
27 1. Do you believe Presentation Skills are important for your

future career?
80
70
60
50
40
30
20
10
0
Yes, very important Yes, important Not very important Not important

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2. My notes contain only "key words" so I avoid read up from a

manuscript or technical paper.
70
60
50
40
30
20
10
0
I disagree Neither agree/Nor disagree I agree I agree completely
28 3. I develop an introduction that will catch the attention of my

audience and still provide the necessary background
80 information.
70
60
50
40
30
20
10
0
I disagree Neither agree/Nor disagree I agree I agree completely

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2014-1-RO01-KA201-002736
For all teachers surveyed presentation skills are required on the labour market (for 64.5% they are even
of high importance). 59% of the teachers state these skills should be encouraged more at school. In
Germany and in France the percentage is a bit lower. In Germany only 31% (4 of 13) teachers answer
they should definitely be more encouraged at school, which is significantly lower than the average (mean
value  =7.67, standard deviation  = 1.77) and in France only 13 of 35 teachers are of the opinion that
they should be encouraged that much. The value in France (20.7%) is even highly significant compared
with the average value (mean value  = 20.7, standard deviation  = 2.91). Maybe students in these two
countries have more often the possibility to present their results during lessons so that the teachers hold
the view that a special course is not always necessary. Otherwise the number of answers is very low for
a certain statement.
Just the opposite is the case in Turkey. Here all teachers (100%) think that presentation skills should
definitely be more encouraged, which is again significantly higher than the average value of 59% (mean
value  = 5.9, standard deviation  = 1.56). Here, the number of answers is again very low for a certain
statement as well as the variance with a value of only 2.42.
29 About 92% of the participating instructors believe that it is necessary to offer courses on presentation
skills at school on least at a few occasions and 49.5% think these should be offered regularly. In Portugal
and in Romania we have a deviation. In Portugal the value of 17% is significantly lower than the average
value of 49.5% (mean value  = 5.94, standard deviation  = 1.73) and in Romania 90% is significantly
higher than the average of 49.5% (mean value  = 4.95, standard deviation  = 1.58). Even though the
values are again very low presentation skills don’t seem to have the same importance in Portugal as in
other countries and especially as in Romania.
The students are convinced to a high extent (91%) that presentation skills are important, for 51.5% they
are even very important. Students in Spain (71.2%) seem to be more than the others of the firm opinion
that presentation skills are very important for a job in the future as the deviation from the average value
is more than 2.58, which means that the value in Spain is highly significant in comparison with the
average value of 51.5% (mean value  = 34, standard deviation  = 4.06).

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60% of the students agree that the notes should contain only key words and that they ought to avoid
reading off a manuscript, only in Italy the value (43.3%) is significantly lower than the average value of
60.4% (mean value  = 32, standard deviation  = 3.56). It could be that it is more common in Italy to
read off a technical paper during a presentation than in other countries.
Of all students 76% agree on the desirability of developing an introduction that will catch the attention
of their audience and still provide the necessary background information. The value for the French
students is 94.7% (72 of 76) and thus again highly significant compared with the average value of 76.4%
(mean value  = 58, standard deviation  = 3.70).
All in all it is to say that presentation skills are of importance and should be more encouraged at school.
According to our survey the biggest need seems to be in Italy and Romania and the lowest in France.
3. Teamworking Skills
30 Subject taught
90
80
70
60
50
40
30
20
10
0
Sciences Languages History/Social Sciences Other Subjects

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2. Approximate percentage of your teaching time which is taken

up by teamwork
80
70
60
50
40
30
20
10
0
0% - 20% 20% - 40% 40% - 60% 60% - 80%
31 3. According to you, what are the obstacles to teamworking?
80
70
60
50
40
30
20
10
0
timetable lack of rooms lack of computers

students' lack of motivation students are out of control not easy to supervise students
None

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4. How would you rate the importance of hard skills in

teamworking (eg Powerpoint or Prezi slideshows)
80
70
60
50
40
30
20
10
0
Essential Very important Important Not indespensable
32 5. Would you agree that developing teamworking at school

better prepares the students to the challenges of active life?
120
100
80
60
40
20
0
Yes No No idea

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2014-1-RO01-KA201-002736
Question for students
1. I tend to team up with stronger students in order to improve my

knowledge
60
50
40
30
20
10
0
Rarely Sometimes Frequently Always
33
2. I prefer to work by myself (Teamwork is a good excuse for

doing nothing)
60
50
40
30
20
10
0

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2014-1-RO01-KA201-002736
3. I never find anything interesting to say so I build on the ideas

of others.
100
90
80
70
60
50
40
30
20
10
0

34
The approximate percentage of the teaching time which is taken up by teamwork in all countries
ranges normally between 20% – 40%, even if some countries state that they use more time for it.
Above average are the values in Bulgaria, Spain, Germany and Turkey but none of the values is
significant. In France - 6 out of 35 teachers reported to use more than 60% of the time for teamwork -
language teachers participate to a large extent in the survey, so that this high value can easily be
explained as there is ample opportunity in language lessons to apply teamwork. Significantly higher
than the average of 30.5% is only the percentage of teachers in Romania (60%, that is 6 of 10) who use
not more than 20% for teamworking (mean value  = 3.05, standard deviation  = 1.46). Perhaps in
Romania teaching approaches based on direct instruction are still more common than in other
countries.

34
2014-1-RO01-KA201-002736
The obstacles to team working are varying: the timetable (Romania, Bulgaria, Germany and Spain), lack
of rooms (Germany), students out of control or not easy to supervise (Italy, France, Spain and Turkey),
students’ lack of motivation (Portugal and Bulgaria). Nevertheless 92% of the teachers agree that
developing team working at school prepares the students better for the challenges of active life. Even if
hard skills like PowerPoint or Prezi slideshows are not essential in team working, for 86% of the teachers
they are at least considered as important.
As to the students: The majority likes working in groups and sharing their experiences. Only 9% prefer
working always and 28% working frequently alone. The values are varying but nothing is significant. A
lot of students from Spain (32%), Romania (38%) and Turkey (38%) would like to work always together
with other students.
63% of the students are of the opinion to be most of the time able to contribute something to discussions
and to have no need to build on the ideas of others and 28% believe that they can only sometimes not
find anything interesting to say. So most of the students feel able to take on an active part in group
35 discussions and team working.

Interesting is that 46% (23 of 50) Turkish students tend to always team up with stronger students in order
to improve their knowledge. This value is highly significant compared with the average value of 17.4%
(mean value  = 8.69, standard deviation  = 2.68). It seems that students in Turkey like benefitting
more from group leaders than students in other countries. All the other values belonging to that question
are not significant.
Analyzing both the teachers’ and the students’ answers we can notice that teachers are often not willing
or not able to use modern methods and motivate students more, because of several reasons like crowded
curricula, lack of space and also because of the too large groups of students they work with. The students
perceive the classes as repetitive and unattractive and they do not feel stimulated to get involved into the
activities. Most of them prefer working in groups to working alone.

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4. Conflict solving Skills
1. Do you think that today students are less capable of solving

problems with others than formerly?
80
70
60
50
40
30
20
10
0
36 No idea Not at all Yes, in some cases Yes, very much so
2. Do you think students need Conflict Solving skills?
100
90
80
70
60
50
40
30
20
10
0
Yes, of high importance Yes, of importance Of little importance No importance

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2014-1-RO01-KA201-002736
3. Do you think it is necessary to teach Conflict Solving skills at

school?
80
70
60
50
40
30
20
10
0

37
1. I am always willing to listen to others’ opinions, but I also
want to give them mine.
60
50
40
30
20
10
0
I disagree completely Disagree Neither agree/Nor disagree Agree I agree completely

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2014-1-RO01-KA201-002736
2. If people don't respect my opinion, I keep it to myself.
45
40
35
30
25
20
15
10
5
0
38 3. When a conflict arises, I am usually willing to adjust my

priorities to reach a resolution.
80
60
40
20
0

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2014-1-RO01-KA201-002736
For most of the teachers, their students’ problem solving skills have not changed significantly in
comparison to the past decades. 90.75% of the teachers are convinced that it is necessary to teach conflict
solving skills at least on a few occasions at school. For 45% they should be taught even regularly. Only
for some of the teachers in Portugal, Germany and France the value is much lower. In Germany the value
of 15% (2 of 13) is significantly lower than the average value of 45.4% (mean value  = 5.90 standard
deviation  = 1.83) and in France where 20% (7 of 35) teachers are of this opinion the value is even
highly significant compared to the average value of 45.4% (mean value  =15.88, standard deviation 
= 2.95). It seems that in these countries the number of conflicts at school maybe isn’t as high as in other
countries, because we get similar results in the other two questions. 91% of the teachers believe that
students need conflict solving skills. Only in Germany (31%) and in France (26%) conflict solving skills
are for some of the teachers merely of little importance. Both values are highly significant compared
with the average value of 9.2%, (probability for little or no importance of conflict solving skills) in
France (average value 25.7%, mean value  = 3.24, standard deviation  = 1.71) and in Germany
(average value 30.8%, mean value  = 1.20, standard deviation  = 1.04). And only in these two
countries the minority of the teachers believe that students today are in some cases less capable of solving
39 problems with others than formerly. While on the average 58.5% of the teachers hold this opinion, in
Germany only 46% (6 of 13) and in France 34% (12 of 35) are convinced of it, which is significantly
higher than the average value of 58.5% (mean value  = 20.5, standard deviation  = 2.91).
In contrast students from all countries seem at first to be aware of how communication works. They are
ready to communicate, to listen to each other, to express their opinion and know that they have to agree
on a negotiated common position. Therefore students agree to a high extent (80.5%) to be willing to
listen to others’ opinions but also want to utter theirs. And about 64% agree to be usually willing to
adjust their priorities to reach a resolution, when a conflict arises. On the other hand around 42% answer
that they keep their opinion to themselves if people don’t respect it, which is partially a contradiction to
the answers to the other two questions. The majority says they would listen to a problem, want to give
the discussion partners their view but at the same time they are not ready to communicate if another one
doesn’t accept their attitude.
It seems that students do not really know what should be done when a conflict arises. As far as their
point of view is concerned, there are very few those who understand that they have to support their
viewpoint with solid arguments and to adjust their priorities depending on the interlocutor. Teachers
should raise students’ awareness regarding conflicts and how to solve
39
2014-1-RO01-KA201-002736
them, because students do not know enough about the subject and are not aware enough of its
importance. All in all it is to say that problem solving skills are of high importance and in most countries
the need to teach them seems to be higher than in Germany and in France.
5. Emotional Skills
1. The mood of an employer determines one's job satisfaction.
70
60
50
40
40
30
20
10
0
I disagree completely Disagree Neither agree/Nor disagree Agree

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2. The way a person feels interferes with his/her production

capacity.
80
70
60
50
40
30
20
10
0
Totally agree Agree Slightly agree I disagree completely
41 3. A person should try to understand why others are emotionally

unstable on a specific day.
70
60
50
40
30
20
10
0

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2014-1-RO01-KA201-002736
4. Emotionally controlled people have better jobs.
80
70
60
50
40
30
20
10
0
5. A person should be aware and manage his/her emotional state

before having to deal with peers.
42
80
60
40
20
0

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Question for students
1. I do not become defensive when criticized.
50
40
30
20
10
0
43 2. I stay calm under pressure.
50
40
30
20
10
0

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2014-1-RO01-KA201-002736
3. I’m able to put myself in somebody else’s position and thus

understand their actions and reactions.
80
60
40 …
20
0
As to emotional skills the teachers in the different countries are more or less of the same opinion. 87.6%
44
agree that the mood of an employer determines his job satisfaction (only one teacher in France and one
teacher in Germany disagree) and 90.5% agree that the way a person feels interferes with his/her
production capacity. 80.5% of the teachers agree that a person should try to understand why others are
emotionally unstable on a specific day. A larger deviation only arises in Germany (here only 38% agreed
slightly but it is not significant) and in France, where 34% (12 of 35) teachers only slightly agree (or
even disagree). This value is highly significant compared with the average value (for slightly agree or
disagree) of 18.9% (mean value  = 6.62, standard deviation  = 2.32).
Besides 78.9% of all teachers agree that emotionally controlled people have better jobs. Only in Italy
and France is a significant deviation from that value. In Italy 43% (6 of 14) among the teachers only
slightly agree or disagree, which is significantly higher than the average (mean value  = 2.94, standard
deviation  = 1.52) and in France 40% (14 of 35), which is even highly significant compared with the
average value of 21% (mean value  = 7.35, standard deviation  = 2.41). All countries agree without
any deviation to a high extent (92.1%) that a person should be aware and manage his/her emotional state
before dealing with peers.

44
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It seems that according to the teachers in Germany and especially in France emotional intelligence
doesn’t have the same importance as in the other countries. Our survey points out that emotional skills
seem to be extremely important in Spain, Portugal and Romania.
Of the students 36.4% state that they do not become defensive when criticized. Highly significant is here
that 66% of the students in Turkey (33 of 50) disagree (or even disagree completely). This is by far
highly significant in comparison with the average value of 31.8% (mean value  = 15.9, standard
deviation  = 3.29). The temper of the students in Turkey is maybe not as balanced as the temper of
students in other countries. Significant but not highly so is the situation in Italy, where a lot of students
disagree (25 of 55) too, which is at least significantly higher than the average (mean value  = 17.5,
standard deviation  = 3.45). It seems that students from these two countries are maybe less able to
handle criticism, because the same result is reflected by another question. The highest percentage of
students who admit no to stay calm under pressure are the students of these two countries. 36% of the
45 Turkish students (not significant) and 40% of the Italian students (22 of 55) disagree to stay calm under
pressure, which is just significant in comparison with the average value of 28.1% (mean value  = 15.5,
standard deviation  = 3.33). 76% of the students maintain to be able to put themselves in somebody
else’s position and thus understand the others’ actions and reactions. The lowest value with 58% here is
again from Italy (32 from 55 students), which is significantly lower than the average value of 76.1%
(mean value  = 41.9, standard deviation  = 3.16).
In summary it can be said that students don’t seem to have much knowledge of emotional intelligence
as their answers seem rather vague, referring more to their own person and their behavior control
capacity especially in Turkey and Italy.
Emotional intelligence proves to be very important for the social and professional relationships and this
should be presented to students more during their studies in order to improve their further integration in
society and implicitly their performance on the labor market.

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6. Communication Skills
Questions for teachers
1. How much time of your lesson do you usually spend on

instructing and teaching ("Chalk and talk")?
70
60
50
40
30
20
10
0
46
0% - 20% 20% - 40% 40% - 60% 60% - 80% 80% - 100%
2. How important do you think is the oral participation of your

students in lessons?
90
80
70
60
50
40
30
20
10
0
Of high importance Of importance Of little importance Of no importance

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2014-1-RO01-KA201-002736
3. Should the participation of students in your lessons be

encouraged and increased?
80
70
60
50
40
30
20
10
0
Not at all Only a little To a certain extent To a high extent
47 Questions for students
80
1. Before I communicate, I think about what the person needs
70
to know and how to convey it in the best way.
60
50
40
30
20
10
0

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2014-1-RO01-KA201-002736
2. I'm sometimes surprised to find that people haven't

understood what I've said.
50
45
40
35
30
25
20
15
10
5
0
48 3. I try to anticipate and predict possible causes of confusion

and I deal with them up front.
70
60
50
40
30
20
10
0

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For all teachers the oral participation of their students in their lessons is of importance, for 63% even of
high importance but the results are varying. In France the value of 80% (28 of 35) is significantly higher
(mean value  = 22.05, standard deviation  = 2.86) and in Italy with 36% significantly lower (mean
value  = 8.83, standard deviation  = 1.81) than the average value of 63%. In Turkey the value is high
as well but because of the small number of participating teachers not significant like in France. The
reason for the high value in France could be the high percentage of language teachers who participated
at the survey and in Italy maybe the oral participation of students during lessons isn’t considered as
important as in the other countries.
Although the majority of the teachers believe that the oral participation of students is of high importance,
around 64 % spend at least 40% of the time of their lessons on instructing and teaching (“chalk and
talk“). This percentage should be enhanced for example by teaching innovation and new kinds of
activities in the classroom because 85% of the teachers agree that the participation of the students in
their lessons should be encouraged and increased and around 47% agree totally that the participation
should be extended. Significantly lower (average value  = 19.9, standard deviation  = 3.46) is the
percentage only in Germany. One of 13 teachers agree that the participation of the students should be
49 increased to a high extent and even 15% (2 of 13) state that the participation should not be encouraged
at all. The attitude towards alternative and open teaching methods of the teachers surveyed in Germany
seems to be at first sight not as positive as that in the other countries. On the other hand a lot of teacher
trainings belonging to this topic were conducted at that school in the past, so that the percentage of oral
participation of the students is maybe on the average higher than in the other schools.
The students’ answers prove somehow contradictory and confirm the fact that they face difficulties in
communication. 76% state to think about what the person needs to know and how best to convey it,
before they communicate. As the deviation from the mean value is in all countries less than 1.96, no
value is significant. Around 68% claim to try to anticipate and predict possible causes of confusion and
to deal with them up front but the results vary widely between the countries.
In two countries the values are highly significant in comparison with the average value 68% (Turkey
with 94% (47 of 50), mean value  = 33.9, standard deviation  = 3.30 and Spain with 83% (55 of 66),
mean value  = 44.9, standard deviation  = 3.79) than the average and in three countries the values are
significantly lower (Germany with 45% (28 of 62), mean value  = 42.0, standard deviation  = 3.68;
Italy with 49% (27 of 55), mean value  = 8.83, standard deviation  =
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1.81 and Romania with 51% (26 of 51), mean value  = 34.7, standard deviation  = 3.33) than the
average value of 68%. But only 20% of all students disagree to the question if they are sometimes
surprised to find that people haven’t understood what they said. They lack the ability of becoming
understood in the social environment and most of them are uncertain about the role and importance of
communication. Such problems in communication will further be mirrored in their school, social and
professional life and should be dealt with.
7. Problem Solving and Decision Making Skills
Questions for teachers
1. Do you think that students are able to find solutions when

confronted with complex problems?
100
90
80
70
60
50 50
40
30
20
10
0
No, not capable at all Capable in few cases Capable in many cases Capable in most cases

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2. Do you think that students are indecisive when confronted

with complex problems?
80
70
60
50
40
30
20
10
0
Not at all Yes, in a few difficult cases Yes, in some cases Yes, in most cases
3. Do you think courses should be offered at school to acquire

51 the necessary abilities to solve problems?
100
90
80
70
60
50
40
30
20
10
0
No idea Not at all Maybe yes Definitely

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2014-1-RO01-KA201-002736
Questions for students
1. I try to define each problem very carefully before starting to

solve it.
80
70
60
50
40
30
20
10
0
Not at all Rarely Often Always
52
2. I try to see the problem from different sides and perspectives
and generate more than one solution.
80
70
60
50
40
30
20
10
0

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3. Once the solution is found, I develop a plan of implementation

with necessary activities for its execution.
80
70
60
50
40
30
20
10
0
53
71% of the teachers are convinced that students are able to find solutions when confronted with complex
problems in few cases (however 20% of the teachers in Romania state they are not capable at all) and
only 24.9% believe that students have the capacity to solve their problems frequently. The value in
Portugal differs considerably, where 50% (6 of 12) of the teachers believe that students are able to find
solutions when confronted with complex problems in many cases, which is significantly higher than the
average value of 24.9% (average value  = 2.99, standard deviation  = 1.50).
Almost 74% think that students are indecisive at least in some cases.

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To remedy the deficiencies the vast majority (92%) propose students should be more supported in school
either either by optional courses or by a counselor’s support who might guide them how to manage a
crisis or a conflict. For 46% courses at school for students should definitely be offered to enable them to
acquire the necessary abilities. The results vary widely between the countries. For 90% of the teachers
in Romania courses should be offered in any case, which is highly significant compared with the average
value of 46% (mean value  = 4.60, standard deviation  = 1.58) and in Italy only for 14% (2 of 14)
special courses for students are in some cases necessary, which is significantly lower than the average
value of 46% (mean value  = 6.44, standard deviation  = 1.86). Apparently Italian teachers think that
students acquire sufficient abilities at school, so that special courses are not absolutely necessary.
A big discrepancy is as well between the teachers’ answers and the students’ answers.
Around 83% of the students state that they define each problem very carefully before starting to solve it
and to see problems from different sides and perspectives and generate more than one solution. And
78.5% maintain to develop a plan of implementation with necessary activities for its execution once a
solution is found. The question is: How far are students really able to assess themselves realistically?
From our point of view when students have to face really complex problems they can’t sufficiently
54 analyse them to find solutions, arrange and develop a plan of activities for its implementation.
It seems to be a question of absence of methods more than of content, so training courses involving both
students and teachers should be offered by the school.

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Discussion
The results of our survey can be considered a reliable basis for our study for several reasons. Firstly, all
participants, teachers as well as students, volunteered to fill in the questionnaires, i.e. they felt the need
to participate. Secondly, there were no questions the participants were compelled to answer. Thirdly, all
the questions were translated into the language applicable if necessary. And, finally, all partners made
sure that the questionnaires were filled in carefully.
Even though the number of students and (especially that of the) teachers questioned in each country is
relatively small, the results demonstrate clearly and significantly where the needs are greatest. They also
show that there is a high demand for providing students with hard and soft skills that will increase their
competitiveness on the labour market. As transferable skills are getting more and more important, and
enterprises (nowadays) sometimes pay more attention to transferable skills than to the school marks of
those who apply for an apprenticeship1, young people should get familiarized with them in order to be
better prepared for their future career. Schools should therefore put more emphasis on encouraging their
55 students to reflect about themselves and to critically consider the use of hard and soft skills when they
chart their career path. They also have to offer tools the students may personalize and use for promoting
themselves. As the overwhelming majority of students are unable to promote themselves properly, they
need to be guided to become autonomous learners who are responsible themselves for gradually building
their career and continuously increasing their skills.
The students should have the opportunity for self-reflection and sustainable personal growth, which in
turn should have an immediate impact on their self-esteem.
The study also indicated that in most countries students have only limited access to proper information
related to their future professional career. This is why schools should equip their students with research
skills and job searching techniques and make them aware of the numerous possibilities the local/national
and international labor market offer. Specialised services could be introduced to give young people
orientation and advice in order to help them decide on their professional career.
1
Markus Kiss: Betriebe achten verstärkt auf "Soft Skills", 29.7.2013
in http://www.dihk.de/themenfelder/aus-und-weiterbildung/news?m=2013-07-29-kiss-sekundaertugenden

55
2014-1-RO01-KA201-002736
Moreover, there is a big need for improving the teaching methods at schools so that students are
encouraged to increase their active partaking in the lessons. Teachers want to be and should be trained
in modern teaching methods, which support the transferable abilities of their students. They should also
use less time of their lessons for instruction and teaching but should leave more space for teamwork.
References
All the data used for the study can be found in Annex 1 and Annex 2.
56
*The information and views set out in this document are those of the authors and do not necessarily
reflect the official opinion of the European Union.

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2014-1-RO01-KA201-002736
57

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2014-1-RO01-KA201-002736
Annnex1-Comparative Study Survey-schools from Germany, Romania, Spain,

France
Annex 1
58 in collaboration with

Christian Altmann, Berufliche Oberschule Erlangen, Germany

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2014-1-RO01-KA201-002736
Table of contents
Comparative Study - Survey Germany
Introduction …..……………………………………………………………………………… 6
General questions for teachers ……………………………………………………………… 9
General questions for students ……………………………………………………………… 12
Transferable skills
1. Time Management ………………………………………………………………….. 16
2. Presentation Skills …………………………………………………………………… 19
3. Teamworking Skills………………………………………………………………….. 21
4. Conflict Solving Skills……………………………………………………………….. 24

59
5. Emotional Intelligence……………………………………………………………….. 26
6. Communication Skills………………………………………………………………... 29
7. Problem Solving and Decision Making Skills……………………………………….. 31
Comparative Study – Survey Romania
Introduction …..……………………………………………………………………………… 35
Transferable skills
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2014-1-RO01-KA201-002736
1. Time Management ………………………………………………………………….. 44
6. Communication Skills……………………………………………………………….. 57
Comparative Study - Survey Spain
Introduction …..……………………………………………………………………………… 64

60
Transferable skills
1. Time Management ………………………………………………………………….. 74
6. Communication Skills………………………………………………………………… 87

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Comparative Study - Survey France
Introduction …..……………………………………………………………………………… 95
Transferable skills
1. Time Management ………………………………………………………………….. 108
61 6. Communication Skills…………………………………………………………………122

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OUTPUT 01
COMPARATIVE STUDY
Importance of high transferable skills
Survey Germany
Autor: Christian Altmann

School: Berufliche Oberschule Erlangen
Country: Germany
62

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2014-1-RO01-KA201-002736
1. Introduction
Even if the German economy development has recently shown a weaker performance (the gross
domestic product in the third quarter 2014 grew by only 0,1% in comparison with the previous quarter)
the number of unemployed fell further in November. The labour market developed favourably in spite
of restrained economic growth.
According to Frank-J- Weise1, chairman of the executive board of the Federal Employment Agency
(Bundesanstalt für Arbeit) the number of unemployed fell by 16,000 to 2,717,000 from October to
November. The decline was stronger than in the last few years. Compared to 2013, 89,000 fewer people
were registered as unemployed. On the other hand, seasonally adjusted, gainful employment and
employment subject to social insurance contributions have continued to grow. According to data from
the Federal Statistical Office, the number of those in gainful employment (based on the national concept)
in October rose seasonally adjusted by 33,000 compared to the previous year. Compared to the previous
year, it has increased by 403,000 to 43.08 million.
63
Also, the demand for employees in Germany continues to be at a (relatively) high level. In November
2014, the Federal Employment Agency had 515,000 registered vacancies; 57,000 more than one year
ago. Seasonally adjusted, demand has increased by 9,000 compared with the previous month. At present,
workers are in demand in particular in the fields of transport, logistics and sales due to the Christmas
shopping season. Occupations in the fields of metal technology, mechatronics, energy and electrical
engineering, machinery and automotive engineering as well as in the health industry show the same
trend. The vacancies index of the Federal Employment Agency, BA-X, an indicator for the demand for
labour in Germany, rose by 1 point to 176 points in November 2014 i.e. the demand for labour is
continuing its upward trend.
____________________________________________________________________
1
Press Information of the Federal Employment Agency (Bundesagentur für Arbeit) released on 27th of November 2014.
In: http://www.arbeitsagentur.de/web/content/EN/Press/Detail/index.htm?dfContentId=L6019022DSTBAI705216

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Compared with many other European countries, Germany has a low unemployment level, and young
people can by now pretty easily find a job. On the other hand, more and more job vacancies cannot be
filled. This is, on the one hand, due to the demographic trend (in secondary schools in Germany today
there are about one million fewer students than ten years ago), on the other hand, due to missing
transferable skills of the students.
According to Markus Kiss2, responsible for foreign policy of the Association of the German Chambers
of Industry and Commerce DIHK, the German Confederation of Skilled Crafts, many enterprises
meanwhile pay more attention to the soft skills than to the marks of those who apply for an
apprenticeship. „It is often easier to help applicants that were weaker at school subjects than those who
lack social skills.“
Due to another study of the DIHK, about 20% of the applicants in 2010 were not ready for an
apprenticeship for this reason. Particularly alarming was that they were not able to work in a team, that
they were not on time for work and that they were not willing to do their jobs of ability for teamwork,
punctuality and willingness to do their jobs.
The main problem is that more and more children with a deficit of emotional, communicative and social
64 abilities start school. According to Christian Palentien3, professor of education and socialisation at the
university of Bremen, social skills should be taught at school or even at the kindergarten, as children and
adolescents are often no longer able anymore to acquire these abilities in their families.
Meanwhile the federal states in Germany have recognized the problem and are more and more trying to
install transferable skills in their curricula.
For example, the government of Bavaria at the moment is revising the curriculum for all secondary
schools, commercial colleges and vocational schools in the context of the new program
„LehrplanPLUS“.
___________________________________________________________________
2
Markus Kiss: Betriebe achten verstärkt auf "Soft Skills", 29.7.2013
in http://www.dihk.de/themenfelder/aus-und-weiterbildung/news?m=2013-07-29-kiss-sekundaertugenden
3
Christian Palentien in „Soft Skills für den Unterricht“, 16.2.2008
in http://www.zeit.de/online/2008/08/soft-skills-schule

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According to the institute for school quality and educational research in Bavaria (ISB) the Curricula will
be competence-oriented4 completely. The competences the students acquire should always be on a
sustainable basis and the curriculum must state clearly which competence should be acquired at which
point. The competences should reach beyond to traditional knowledge and should be aimed at practical
applications.
The question, however is, which soft and hard skills should be taught and to what extent they should be
integrated into the new Curricula. Moreover, it will take years until the new Curricula will have been
updated (the introduction is planned for the school year 2017/2018).
At the moment, the curricula at our secondary vocational school are quite old, the last comprehensive
revisions in the subjects English and German language took place in 1998, in Maths, in Pedagogics and
in Business administration in 2002 and 2003.
It is therefore justified to say that soft skills do not yet play a prominent role in our type of school.
Christian Altmann
Teacher of mathematics and physics at
Berufliche Oberschule Erlangen
65
Erasmus Coordinator of the school
___________________________________________________________________
4
Institute for school quality and educational research in Bavaria (ISB): Kompetenzorientierung und LehrplanPLUS
https://www.isb.bayern.de/schulartuebergreifendes/paedagogik-didaktik-methodik/kompetenzorientierung/

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2. General Questions
2.1 Questions for teachers

Totally disagree 0%
Partially disagree 0%
Partially agree 77%
Totally agree 23%
2. The school textbooks and syllabus content is modern and adapted to the market
needs.
Totally disagree 8%
66 Partially disagree 31%
Partially agree 62%
Totally agree 0%
3. The teaching methods engage the students actively in their own learning.
Totally disagree 0%
Partially agree 77%
Totally agree 0%

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4. In today's society young people need orientation and advice regarding their future
profession.
Totally disagree 0%
Partially agree 15%
Totally agree 85%
5. There are specialised services offering consultancy regarding young people's future
profession.
Totally disagree 0%
Partially agree 38%
Totally agree 8%
67
6. Young people at our school have a counsellor to help them make decisions regarding
career.
Totally disagree 46%

Partially agree 15%
Totally agree 15%

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7. Young people have access to good quality information regarding the opportunities of
studying abroad.
Totally disagree 0%
Partially agree 31%
Totally agree 15%
8. Teachers should take part in a teacher training course about transferable abilities.
Totally disagree 0%
Partially agree 62%
68
Totally agree 38%
9. The language skills of your students are sufficient for their future career?
Totally disagree 0%
Partially agree 62%
Totally agree 0%

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10. The Computer skills of your students are sufficient for their future career?
Totally disagree 8%
Partially agree 62%
Totally agree 23%
2.2 Questions for students

Male 39%
Female 61%
69
2. How old are you?
14 0%
15 0%
16 24%
17 37%
18 33%
Over 18 6%

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No, I haven't made up my 44%

mind
Yes, I know what I want to 56%
do.
Entrepreneurial (if you 19%

would like to run up a
company)
Investigative 10%
Social 23%
Artistic 8%
Others 40%
5. Do you think the educational system in your country has prepared you well for your future career?
70
Not at all 13%

To some extent 37%
To a high extent 37%
Yes, very much 14%
6. Do you think your language skills are sufficient for your future career?
Not really 5%
To a small degree 29%
To a reasonable degree 43%
Definitely 24%
7. Do you think your computer skills are good enough for your future career?

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Not really 10%

Definitely 24%
8. What would you change in your educational system if you had the chance to do it?
More sport offers, for example rowing.
everything
more detail in the main subjects
If you choose the econnomy branch more business englisch
Nothing
more Artistic education to support creativity. Maths doesnt has to be that important as it is now. Education in social things
is also very important to push in the system.
ein Fach einführen, in dem die Schüler mehr darüber lernen, was ein ehrevertrag ist und die sie mit einer scheidung
71 umgehsen sollten und welche rechte sie haben auch fals kinder vorhanden sind
more english
learn things you really need for your life
modern Equipment
More important stuff that we could need in daily life and less unimportant things.
School should start later than 8 o'clock, because studies say that pupils can't concentrate that early.
more practice
I would like to be able to choose more of my subjects rahter than to be tied to the ones I am tied to. As I have spent a year
in America I noticed what a positive impact it can have on a student to be able to choose his subjects to a certain degree.
Teachers should be more responsive to deficits
better englisch for all situations in life; they should educate more generallenlish in commericalshools!
mehr lebenswichtige Sachen
I would let the students chose in which classes they want to graduate.
teaching really important things to manage our lifes easier

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only announced tests
nothing
ich würde mich mehr auf das echte Leben beziehen, anstatt Dinge zu lernen die man eigentlich nicht im Leben braucht.
it would be better if we could decide by ourselves wich main subjects we have
Better work together Teacher-student
Praktikum ist unnötig
Sports
iPads einbringen
kein religions unterricht mehr ... zeitverschwendung
No NC for studying
nothing because we have the best education system in europe
More "Language" work--> more speaking, interacting
try to support every student more individual, help students that are weaker in some schoolsubjects
less stress for pupils

72
less education
More time by teachers for the pupils and better help for pupils who need some. As well I would turn back to G9 instead of
G8.
The school should begin later.
nothing
School begins 9am
more sport in the school
more German
no short tests anymore
Don't Know
grade/notes giving

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Results
63 students most aged 16 to 18 and 13 teachers of our school participated in the survey. About two thirds
of the students belonged to the economic sector of our school the rest to Social Science. The majority
56% of the respondents stated to know what to do after school and 19% are interested in
entrepreneurship.
Teachers and students are to a high extent more or less satisfied with the educational system. All teachers
are at least partially convinced that what is taught in school is useful for the students’ future and most of
the students think the educational system in our country has prepared them well for their future career.
One reason therefore could be that our school is a vocational school and all participating students of the
economic sector are spending half time of the year in the practical training of a company and the students
of the Social Science branch half of the time in a hospital, kindergarten or in a retirement home.
More than fifty percent of the teachers believe that the school textbooks and syllabus content is modern
and the teaching methods engage the students actively in their own learning. Otherwise the majority
think that there are not enough specialized services offering consultancy regarding young people's future
they are missing at school a counsellor to help the students make decisions regarding their career. 100
73
percent agree at least partially that teachers should take part in a teacher training course about
transferable abilities.
Both (teachers and students) are to a high degree convinced that the language and Computer skills of the
students are sufficient for your future career.
3. Transferable Skills
3.1 Time management
3.1.1 Questions for teachers
1. Do you think knowledge about Time management is required on the labour market?

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Yes, of high importance 62%

Yes, of importance 23%
Yes, of little importance 8%
No importance 8%
2. Are your students taught about Time management at your school?
Not at all 38%

At least once 15%
At a few occasions 46%
Regularly 0%
3.a) If your school does not teach Time management: Do you think it should be done?
74
At least once 8%
A few times 33%
Regularly 50%
Not at all 8%
3.b) If your school does teach Time management: How often students should be taught about it?
At least once 0%
A few times 29%
Regularly 71%
As much as possible 0%
Not at all 0%
3.1.2 Questions for students

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1. If you have work to do, do you leave some time for planning and scheduling?
Not at all 8%
Rarely 24%
Sometimes 41%
Often 25%
Very often 2%
2. How often do you check your emails per day?
Once the day 51%

A few times 22%
Regularly 22%
Every hour 5%
More than every hour 0%
75
3. Do you set priorities in your "To Do" list or your program of actions?
Not at all 3%
Rarely 17%
Sometimes 37%
Often 32%
Very often 11%
3.1.3 Results

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Teachers are convinced that knowledge about Time management is required on the labour market, for
62% it is even of high importance. Otherwise students are not regularly taught about it at school, for
38% of the teachers it is not taught at all at school.
Only 27% of the students leave often some time for planning and not more than 43% set often priorities
in their „To Do“-list. So less than fifty percent of the questioned students structure their day regularly.
3.2 Presentation Skills
1. Do you think knowledge about Presentation skills are required on the labour market?

76
No importance 0%
2. Should Presentation skills be more encouraged in the lessons?
I don’t know 0%
No, students are already 0%
learning enough about it
It could be more at least in 69%
some subjects.
Definitively yes 31%
3. Do you think it is necessary to offer courses on Presentation Skills at school?

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Not at all 0%
At least once 23%
Regularly 31%
1. Do you believe presentation skills are important for your future career?
Yes, very important 53%

Yes, important 40%
Not very important 6%
Not important 0%
2. My notes contain only "key words" so I avoid read up from a manuscript or technical paper.
77
I disagree 13%
Neither agree/Nor agree 35%
I agree 48%
I agree completely 5%
3. I develop an introduction that will catch the attention of my audience and still provide the necessary
background information.
I disagree 3%
I agree 54%
3.2.3 Results
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Both (students and teachers) are convinced that presentation skills are of importance on the labor market
and all questioned teachers are certain that these skills could be more encouraged at least in some lessons.
Half of the students indicated that their notes contain only "key words" to avoid read up from a
manuscript or technical paper and 62% of them develop an introduction that will catch the attention of
their audience. So it seems to be that for a certain part of students’ presentation skills could be more
encouraged.
3.3 Teamworking Skills
1. Subject taught :
Sciences 15%
Languages 46%
History/Social Sciences 31%
78 Other Subjects 8%
2. Approximate percentage of your teaching time which is taken up by teamwork
0% - 20% 8%
20% - 40% 54%
40% - 60% 38%
60% - 80% 0%
3. According to you, what are the obstacles to teamworking ?

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timetable 31%
lack of rooms 38%
lack of computers 15%
students’ lack of motivation 0%
students are out of control 0%
not easy to supervise students 8%
none 8%
4. How would you rate the importance of hard skills in teamworking (eg PowerPoint or Prezi
slideshows)?
Essential 8%
Very important 23%
Important 31%
Not indespensable 38%
Waste of time 0%
79 5. Would you agree that developing teamworking at school better prepares the students to the
challenges of active life ?
Yes 100%
No 0%
No idea 0%

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1. I tend to team up with stronger students in order to improve my knowledge.
Rarely 19%
Sometimes 54%
Frequently 21%
Always 6%
2. I prefer to work by myself, (Teamwork is a good excuse for doing nothing).
Rarely 25%
Sometimes 37%
Frequently 29%
80 Always 10%
3. I never find anything interesting to say so I build on the ideas of others.
Rarely 51%
Sometimes 40%
Frequently 6%
Always 3%
3.3.3 Results

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All teachers believe that developing team working at school better prepares the students to the challenges
of active life and for most of them (84%) external circumstances (lack of rooms, lack of computers) and
the timetable are obstacles to team working at school and not the supervision of students. So very
probable teachers would use more team working under more favorable conditions at our school.
The majority of our students appreciate to work on groups, only 39% prefer at least frequently to work
by their own. About the half of the students are of the opinion that they most time find something
interesting to say and don’t have to build always on the ideas of others.
3.4. Conflict Solving Skills

1. Do you think that today students are less capable of solving problems with others than formerly?
No idea 15%
81 Not at all 38%
Yes, in some cases 46%
Yes, very much so 0%

Of little importance 31%
No importance 0%
3. Do you think it is necessary to teach Conflict Solving skills at school?

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Not at all 31%

At least once 15%
Regularly 15%
1. I am always willing to listen to others’ opinions, but I also want to give them mine.
I disagree completely 3%
Disagree 2%
Neither Agree/Nor Disagree 8%
82 Agree 52%

Disagree 37%
Agree 17%
3. When a conflict arises, I am usually willing to adjust my priorities to reach a resolution.

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2014-1-RO01-KA201-002736
Disagree 10%
Agree 44%
3.4.3 Results
Due to the teachers the solving problem skills of students haven’t changed significantly in comparison
to formerly. For a bit more than two thirds (69%) they are important and the syllabus should include at
least at a few occasion problem solving skills.
Students are willing to communicate. If people don't respect their opinion, they don’t keep it to
themselves. They listen to other people’s opinion but also want to express theirs and then to agree on a
common position.
3.5. Emotional Intelligence

83
Totally agree 54%

Agree 23%
Slightly agree 15%
Disagree 8%

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2. The way a person feels interferes with his/her production capacity.
Totally agree 54%

Agree 31%
Slightly agree 15%
Disagree 0%
3. A person should try to understand why others are emotionally unstable on a specific day.
Totally agree 46%

Agree 15%
Slightly agree 38%
Disagree 0%
84 4. Emotionally controlled people have better jobs.
Totally agree 8%
Agree 54%
Slightly agree 23%
Disagree 15%
5. A person should be aware and manage his/her emotional state before having to deal with peers.
Totally agree 23%

Agree 62%
Slightly agree 15%
Disagree 0%

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2014-1-RO01-KA201-002736

Disagree 17%
Agree 40%
2. I stay calm under pressure.
Disagree 32%
85 Agree 32%
3. I’m able to put myself in somebody else’s position and thus understand their actions and reactions.
Disagree 6%
Agree 53%

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3.5.3 Results
For the teachers Emotional intelligence is of high importance in the working world. To a high extent
they are convinced that the mood of an employer determines one's job satisfaction and the way a person
feels interferes with his/her production capacity. No one disagrees that a person should be aware and
manage his/her emotional state before having to deal with peers.
For the students it isn’t always easy to handle with criticism and to control themselves. Only 42% are
sure not to become defensive when criticised and only 37% agree to stay calm under pressure. Otherwise
students seem to be to high extent able (76%) to put themselves in somebody else’s position and thus
understand their actions and reactions.
3.6. Communication Skills
1. How much time of your lesson do you usually spend on instructing and teaching („Chalk and talk“)?
86
0% - 20% 8%
20% - 40% 38%
40% - 60% 46%
60% - 80% 8%
80% - 100% 0%
2. How important do you think is the oral participation of your students in your lessons?
Of high importance 62%

Of importance 38%
Of no importance 0%

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3. Should the participation of the students in your lessons be encouraged and increased?
Not at all 15%

Only a little 15%
To a certain extent 62%
To a high extent 8%
1. Before I communicate, I think about what the person needs to know and how best to convey it.
Disagree 6%
Agree 51%
87 I agree completely 11%
2. I'm sometimes surprised to find that people haven't understood what I've said.
Disagree 17%
Agree 44%
3. I try to anticipate and predict possible causes of confusion, and I deal with them up front.

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2014-1-RO01-KA201-002736
Disagree 10%
Agree 40%
3.6.3 Results
For all teachers Communication skills and oral participation of their students are important for 62% even
high important. The majority (54%) of the requested teachers declared to spend at least 40% of their
lessons on instructing and teaching („Chalk and talk“). More than two thirds would even like to
encourage and increase the participation of their students.
For a big amount of our students the communication is not always easy. About the half of them agreed
on to be sometimes surprised to find that people haven't understood what they have said and about 45%
88 stated to try to anticipate and predict possible causes of confusion. Anyhow 61% of the young people
declared to think about what the person needs to know before communicating.
3.7. Problem Solving and Decision Making Skills
1. Do you think that students are able to find solutions when confronted with complex problems?
No, not capable at all 0%

Capable in few cases 77%
Capable in many cases 23%
Capable in most cases 0%
2. Do you think that young people are indecisive when confronted with complex problems?

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2014-1-RO01-KA201-002736
Not at all 0%
Yes, in a few difficult cases 23%
Yes, in most cases 31%
3. Do you think courses should be offered at school to acquire the necessary abilities to solve problems
No idea 15%
Not at all 0%
Maybe yes 54%
Definitely 31%

1. I try to define each problem very carefully before starting to solve it.
89
Not at all 5%
Rarely 21%
Often 67%
Always 8%
2. I try to see the problem from different sides and perspectives and generate more than one solution.
Not at all 2%
Rarely 27%
Often 54%
Always 17%
3. Once the solution found, I develop a plan of implementation with necessary activities for its
execution.

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Not at all 5%
Rarely 30%
Often 56%
Always 10%
3.7.3 Results
Only 23% of the teachers are convinced that students are able to find solutions in many cases when they
are confronted with complex problems. For 77% are students indecisive when they are confronted with
complex problems at least in some cases and even more think courses for students should be offered at
school to acquire the necessary abilities to solve problems.
Otherwise maintain the majority of our students to define problems very carefully before they start to
solve them to develop plans of implementation and to try to see problems from different sides and
90 perspectives and try to generate more than one solution.

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OUTPUT 01
COMPARATIVE STUDY
The importance of high transferable skills

Survey Romania
Autor:Lucian Aurel Gheorghe, Olivia Nicolae

School:Liceul „Charles Laugier“, Craiova
Country: Romania
91

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1. Introduction
The European Commission mentions that the crises Europe has been going through since 2008
has a great impact upon young people, the unemployment rates being an average of 22,7% in the 3rd
trimester of 2012, twice more than those of the adults. Approximately 5.5 mil young people are
unemployed in Europe, although they would like to find one.1
In Romania, as in most of the European states, youth unemployment represents a social problem and
therefore it is considered major national priority. Young people’s insertion on the labor market is
influenced by factors such as professional training, economic and social status and the rapid
technological changes.
According to ANOFM2, young people have been one of the most disadvantaged category on the labor
market, the inexperienced or those with few jobs registered having the most difficulties. Only 68000
young people under 25years old could sign a contract last year compared to those between 25-35 years
old (80000), 35-45 years old (87000)or over 45 years old87000.)
The unemployment rate for youth (15-24 years old) in Romania has been continuously increasing from
18, 6% in 2010, to 23,7% in 2013.Analyzing statistical data we can notice that the unemployment rates
92 are 4 times higher than those of the adults (25-64 years old) which was only 6%.
Also part time jobs occupation is by far greater for young people rather than the other age categories
slightly increasing every year.
The Romanian society is in the middle of a process of change and all the economic, social and
political elements have a new dynamics in the attempt to adapt to the present day conditions. A
democratic system becomes functional when the economy becomes successful and at the same time it
develops a democratic spirit in the social mentality. Labor market is influenced at multiple levels by the
environment, the socio-economic system and also by the political one. The nowadays complexity and
mainly that of the economy make the labor market one of the most fragile equilibriums in the world.
And recently, supply and demand on the labor market have often a different tendency.
The demand becomes more and more sophisticated, due to economic reasons and the technology
advancement. Therefore, the workforce has to be highly qualified, flexible and efficient, inventive and
creative but at the same time loyal and stable. The social aspect starts to fade, employers expecting
1
http://www.mmuncii.ro/j33/images/Documente/Munca/PlanulNational_pt_StimulareaOcupariiTinerilor2013.pdf
2
http://www.anofm.ro/

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efficiency and accuracy. However, contradictory to this aspect, employers seek for imagination and
creativity not taking into account the fact that these aspects can hardly be planned or assessed. If
accuracy and productivity means material interest I standardized conditions, then creativity and
flexibility are aspects of human nature, of the psychology of the work force revealed in complex
conditions.
The discrepancy between academic studies and the labor market is a highly researched, debated
and controversial topic among the educational actors, employers, sociologists and economists. The INS
statistics3 show that the unemployed people between 15-24 years old are a quarter of the total number
of the unemployed, namely 47,065 of199,626, one of the influential factors being the lack of practical
skills which might help them become more responsive to the tendency of the labor market.
According to a study conducted by the de European Institute of Romania 85% of the employers believe
that young graduates are theoretically well prepared but not from a practical point of view 59% of the
employers cannot afford to hire inexperienced people. The same study shows that 69% of the young
respondents considered that the opportunities to practice offered along their studies are very few. In
2013, in a research paper of Autoritatea Nationala pentru Sport si Tineret, together with Institutului de
Stiinte ale Educatiei4, 19% of the young respondents think that one of the major obstacles for integration
93 on the labor market is the fact that the Romanian educational system is mainly academic, lacking the
skills practice.
The Romanian curriculum focuses mainly on teaching hard skills and it does not foresee teaching
soft skills specifically. The school subjects are an essential characteristic of the educational system and
several key competences address 7 curriculum areas. Even the optional course syllabus include topic
which refer to those key competences and curriculum areas. The degree of acquisition of the essential
competences has to be demonstrated by students at the end of each level. However little evidence is
shown regarding the relationship between academic knowledge and their pragmatic implementation, or
transferability. At general level the acquired knowledge is nor clearly mirrored in the daily life or
production, students being not taught how to solve daily problems, to prioritize or work on different
projects, for example. There is little personalization of the teaching content and the optional courses
decided by the schools are very few in comparison to the compulsory ones and offer thus little flexibility.
3
http://www.insse.ro/cms/ro/content/statistica-oficiala-din-romania
4
http://www.ccsbrasov.ro/barometrul-de-opinie-publica-tineret-2012

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Non-formal or informal learning situation are just beginning to become accepted in the educational
system and so are the attempt to. The extracurricular activities or the volunteering ones have very little
share in the students’ everyday life. When trying to implement an innovative more personalized
approach many problems may appear. Firstly, lack of trained teachers. Teacher’s continuous training
has been going on ever since the educational reform started in Romanian in 1998, but separate and not
correlated information has been offered, therefore teachers might not be ready or hold all the elements
to implement such approaches. Secondly there are insufficient updated teaching resources correlated to
the social and economic reality. As a result creating or adapting teaching resources might prove high
cost and time consuming. Thirdly, optional courses should have a higher share in students’ education so
that they should be able to choose what they consider relevant and suitable to their interests and needs.
Nevertheless teachers might be reluctant to such a proposal as a number of jobs related to certain subjects
taught in school might disappear. Another drawback in implementing innovative approaches which refer
for example to transferable skills, volunteering or career guidance is the lack of assessment frameworks,
as assessing the students in these situations proves very difficult leaving place to subjectivity and
interpretation.
94 Liceul Charles Laugier has been trying to implement an optional course named „English and soft
skills” for students aged between 16-17 in the attempt to motivate students to learn English from a new,
more job-oriented perspective (CV, motivation letter, etc.) but to a limited extent.
However schools have not perceived yet the necessity to introduce soft skills in relation to the hard skills
they try to develop. Since the labor market is changing, and the employers’ requirements are
continuously increasing, mainly in the new companies in innovative domains, it is necessary for the
Romanian vocational schools to adapt to the new social reality and to the general secondary schools to
find ways of integrating essential skills into their curriculum. It is also important that teachers should be
trained in such a way to facilitate their students’ suitability and integration on the labor market and to
form the young people to adapt to the continuous change they are facing, both economically and
politically. As a result, by the cooperation of various domain specialists (sociologists, psychologists,
counsellors) career guidance programs might be created, especially for low skilled young people. The
transferable skills must also be developed as a must of present day requirements. Apprenticeship for
graduates or volunteering, implementation of entrepreneurship programs among young students or
financial facilities for the employees who employ young graduates could be some examples or ways of
increasing young people integration on the labor market.
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2014-1-RO01-KA201-002736
Lucian Aurel Gheorghe Olivia Nicolae

Teacher of psychology at Teacher of English at
Liceul „Charles Laugier“, Craiova Liceul „Charles Laugier“, Craiova
Erasmus Coordinator of the project
2. What is taught in school is useful for the students’ future.
Totally disagree 0%
Partially agree 70%
Totally agree 10%
95
needs.
Totally disagree 0%
Partially agree 40%
Totally agree 10%

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2014-1-RO01-KA201-002736
Totally disagree 0%
Partially agree 80%
Totally agree 10%
profession.

Partially agree 10%
Totally agree 70%
96 profession.

Partially agree 60%
Totally agree 30%
career.

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2014-1-RO01-KA201-002736

Partially agree 10%
Totally agree 10%
studying abroad.
Totally disagree 0%
Partially agree 60%
Totally agree 10%
97

Partially agree 20%
Totally agree 70%

Partially agree 70%
Totally agree 0%

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2014-1-RO01-KA201-002736

Partially agree 80%
Totally agree 0%
Male 38%
Female 62%
98 2. How old are you?
14 12%
15 18%
16 18%
17 35%
18 14%
Over 18 4%

mind
do.

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company)
Investigative 10%
Social 16%
Artistic 14%
Others 48%
Not at all 22%

To some extent 51%
Yes, very much 16%
99 6. Do you think your language skills are sufficient for your future career?
Not really 16%

Definitely 20%
Not really 20%

Definitely 20%

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The change would do if it could would be to work with all the skills of young people.
I would like to study more languages.
The students should choose freely the subjects they want.
I would not change anything.
To have more optional courses.
To have more English course.
I would introduce hours of practice for some sciences.
To have more English courses.
I would like to change the class teaching style because some of my teachers just talk about their own
usual life things that they do.
Craft
The way of teaching
I don't know.
If I had a chance I add more activities.
Less homework.
I don't know
I had the chance and I changed
I’d change in my educational system the boring classes.
Nothing
Yes I would change the structure because they are taught lessons in detail and these details do not
allow storage of important things.
To have updated textbooks.
I change the program because it is tiring
100 I would not change anything in the system, I think is pretty good
Nothing, is better as it is now.
I would make some class subjects optional and some optional subjects compulsory.
To make it more practical.
I would add courses about how to give the first aid.
I'd change the curriculum (school schedule)
Yes! I’d change the way that lessons are taught. I’d teach the essential lessons so that students may not
be loaded with details that are not important.
I would definitely add more foreign language classes.
I remove unnecessary materials.
Yes, I want to change my educational system. I’d give all children the opportunity to go to school
regardless of their financial situation.
The entire system.
A small number of students in each class.
I don't know
More practical things should be inserted.
Nothing
I do not know.
Craft.
I don’t know
2.3 Results

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Analyzing the results of the questions addressed to the teachers in Liceul Charles Laugier, a general
secondary school, we can conclude that the Romanian educational system is mainly theoretical and the
practical skills are not taught in school (question 1: 70% of the teachers claim that the theoretical notions
will be useful to the students in the future). Regarding the school curriculum and textbooks, 50% of the
respondents state they are not updated to the labor market requirements and 40% admit that they are the
only ones that help students integrate on the labor market (question2).
The teaching methods used as well as the students’ need for guidance in choosing a profession are not
in accordance with the reality of a changing economy and do not really offer the chance to better know
the present day labor market. (Questions 3 and 4). As for the existence of specialized people in school
to offer consultancy and support to students for personal development we notice that most of the
respondents admit that there are no such specialists in schools and that young people get informed on
their own (questions 5, 6 and 7). By analyzing the questions 8, 9 and 10 we can state that 70% of the
questioned persons identify the need for the development of the transferable skills, apart from foreign
languages and computers.
The questioned students believe that in school there is no real training which can facilitate them access
101 to the labor market. Most of them request the study of subjects of profound pragmatic nature which may
contribute to their formation and continuous personal career development (questions 5, 6, 7). Also they
agree on the fact that many aspects of the Romanian educational system must be changed (an increased
number of foreign language classes, optional courses to help them form and develop their transferable
skills, a greater number of IT classes, a different teaching style for those teachers who are not in
accordance with their and the society’s needs) (question 8).
3.1 Time management

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1.Do you think knowledge about Time management is required on the labor market?

No importance 0%
2.Are your students taught about Time management at your school?
Not at all 10%

At least once 10%
Regularly 0%
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At least once 0%
A few times 10%
Regularly 90%
Not at all 0%

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At least once 0%
A few times 10%
Regularly 40%
Not at all 0%

Not at all 10%

Rarely 14%
Sometimes 61%
Often 12%
Very often 4%

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Once the day 53%

A few times 18%
Regularly 27%
Every hour 0%
Not at all 22%

Rarely 12%
Sometimes 29%
Often 31%
Very often 6%
3.1.4 Results
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The teachers consider the management of time as a very important issue when dealing with the
integration on the labor market (60% very important, 40% important). As far as teaching students time
management, teachers admit they rarely mention it 80%) , 10% claim they have mentioned it at least
once and 10 % argue that students are not taught about the issue because it is not very important for
their students. When answering the question regarding teaching time management as a subject in schools,
90% state it must be introduced in the syllabus and 80% say that if it is not, it should be inserted into the
curriculum.
Asked about time planning (scheduling and planning) 61% sometimes do it, 14 rarely, 4 % very
often and 10% never use time planning. E-mails are regularly used by 27% of the questioned people, 53
% once a day, 18 a few times. While a daily agenda is sometimes made by 29%, 22% never have one,
12% use it rarely, 31% often and 6% very often.
Both the teachers’ and the students’ answers lead to the conclusion that there is need for time
management as subject in schools, but mostly as daily practiced skill of efficiently using time.
104

No importance 0%

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I don’t know 0%
some subjects.
Not at all 0%
At least once 0%
Regularly 90%
105 1. Do you believe presentation skills are important for your future career?

Yes, important 35%
Not important 0%
I disagree 14%
I agree 46%

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I disagree 10%
I agree 41%
3.2.4 Results
The teachers believe that presentation skills are very important for finding work (60% very
important, 40 % important). Regarding the students’ ability to introduce themselves, 80% of the teachers
argue that this exercise should be done regularly, and 90% claim the importance of having regular
courses on the topic in schools in order to facilitate students ‘access to the labor market.
59 % the interviewed students think it is important to know to introduce themselves in their future career.
When asked about their capacity to synthesize notes and the possibility to draw the interlocutor’s
attention 41% say they can do it and 22 % can really catch the interlocutor’s attention. Almost half of
the respondents though, claim they have neither synthesis abilities nor the ease to catch somebody’s
106
attention because they have not been used in school to do it.
All in all, both the teachers and the students state the necessity for developing the self-assessment and
development capacity.

1. Subject taught:
Sciences 20%
Languages 30%
Other Subjects 30%

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0% - 20% 60%
20% - 40% 40%
40% - 60% 0%
60% - 80% 0%
timetable 70%
lack of rooms 10%
none 0%
slideshows)?
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Essential 40%
Very important 50%
Important 10%
Not indispensable 0%
Waste of time 0%
5. Would you agree that developing teamworking at school better prepares the students to the
Yes 100%
No 0%
No idea 0%

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Rarely 20%
Sometimes 46%
Frequently 22%
Always 12%
Rarely 38%
Sometimes 34%
Frequently 16%
Always 12%
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Rarely 48%
Sometimes 40%
Frequently 8%
Always 4%
3.3.4 Results

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The questioned teachers claim they use teamwork when teaching, but not very much (according
to the answers to questions 1, 2 and 3). Most of them state the school curriculum is quite crowded and
the classrooms are not adapted to make the use of the new methods possible. Another inconvenience is
the large number of students in the classroom and the students’ lack of motivation to work and prepare
themselves for the future.
The students’ answers are similar to the teachers’ and they focus on the fact that the classes are
unappealing and not so stimulating, which makes them be reluctant to work in teams and when they do,
they prefer to join the best students so that they should help them with the answers. Most of the time the
students consider they have nothing interesting to say and when they have to, they prefer to build their
answers on somebody else’s ideas.
Analyzing both the teachers and the students’ answers we can notice that teachers cannot use
modern methods and motivate students more because of the crowded curriculum and lack of space and
also because of the large groups of students they are working with. The students perceive the classes as
repetitive and unattractive and they do not feel stimulated to get involved into the activities.
109

No idea 0%
Not at all 30%

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No importance 0%
Not at all 0%
At least once 0%
Regularly 70%
110
Disagree 8%
Agree 39%

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Disagree 18%
Agree 25%
Disagree 8%
Agree 44%
111
3.4.4 Results
The teachers have provided very similar answers and they admit students should acquire
knowledge about conflict resolution (questions 1, 2and 3). However, contradictory to their claims, we
can notice that there is no much preoccupation to form finding solution skills for their students, although
such aspects are of high importance in young people’s life.
The students do not know what should be done when conflict arises, some say they should listen to a
problem but at the same time they also need to be listened to (question 1).
As far as the point of view is concerned, there are very few those who understand they have to
support their viewpoint with solid arguments and to adjust their priorities depending on the interlocutor
(questions 2 and 3). Teachers should raise students’ awareness regarding conflicts and how to solve them
because from the answers provided by the students we can clearly see that they know nothing about the
subject and are not aware of its importance.

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Totally agree 20%

Agree 80%
Slightly agree 0%
Disagree 0%
Totally agree 30%

Agree 60%
Slightly agree 10%
Disagree 0%
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Totally agree 30%

Agree 60%
Slightly agree 10%
Disagree 0%
Totally agree 30%

Agree 70%
Slightly agree 0%
Disagree 0%

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Totally agree 50%

Agree 40%
Slightly agree 10%
Disagree 0%

Disagree 14%
Agree 39%
113
Disagree 22%
Agree 39%

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Disagree 8%
Agree 41%
3.5.4 Results
When asked about emotional intelligence, the teachers agree with how important it is for an
employer that his employees possess such skills (80% totally agree and 20% agree). Besides, they also
state the importance of the employee’s state of mind because it can influence the production capacity as
well as their good relationship with the co-workers (questions3, 4 and 5).
Students prove not to have much knowledge of emotional intelligence as their answers seem
rather vague, referring more to their own person and their behavior control capacity. They seem to be
114
rather indecisive or very little interested in the people around themselves.
Emotional intelligence proves to be very important for the social and professional relationships and this
should be presented to students more during their studies in order to improve their further integration in
society and implicitly on the labor market.

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0% - 20% 0%
20% - 40% 50%
40% - 60% 20%
60% - 80% 30%
80% - 100% 0%

Of importance 50%
Of no importance 0%
115 3. Should the participation of the students in your lessons be encouraged and increased?
Not at all 0%
Only a little 10%

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Disagree 4%
Agree 43%
Disagree 14%
Agree 37%
116 3. I try to anticipate and predict possible causes of confusion, and I deal with them up front.
Disagree 6%
Agree 39%

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3.6.4 Results
The teacher answer the Romanian educational system is mainly theoretical and that they mainly
use the classical methods of teaching. However, they consider the students’ participation in class natural
and necessary and it should be increased.
The students’ answers prove somehow contradictory and confirm the fact that they face difficulties
in communication, they lack the ability of becoming understood in the social environment and most of
them are uncertain about the role and importance of communication.
Such problems in communication will further be mirrored in their school, social and professional
life and they should be dealt with.
3.7.Problem Solving and Decision Making Skills
117
Not at all 0%

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No idea 0%
Not at all 0%
Maybe yes 10%
Definitely 90%

Not at all 16%

Rarely 12%
Often 38%
Always 34%
118
Not at all 16%

Rarely 10%
Often 29%
Always 45%
execution.
Not at all 16%

Rarely 14%
Often 39%
Always 31%

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3.7.4 Results
The questioned teachers admit the students do not have the capacity to solve their problems and
to make decisions in key situations( questions 1 and 2) they consider students should be supported more
in school, either by optional courses or by a counselor’s support who might guide them how to manage
a crisis or a conflict.
The students’ answers confirm they know almost nothing about problem solving, due to the fact
they provide irrelevant and contradictory answers. Some state they cannot define a critical situation, but
later pretend to have a plan to solve it (question 3).
There is also some discrepancy between the teachers’ answers and the students’ answers, which
might prove not sufficient interest in the issue.
Conclusion
In conclusion, the Romanian educational system is mainly theoretical, not really updated to the
real needs of the students. The curriculum and the teaching methods should be more often adjusted to
meet the demands of a society continuously and rapidly changing. Practical, life-oriented approaches
119
should be implemented in order to develop students’ critical thinking and transferable skills which
could ensure real and improved chances on the labor market.

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OUTPUT 01
COMPARATIVE STUDY

Survey Spain
Autor:PILAR BELLOC
School:INSTITUT EUROPA
120 Country: SPAIN

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1. Introduction
This survey analyses some hard-soft skill performances in the Ins-Europa school. To do it, we have
analysed seven skills (time management, presentation, teamworking, conflict solving, emotional
intelligence, communication, problem solving and decision making) and the results will be used to do a
comparative study with the results of the participant schools in this Erasmus project. The aim is to
improve the weak ones and provide young people the necessary skills that will help them achieve better
results, better jobs and a better life.
The Spanish Organic Law of Education has changed many times since 1990, trying to cope with the
needs that society has to face (LOGSE1990, LOE2006, LEC2009 in Catalonia and LOMCE 2013). But
we regret to say that in spite of these changes, our educational system still shows weakness in terms of
quality and outcomes as it is shown in the Pisa report of 2012.
According to the New Organic Law(LOMCE), the improvement of the quality and effectiveness of our
education system implies improving teaching skills, adapting them to the new requirements of the
121
present society, taking into account the ICT, increasing the number of enrolment on science, technical
and art courses, establishing an open learning environment, promoting active citizenship, equal
opportunities, social cohesion and opening this system to the external world, strengthening links with
the labour market, with research and developing entrepreneurship, improving language competence,
increasing mobility and exchanges and strengthening European cooperation.
To fulfil these aims, the new Organic Law on Education (LOMCE) has to face some main problems: the
extremely high-school drop-out rate (25% compared to the 13% EU average), the high rate of young
people who neither study nor work (23%), the low performance in maths, language, science and
especially in English (oral skills) according to the Pisa report of 2012 and the gap between school and
labour market.

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With regard to the labour market, we see that in 2014 the number of employed people has increased in
Services (378,700 more people), Industry (56,700) and Construction (36,900), but it has decreased in
Agriculture. However, the increase in employment remains relatively unchanged in the group of people
aged between 16- 19 years old. Some measures have been taken to reduce unemployment among young
people, but the measures are insufficient and in some cases they have meant a creation of temporary jobs
with temporary contracts that last much longer here than in other European countries, moving from one
temporary contract to the next. As it is mention in “The OECD study “Off to a good start? Jobs for
Youth” (OECD, 2010b)” Spain is one of the countries with the lowest transition rates from
unemployment or from temporary employment into permanent employment”.
Other problems that we have to face are: our high degree of qualification mismatch. Many of the
overqualified individuals with a tertiary education level end up in jobs that are most suitable for workers
with upper-secondary level education. And the immigration factor. Although the crisis has slowed down
immigration inflows, the fraction of young foreign workers is still high.
An increase in some jobs is expected in 2015, for example: in business services (such as IT, insurance
122 or consultancy), health care and social work, distribution, personal services, hotels and catering, and to
a lesser extent education. In the service sector, there is a clear tendency towards the broadening of the
required skills at all occupational levels, linked to "non-routine" tasks and we can add a growing
demand from employers for transferable key competencies, such as problem-solving and decision
making, analytical skills, self-management and communication, linguistic skills, ICT, teamworking,
creativity and more generally, "non-routine skills.
Taking into account the present requirements, some changes have been made in our educational system.
For example: the optional subject on the 4th Year of ESO called” Research Project”, focussed on helping
students choose and design their future path, has disappeared and the topic will be taught in tutorial
sessions. There are 3 itineraries in the 4th Year of ESO: humanistic, scientific and technological and the
students of 4th Year choose one according to what they want to study or do after the General Education.
On the 3rd Year of ESO, students have optional subjects according to their future studies and a new
subject ”Entrepreneurship”, more related to the needs of the labour market has been implemented with
the aim of helping young people develop “more entrepreneurial attitudes and intentions.

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And in general we can say the ICT skills have been improved a lot, since we have digital books, we use
Moodle in our lessons and these skills are more and more required nowadays.
With the new Law, more changes will be implemented in 2015-16. However, more measures to improve
the labour market skills of youth should be introduced in the secondary or higher education, for example
the combination of work and study , since it can help young people acquire some of the skills required
in the labour market before they leave school. If we have a look at our school syllabus, we only see an
optional subject in Baccalaureate called ”Prácticas en Empresa” ( Training practice in firms)that
combines the theory learnt at school with training practice in firms.
In spite of these changes, we regret to say that INS Europa students’ performance in English is very low,
below the OECD average. They have no opportunities to learn other languages. There used to be a
French teacher in the school, but because of the crisis the number of teachers decreased and now we
can’t offer other languages. Teachers have large groups and it is difficult to use teamworking activities
as often as they would like. Communication skills should be improved too. We don’t focus our lessons
on them so much as we should, since we are sometimes more concerned in preparing our students for
the external exams and they are specific written exams. And in general we can say that our curriculum,
123 teaching methodology and lessons should be revised and adapted to the needs of our society and the
labour market.
I hope that after this project, we will be more aware of the specific needs of our school taking into
account the demands of the labour market and working together with other countries we will be able to
improve them.
Pilar Belloc
English teacher at Institut Europa
Erasmus Coordinator of the school

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Totally disagree 0%
Partially agree 70%
Totally agree 30%
needs.
Totally disagree 0%
124 Partially agree 50%
Totally agree 0%
Totally disagree 0%
Partially agree 70%
Totally agree 10%

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profession.
Totally disagree 0%
Partially agree 0%
Totally agree 100%
profession.
Totally disagree 0%
Partially agree 60%
Totally agree 30%
125
career.
Totally disagree 0%
Partially agree 50%
Totally agree 40%
studying abroad.

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Partially agree 50%
Totally agree 10%
Totally disagree 0%
Partially agree 20%
Totally agree 70%
126
Totally disagree 0%
Partially agree 30%
Totally agree 0%

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Totally disagree 0%
Partially agree 40%
Totally agree 10%

Male 43%
Female 57%
127
2. How old are you?
14 25%
15 31%
16 22%
17 11%
18 8%
Over 18 5%

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mind
do.

company)
Investigative 20%
Social 6%
Artistic 11%
Others 55%
128
Not at all 8%
To some extent 55%
Yes, very much 8%
Not really 3%
Definitely 20%

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Not really 2%
Definitely 26%
More languages, not only English: 26 students.

I would change the timetable at the high school.
More English lessons.
More Spanish lessons.
The technology is around the world all work's with Internet but the best form to study is
with books.
More lessons with computers.
More optative subjects and small groups.
129 I would make it more exclusive for the people who really want to study.
More science lessons.
Fewer hours of class every day.
I want more practical activities and more subjects related to my future career.
Yes, eliminating subjects like history, Catalan, Spanish. The subjects that are related
with language and history aren’t very useful for my career. Adding more maths, physics
and Technology lessons
My educational system should have more languages hours: 2
Nothing.
I’d like some practical activities in class:2
More hours of languages per a week: 2
More P.E lessons: 3
To practise languages
Small groups in the class.
More hours of maths
The whole system

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2.4 Results
After interviewing 10 teachers of different subjects and 65 students most of them aged from 14 to
16(43% boys) we see:
Students recognise they know that they want to do (20% investigation, 11% artistic and the rest others
(PE studies and professional studies). They add that the educational system prepares them for their
future career (55% to some extend and 29% to high extend) and think their language skills are OK (only
37% say that they are low). According to their computer skills they consider they are quite good, only
22% say to a small degree.
Teachers have another opinion: 70% think that language skills are not enough. This kind of discrepancy
is because some students want to work in jobs where language skills are not required. Related to
computer skills 50% of the teachers think they are sufficient.
Students want more language lessons, more languages (not only English), and some say more PE lessons,
small groups and practical subjects more related to their future.
70% of the teachers partially agree that the contents of lessons are useful for the students’ future (30%
totally). 50% recognise that the text books and syllabus are adapted to the market needs, whereas 50%
130
disagree partially.
70% of the teachers partially agree that the methodology engage students actively in their own learning,
only 20% disagree partially. All of them think that young people need orientation about their future and
in our school there are specialised services offering consultancy, for example “Oficina de joves( Youth
Office) in Hospitalet del Llobregat or POA for students at high risk of dropping out of their studies. In
our school 40% of the teachers agree (50%only partially) we have a counsellor, it is the educational
psychologist or the tutor or the general coordinator in our school. Young people have access to
information about studying abroad given by the English teacher and by counsellors in the Youth Office
in Hospitalet. Almost everyone agrees that teacher training courses about transferable abilities are
important

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a. Time management

No importance 0%
131 Not at all 10%

At least once 20%
Regularly 0%
At least once 0%
A few times 20%
Regularly 80%
Not at all 0%

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At least once 0%
A few times 40%
Regularly 40%
Not at all 0%
Not at all 5%
132 Rarely 11%
Sometimes 29%
Often 37%
Very often 18%
Once the day 31%

A few times 15%
Regularly 48%
Every hour 1%

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Not at all 6%
Rarely 9%
Sometimes 25%
Often 34%
Very often 24%
3.1.3 Results
The analysis of results from the time management assessment shows that:
- teachers recognise that it is required on the labour market, but 70% say that it is taught at
school only on a few occasions and what’s more, 10% say”never”, but most of them(80%)
add that it should be taught regularly.
- Students say they leave time for planning(55% often or very often), only 11% say rarely
and 5% never and add that they check their mails regularly every day and set a list of
133 priorities(only 6% never and 9% rarely)
1. Do you think knowledge about Presentation skills is required on the labour market?

No importance 0%

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I don’t know 0%
some subjects.
Not at all 0%
At least once 0%
Regularly 40%
134

Yes, important 24%
Not important 1%

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I disagree 4%
I agree 51%
I disagree 2%
I agree 52%
135 3.2 Results
The analysis of results from presentations skills assessment shows that:

Teachers recognise that knowledge about presentations skills is highly required on the labour market
and these skills should be more encouraged in the lessons (50% say yes, 30% at least in some subjects
and only 10% say they are enough).
They add that courses about these skills should be offered (60% on a few occasions and 40% regularly).
We offer a workshop about them organised by the Youth Office of Hospitalet.
Students consider these skills are very important. 72% use key words when they have to present a work
and 82%develop an introduction to catch people’s attention.
In spite of these results, I would add that we should focus more on these skills. They are taught in some
subjects and for specific purpose, but we need to work harder on them.

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1. Subject taught:
Sciences 30%
Languages 30%
Other Subjects 20%
0% - 20% 10%
20% - 40% 70%
40% - 60% 20%
60% - 80% 0%
136
timetable 30%
lack of rooms 0%
none 0%
4. How would you rate the importance of hard skills in teamworking (egPowerPoint or Prezi
slideshows)?

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Essential 0%
Very important 20%
Important 70%
Waste of time 0%
Yes 90%
No 0%
No idea 10%
137
Rarely 11%
Sometimes 36%
Frequently 32%
Always 21%

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Rarely 32%
Sometimes 35%
Frequently 25%
Always 8%
Rarely 73%
Sometimes 23%
Frequently 4%
Always 0%
3.3.3.Results
138
The analysis of results from the use of teamworking in class shows that it
depends on the teacher and on the subject.20% of the interviewed teachers
(30% science, 30% languages, 20% history and 20% music and
Educational psychologist) use it 40-60% of their teaching time.
One of the reasons is that it is not easy to supervise students (60%) and another
one is the timetable, the syllabus are very long and we don’t have enough time, especially because we
have large groups with very difficult and demotivated
students. But in spite of these problems, we recognise the importance of hard
skills in teamworking and 90% agree that teamworking prepares students better
for the challenges of active life.
Students say that they prefer teamworking (only 8% say “rarely”), they like
to team up with stronger students and they rarely build on the ideas of others
when they never find anything interesting to say.

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No idea 0%
Not at all 40%

139 Of little importance 0%
No importance 0%
Not at all 0%
At least once 0%
Regularly 70%

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Disagree 0%
Agree 50%
2.If people don't respect my opinion, I keep it to myself.

Disagree 21%
Agree 21%
140
Disagree 10%
Agree 42%
3.4.5 Results
The analysis of results from the problem solving assessment shows that 60% of the teachers consider
that students are less capable of solving problems now than before and all
140
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the teachers see that conflict solving skills are very important and they should be taught at school
regularly (70% ), whereas 30% say only on a few occasions. The students say that they always listen to
the others but they want to give their opinion too and 33% agree that if people don’t respect their opinion,
they keep it to themselves. Only 42% disagree about the last point. 63% of the students agree that they
want to reach a resolution, even when it means an adjustment of their priorities.

Totally agree 50%

Agree 50%
Slightly agree 0%
141 Disagree 0%
Totally agree 70%

Agree 30%
Slightly agree 0%
Disagree 0%

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Totally agree 40%

Agree 60%
Slightly agree 0%
Disagree 0%
Totally agree 40%

Agree 50%
Slightly agree 10%
Disagree 0%
142 5. A person should be aware and manage his/her emotional state before having to deal with peers.
Totally agree 30%

Agree 70%
Slightly agree 0%
Disagree 0%

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Disagree 23%
Agree 30%
Disagree 17%
Agree 35%
Disagree 5%
Agree 50%
3.5.5 Results

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The analysis of results from the emotional intelligence assessment shows that according to the teachers’
opinion, the mood of an employer determines one’s job satisfaction and the way a person feels interferes
with his/her production capacity. Everybody should try to understand why others are emotionally
instable on a specific day and emotionally controlled people have better jobs and a person should control
his/her emotional state before having to deal with peers.
Students also recognise the importance of this skill. We can see that 32% don’t become defensive when
criticised, 31% disagree and others depend on the occasion. 47% agree that they stay calm under
pressure and only 22% disagree. They can put themselves in somebody else’s position and understand
their actions and reactions.
To sum up, emotional intelligence skills are very important for students’ future career in order to succeed
in their professional life. Students are aware of the importance of these skills, but as they are teens, they
need more training because they can’t always control themselves and understand the others.

144
0% - 20% 10%
20% - 40% 20%
40% - 60% 50%
60% - 80% 20%
80% - 100% 0%
2.How important do you think is the oral participation of your students in your lessons?

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Of importance 44%
Of no importance 0%
Not at all 0%
Only a little 30%
145
Disagree 0%
Agree 61%

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Disagree 20%
Agree 39%
Disagree 2%
Agree 58%
146 3.6.5 Results
The analysis of results from the communication skills assessment shows that teachers recognise the
importance of oral participation and 70% spend from 40 to 80 % of their teaching time working on it.
Students ‘participation should be encouraged and increased; only 30% of the teachers say that it should
be increased only a little.
Students think that communication skills are very useful and when they communicate they think about
the audience’s needs and how they can perform well (only 3%disagree completely and 9% don’t give a
concrete answer). They add that they are sometimes surprised to see that people haven’t understood what
they have said (42% agree; 36% give no concrete answer and only 22% disagree). Finally, they say they
try to anticipate possible causes of confusion (83% agree).
I don’t agree with them in the last point. I think that they don`t often predict them.

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Not at all 0%
147 Yes, in some cases 70%
No idea 0%
Not at all 0%
Maybe yes 50%
Definitely 50%

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Not at all 2%
Rarely 2%
Often 52%
Always 45%
Not at all 2%
Rarely 9%
Often 50%
Always 39%
148
execution.
Not at all 2%
Rarely 9%
Often 52%
Always 37%
3.7.3 Results
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The analysis of results from problem solving and decision making assessment shows that 70% of the
teachers admit that students are able to find solutions for complex problems only in few cases, whereas
30% of the teachers think that they can in many cases. 70% say that they feel indecisive in some cases
and 20% say that only in a few difficult cases. In order to perform better, nobody refuses the idea that
training courses should be offered at school (50% definitely and 50% maybe yes).
97% of the students recognise that they define the problem carefully before starting to solve it and 89%
add they see the problem from different sides and give more than one solution (only 9% say rarely) and
once the solution has been found, 89% say they develop an implementation plan (only 9% say rarely and
2% never).
To sum up, we see that we need some improvements in some specific skills. For example the
language competence of our students isn’t sufficient for their future career.
1.Time management should be taught more regularly at school, since 70% of the teachers
recognise they only do it on a few occasions and for specific purpose. Students say they plan
their time, but the teachers complain that the planning done by students is not correct, because
149
their list of priorities doesn’t match the real needs.
2.Presentation skills: Although presentation skills should be more encouraged in the lessons,
60% of the teachers think that courses about these skills are only required on a few occasions.
I think we always give tips about them and students take part in a workshop organised by the
Office for Young People in Hospitalet, but all these things are not enough.
3.Teamworking: in spite of recognising the importance of teamworking for the students’

future, we don’t spend much time because we see that is not easy to supervise students,
especially in large groups and dealing with demotivating students and it requires more time
and we have a strict timetable and a syllabus. Students like working in teams and tend to
team up with stronger students, so they get better marks and in some cases the strongest ones
do the whole work. Only 8% say they always prefer to work alone and 25% say frequently.
4.Conflict Solving Skills:

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Taking into account that we work in a school with difficult students, teachers recognise students
need conflict solving skills and they should be taught regularly, as 70% of the teachers say.
Students agree that they listen to the others, but they want to give their opinion too and if the
others don’t respect their opinions, 42% recognise that they don’t keep them to themselves and
only 63% say that they adjust their priorities in order to reach a resolution.
So these skills are very important in my school. We have mediators (a team of teacher and
students). Since we are considered a school with difficult students, we have a person, TIS
(Social Integration Assistant) who helps us to solve conflicts and two educational psychologists
too, but we should teach our students about these skills.
5.Emotional Intelligence skills:

They are very important for the future career in order to succeed in jobs and avoid problems
in life. 74% of the students say they are able to put in other’s position to understand their
actions, only 47% recognise they stay calm under pressure and 42% say they don’t become
defensive, whereas 27% depend on the situation.
150 6.Communication Skills

We see their importance and we should encourage our students to participate more. 70% say
they spend from 40% to 80% of their teaching time teaching students “Chalk and Talk”.
We give tips for a better oral communication and students of Baccalaureate take part in a
workshop called “Expressa’t”( Oral Communication) organised by the Youth Office in
Hospitalet del Llobregat.
7.Problems solving and decision making skills

We think the importance of these skills, especially in our school and recognise that students
feel indecisive when they are confronted with complex problems.
To conclude, we should improve many things and it means that a lot of changes are required
in our school and in our Educational System.

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OUTPUT 01
COMPARATIVE STUDY
Importance of high transferable skills – Survey
Author: Daniel MATKOVIC

School: Lycée Clos MAIRE (Beaune)
Country: FRANCE
151

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1. Introduction
 The French labor market:

The French labor market has changed dramatically over the last 40 years: in the 70s the country used to
be strongly industrialized whereas today the industry represents less than 20% of jobs, services -
including tourism, trading or banking - more than 75 % and agriculture around 4%., which is perhaps
why France has suffered less from the economic crisis than its European neighbours.
Of course thousands, if not millions - jobs have been lost and the unemployment rate is over 10% but
the crisis has affected mostly our industry which , as said before, is not the most important part of the
French economy.
Regarding gender equality, women’s employment rate is about 48% but they are usually less paid than
men for an equivalent job. Their proportion in part-time work is also double that of men and
Only in medical and teaching jobs is equal pay the rule.
 The French secondary school syllabus:

Implemented in 2010, it is supposed to be modern and adapted to the labor market, its aim being to give
152
students the basic knowledge necessary to graduate university, but paradoxically the subjects are
disconnected from one another.
The skills acquired depend of course on the subject: for some, the focus is on hard skills as in math or
languages but others try to develop students’ ability to analyze and solve problems (science for instance).
In terms of soft skills very few occasions are given students to communicate or work in groups on
projects. The syllabus is quite specific and comprehensive and teachers have often to hurry in order to
cover it so personal projects are often seen as a waste of time and left aside.
The main difficulty in implementing extra activities with French students is the schedule, with an average
30-hour lesson time a week.
Implementing soft skills in our French education will necessarily imply rewriting the syllabus with fewer
hard skills and more time devoted to projects and oral activities.
 Relations between education and employment :
After graduating young people have difficulty landing a first job and only 45% of them will find a job
corresponding to their major.

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83% of French employers think that young people would need more experience and more motivation
and that the studies should be more adapted to their needs.
 Young people employment:

Young people in France, aged 15-24, however, face difficulties, with an unemployment rate of
23.8% compared with the OECD average of 16.3%. (bearing in mind that in France people under 18
are not allowed to work...)
Of course the ease with which young graduates find a job for depend on their studies. We will see that,
as some studies are totally disconnected from the labor market some people have difficulty getting a job.
The growing problem in France is that the young and educated unemployed, who go from one internship
to another, one short-term contract to another, cannot find a permanent job that gets them on the path to
the taxpaying, property-owning French ideal that seemed the norm for decades.
This is a “floating generation,” made worse by the euro crisis, and its plight is widely seen as a failure
of the system: an elitist educational tradition that does not integrate graduates into the work force, a rigid
153 labor market that is hard to enter, and a tax system that makes it expensive for companies to hire full-
time employees and both difficult and expensive to lay them off.
The result, analysts and officials agree, is a new and growing sector of educated unemployed, whose
lives are delayed and whose inability to find good jobs damages tax receipts, pension programs and the
property market. There are no separate figures kept for them, but when added to the large number of
unemployed young people who have little education or training, there is a growing sense that France
risk losing a generation, further damaging prospects for sustainable economic growth.
The crisis makes companies doubly reluctant to hire,
The previous generation had a job for life; now young people constantly have to change jobs, change
companies, change regions.
“It’s a disaster for everyone,” said Jean Pisani-Ferry, who runs the economic research center Bruegel in
Brussels. “They can’t get credit, and they’re treated awfully by employers. And then there are all those
young people in jobs that don’t match their skills.” The labor market, he said, is “deeply dysfunctional.”
Throughout the European Union, unemployment among those aged 15 to 24 is soaring — 22 percent in
France, 51 percent in Spain, 36 percent in Italy. But those are only percentages among those looking for
work. There is another category: those who are “not in employment,
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education or training,” or NEETs, as the Organization for Economic Cooperation and Development calls
them. And according to a study by the European Union’s research agency, Eurofound, there are as many
as 14 million out-of-work and disengaged young Europeans, costing member states an estimated 153
billion euros, or about $200 billion, a year in welfare benefits and lost production — 1.2 percent of the
bloc’s gross domestic product. As dispiriting, especially for the floating generation, is that 42 percent of
those young people who are working are in temporary employment, up from just over one-third a decade
ago, the Eurofound study said. Some 30 percent, or 5.8 million young adults, were employed part time
— an increase of nearly 9 percentage points since 2001.
“That trend is especially evident in France, where 82 percent of people hired today are on temporary
contracts”, said Michel Sapin, the labor minister.
Ms. Sonnet, the O.E.C.D. economist, said that high youth unemployment is a regular problem in France.
Companies are afraid to commit to permanent hiring when economic growth is stagnant and charges for
social benefits are so high, and the educational system tends to value liberal arts over technical or
industrial expertise.
They “often don’t learn the skills that employers need,” she said. “They’re simply not ready to work.”
154 Ms. Sonnet promotes more use of apprenticeships, as in Germany, where students work part time while
they go to school.
François Béharel, the president of Randstad France, a branch of the multinational employment agency,
said that the problem of youth unemployment among the educated is worsening at a time when
employers are crying out for engineers, computer technicians, electricians and welders.
“We have to begin with parents — ‘Stop dreaming of white collars!’ ” Mr. Béharel said. “Blue collars,
there really is a true path for them,” he said. But small and medium-size companies, which are France’s
primary employers, do not have the resources or the profit margins to train the untrained.
“We’ve piled up battalions of students in general education, and everyone knows that there aren’t 10,000
among them who are going to find the job that they imagined when they entered university,” he said.
Only 40 percent of students entering university get their degree; the rest drop out, trained for nothing.
Still, he said, a college degree is the best path to a job — only 10 percent of those with diplomas are
unemployed after four years, while 40 percent of those without diplomas are jobless. But the passage to

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finding that job is now longer, costly for the person and for the state. It also delays marriage, house
ownership and retirement.
Mr. Sapin, the labor minister, noted that President François Hollande campaigned on promises to reduce
unemployment among the young. The challenge, he said, is to “adapt education to the needs of the
economy.” The Socialist government is engaged in a difficult “social dialogue” with companies and
unions to reshape work rules, ease entry into the labor market and make French companies more
competitive by gradually shifting the cost of social benefits.
The heart of the negotiation, Mr. Sapin said, is to build more trust between unions and companies, to
reduce “the culture of conflict” and create a more cooperative and flexible system, as in Germany, one
that will allow for more “partial unemployment” in difficult times.
But he noted that France’s budget to subsidize partial unemployment is 30 million euros, while
Germany’s is 15 billion euros.
But such “structural” change, if it happens at all, takes time, providing little consolation for those caught
in the trap of prolonged adolescence, with cycles of temporary work and unemployment.
To achieve that goal, the French educational system will have to simplify the syllabuses, giving more
155 importance to transferable and transferable competences and soft skills.
Daniel MATKOVIC
Physics, Chemistry and Euro Physics Teacher
Referent teacher for computer uses
Lycée Clos MAIRE - 21200 Beaune - France

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1. What is taught in school is useful for the students’ future.
Totally disagree 0%
Partially agree 62%
Totally agree 24%
needs.
Totally disagree 6%
Partially agree 53%
156 Totally agree 3%

Partially agree 50%
Totally agree 6%

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profession.
Totally disagree 0%
Partially agree 15%
Totally agree 82%
profession.

Partially agree 50%
157 Totally agree 21%
career.
Totally disagree 9%
Partially agree 39%
Totally agree 33%

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studying abroad.

Partially agree 32%
Totally agree 3%
Totally disagree 3%
Partially agree 29%
Totally agree 59%
158

Partially agree 18%
Totally agree 0%

158
2014-1-RO01-KA201-002736

Partially agree 47%
Totally agree 12%
Male 45%
Female 55%
159
2. How old are you?
14 0%
15 7%
16 36%
17 36%
18 12%
Over 18 11%

159
2014-1-RO01-KA201-002736

mind
do.

company)
Investigative 8%
Social 21%
Artistic 12%
160 Others 41%
Not at all 30%

To some extent 50%
Yes, very much 7%

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Not really 7%
Definitely 16%
Not really 8%
Definitely 21%
161
The schedule, the days are too long, we are tired, the nights are shorts, there is no communication in
lot a subjects: the class consist in sitting and listening to the teacher, and sometimes it's so boring.
More sciences
more oral stuff
everything
Maybe the grade system who is too hard and brings us lot of stress
Less theory more practice
improvisation
Nothing
Communication, be more independent
the question of math teaching because sometimes it's quiet hard to understand all the details and the
approach can be boring but in fact it's a very interesting matter and we to maybe change the
educational system for those reasons
more interesting questions
more works in groups

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learning something about every day

Let choice to the student to create their own schedule with the subjects they want. I would also bring a
changing about English lessons which are not very efficient today.
schedule and improvisation in class
I would do more activities in group when we do exercises and I would change classes' hours
More conversation between student and teacher.
school time
change planning
I think we must learn the improvisation.
If I had a chance to change my educational system, I would change the distribution of the class hours
and I would improve the English and more generally de languages level.
Choosing what we want study and what we don’t
more interesting subjects the students are interested in and a grade more adapted for each subject
Des professeurs pas forcément surdiplomés mais plus pédagogues

more oral work
change types of Bac
more concrete
I thing that we need more language lessons. We need more oral.
more language lessons, reduce the number of working hours and delete useless subjects
the way to learn
I don't really know
162 la maniere d'enseigner les langues vivantes !
change the document that we study
the disposition of classroom
The number of hours, the system for learn languages etc...
If I could change something in my educational system it will be the quantity of homework.
way of work
nothing
classes' hours
Everything
preparation for our future
Do more manual work
If I had the chance to do it, I would give more information about the orientation for the students and
maybe do a stage in a company like we did in "3ème"
change the way we learn languages
learn funnier and more English lesson
In order to be more effective, I think must learn more things about trade language or a useful language
for our future career. An school exchange programme can be a good opportunity to learn language
useful in a real life.

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more language
the personalized follow-up
more oral communication
i would turn the languages lessons into something closer to the everyday life, instead of speaking about
old forgotten people!
allllllll
shorter school days
I don't know
establish a section with more diversity of subject
shorter workdays
Relation between official accountants and scolar system
The ability to teach comprehensively must be more important to be a teacher
The lack of students' personal projects and autonomy
I think the programm is boring and too old: it's the same every year . For example in French we studies
old authors like Moliere since too much years old . It's not good , students are uninteresting . It will be
better if we studies a little of "Classique" and a little of Teenagers Nouvel Futurist or fantastic like
Hunger Games , Game of Thrones, Tolkien, etc... I think we will more invested !!!! And it's normal to
know what as happened before but we aren't in the past , we are in present and we go to future so we
are able to understand the past and the less older books ! Especially that the comtemporary novels are
interesting and will enter in our programm , and to put it in a nutshell it will be fun to compare old and
new novels !!! That's only for the french and all of field should be rework !!! The educational system
should / had to be rework and propose a playful lesson and don't think we are babies !!!!
163 the rules
change the schedule
I would get more informed
less hours, less subjects.
we should do more thing at speaking
Less classes in one day, to be less tired and make homework better. Make the lessons funnier and more
useful

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2.5 Results
Regarding the educational system teachers gave a wide range of different answers but the majority do
not really agree or disagree with the propositions: the perception of the work done with students is
depending on each and every teacher and of their pedagogy. To give a general point of view, teachers
think that the syllabus and teaching methods are somehow modern, adapted and involve students but
everything could be improved by developing transferable tasks for example.
In contrast, teachers totally agree that young French students do not have enough language skills and are
not well informed about opportunities to study abroad. The French educational system seems to be closed
on itself and on acquiring only functional skills and knowledge.
On the other hand, the students judge the syllabus more severely, they think it is out-of-date, with too
many lessons and not enough opportunities to improve their language skills or for teamwork. They also
think that they are learning to many useless things and are not well prepared for their future jobs. This
seems to be an important point because they mostly know what kind of job they will apply for in the
164
future.
Teachers and students do not really agree on all the points, which seems quite normal because they do
not have the same point of view on education: teachers manage the syllabus and have an overview of
the competences the students should develop while students don't really have time to think about it, they
do their work day in day out waiting for exams...
However, a change would be well accepted by both teachers and students, transferable and soft skills
helping them to see how useful hard skills may be and give students more motivation.

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3.1 Time management

No importance 0%
165 Not at all 54%

At least once 3%
Regularly 3%
At least once 3%
A few times 45%
Regularly 52%
Not at all 0%

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At least once 0%
A few times 24%
Regularly 60%
Not at all 0%
Not at all 11%

Rarely 14%
Sometimes 41%
166 Often 26%
Very often 8%
Once the day 53%

A few times 18%
Regularly 27%
Every hour 1%

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Not at all 8%
Rarely 21%
Sometimes 29%
Often 28%
Very often 14%
3.1.5 Results
Time management is a big issue in our everyday life. The Teachers of course consider it a very important
skill on the labor market but they also regret that this skill is not taught at school.
As a matter of fact, the students admit that they do not spend a long time on scheduling and organizing
their work, nobody has really explained to them why they should do so...
167

167
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No importance 0%
I don’t know 6%
168 learning enough about it
some subjects.
Not at all 0%
At least once 11%
Regularly 31%

168
2014-1-RO01-KA201-002736

Yes, important 47%
Not important 0%
I disagree 0%
I agree 64%
169
I disagree 0%
I agree 64%

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3.2.5 Results
Both the students and the teachers agree that presentation skills are important. They should be
encouraged in lessons but teachers do not really think that a special course will be necessary. If they are
trained well enough, the students will acquire the presentation skills.
The students seem to be aware of the fact that a presentation is an oral task, they should not be reading
a text and it’s important to catch the attention of their audience. They know that, but are they doing so?
1. Subject taught :
170 Sciences 11%

Languages 77%
Other Subjects 6%
0% - 20% 34%
20% - 40% 31%
40% - 60% 17%
60% - 80% 17%

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timetable 24%
lack of rooms 15%
none 6%
slideshows)?
Essential 3%
Very important 26%
Important 49%
Waste of time 0%
171 5. Would you agree that developing teamworking at school better prepares the students to the
Yes 89%
No 6%
No idea 6%

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Rarely 22%
Sometimes 34%
Frequently 34%
Always 9%
Rarely 17%
Sometimes 39%
Frequently 32%
Always 12%
172
Rarely 70%
Sometimes 22%
Frequently 7%
Always 1%

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3.3.5 Results
Even though the teachers think that teamworking is important and should be developed at school, lots
of them admit that it is not a major part of their work (less than 40% for 65 % of the teachers). There are
many obstacles to such a work but the main one seems to be managing students, they are too numerous
and the less they work in group, the less they are motivated and the harder the work for the teacher will
be.
This is confirmed by the students’ answers: they think teamwork is more a playful activity than real
work. Such an activity seems to be just a way of improving their hard skills by working with "stronger
students", they are not aware that it will help them to develop some useful soft skills.
173
No idea 31%
Not at all 26%

No importance 0%

173
2014-1-RO01-KA201-002736
Not at all 11%

At least once 23%
Regularly 20%
174 Disagree 1%
Agree 57%

Disagree 36%
Agree 17%

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Disagree 3%
Agree 71%
3.4.6 Results
The students seem to be aware of what a "negotiation" should be: they are willing to communicate,
listen to other people’s opinion, express theirs and know that they have to agree on a negotiated common
position.
According to teachers, their students’ solving problem skills have not changed significantly in
comparison to formerly. They should be taught on some occasions because they are important for the
students’ future. Then, the syllabuses should include a part of teamworking, which seems the best way
to create confrontational situations in which the students may develop their problem solving skills.
175

175
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Totally agree 23%

Agree 51%
Slightly agree 23%
Disagree 3%
Totally agree 40%

Agree 49%
Slightly agree 9%
176 Disagree 3%
Totally agree 23%

Agree 40%
Slightly agree 34%
Disagree 3%

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Totally agree 11%

Agree 49%
Slightly agree 34%
Disagree 6%
Totally agree 26%

Agree 66%
Slightly agree 6%
Disagree 3%
177
Disagree 18%
Agree 29%

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Disagree 13%
Agree 46%
Disagree 3%
Agree 61%
178
3.5.6 Results
For the teachers, it seems to be clear that it is easier for a person capable of controlling their emotions
to deal with pairs, not only because they will be eyed more positively but also because they will be more
efficient at work. If you can control your emotions, you can understand others and maybe anticipate
conflicts or help to solve them. This will certainly help people get into better jobs!
Like most young people, students do not like to be criticized but they do not necessarily become
defensive or aggressive. They know that other people may have a different opinion and are able to
understand that. That is not very surprising because they are used to dealing with other people, friends,
family or teachers and usually know they ought to behave in society. The question is to know how they
would behave in a real situation if the quality of their work was in question... We could test that by
creating some activities like teamworking on projects and questioning them from time to time on some
project reviews....

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0% - 20% 6%
20% - 40% 24%
40% - 60% 44%
60% - 80% 21%
80% - 100% 6%

Of importance 17%
179 Of no importance 0%
Not at all 0%
Only a little 17%

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2014-1-RO01-KA201-002736
Disagree 1%
Agree 67%
Disagree 20%
Agree 34%
Disagree 4%
Agree 63%

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3.6.6 Results
Even if a huge majority of the teachers (80%) think that the oral participation of students is of high
importance (not only in languages !) 70 % of them admit to using "chalk and chat" for more than 40%
of lesson time... The conclusion is that students’ participation has to be developed and encouraged. The
syllabus is of course a barrier but with teaching innovation and new kinds of activities this point can be
changed.
Again a majority of students seem to be well aware of what communication is: they have to think about
what to say, anticipating possible issues in order to be clear and convincing.
But do they really master communication skills? We can doubt it because they are sometimes
misunderstood and are surprised of that.
Students like to communicate, but they have to be confident in their skills to be clear. It is necessary to
develop those skills to give our students maximum chances to succeed in their professional lives.
181

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Not at all 6%
182 Yes, in most cases 29%
No idea 14%
Not at all 6%
Maybe yes 34%
Definitely 46%

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Not at all 3%
Rarely 11%
Often 66%
Always 21%
Not at all 1%
Rarely 12%
Often 62%
Always 25%
183
execution.
Not at all 1%
Rarely 21%
Often 55%
Always 22%

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3.7.5 Results
Solving complex problems is a big issue for French students. The majority of teachers do not think they
are capable of solving them. Finding an answer or adopting the right attitude when facing complex
problems requires being able to analyze a situation and them make the right decision. This requires to
be experienced and trained. Thus there is a huge need of student training if we want them to be able to
act correctly in such situations.
The students confirm in that analysis that they need to think about the problem, try different solutions
before giving an answer or suggesting a solution.
This cannot be improvised and they have to be trained to that as of their young age, which is not the case
in the current French school system. That is the main reason why teachers think the majority of their
students are not capable of solving complex problems.
184

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Annnex2-Comparative Study Survey-schools from Italy, Bulgaria, Portugal, Turkey
Annex 2
185
in collaboration with

Christian Altmann, Berufliche Oberschule Erlangen, Germany

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Table of contents
Comparative Study Italy
Introduction …..……………………………………………………………………………… 6
Transferable skills
8. Time Management ………………………………………………………………….. 16

186
Comparative Study Bulgary
Introduction …..……………………………………………………………………………… 37

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Transferable skills
8. Time Management ………………………………………………………………….. 47
Comparative Study Portugal
187 Introduction …..……………………………………………………………………………… 66
Transferable skills (for teachers)
8. Time Management ………………………………………………………………….. 71

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Transferable skills (for students)

1. Time Management ………………………………………………………………….. 85
Conclusion ………………………………………………………………………………….. 92
188 Comparative Study Turkey
Introduction …..……………………………………………………………………………… 93
Transferable skills
8. Time Management ………………………………………………………………….. 102

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OUTPUT 01
COMPARATIVE STUDY

Survey Italy
Author: Carla Sbarbati (teacher of Geography)

189
Felice Santilli (teacher of Geography)
Giulia Chesi (teacher of Economy)
Daniele Laurente De Biasio (teacher of Italian and History)
School:“IIS Charles Darwin“
Country: Italy

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1. Introduction
Due to its structural weaknesses, Italy is one of the 28 EU Member States worst hitby the crisis.
The segmentation across gender, age, and territory is very marked and job opportunities are unevenly
distributed among the labour force, with the marginalization of specific segments of the working
population, in particular women and young people and especially those residing in Southern regions.
With an employment rate of only 59.8% (20-64) in 2013 Italy is very far from theEU 2020 national
targets of 67-69%. Gender gaps in employment rates (15-64), even if declining, due to the dramatic
decline in male employment, still reach 18% in 2013; age gaps in employment rates are much wider than
in other EU countries. Employment rate among young people (age 15-34) is only 40.2%; North-South
territorial gaps are also the widest in Europe: employment rates in Southern Italy are at a low 42% versus
an average of 64.2% in the Northern regions. The employment contraction has been more severe for the
low-educated and for young males. It has affected all Italian regions, with youth unemployment rates
reaching very high peaks in 2013, ranging from 31.2% in Northern regions to 51.6% in Southern ones.
190
The high level of unemployment has led to discouragement and inactivity among young people, so that
the Italian labour market is also characterized by very high NEET rates (young people not in
employment, education or training).Overall, more than two million people aged 15-29 (23.9 per cent of
the total) are NEET, among the highest values in Europe. The school-to-work transition takes longer
than the EU28 average: in 2009 the average time between leaving formal education and starting the first
job was10.5 months in Italy compared to 6.5 months for the EU28, while the more highly educated also
show long transition durations (9.8 months).
Among the major issues at the centre of current debate on labour and social inclusion policies in Italy
is that the educational system still shows weaknesses in terms of quality and outcomes.
In international comparisons the definition of ‘young people’ applies to people under 25years of age. At
the country level, on the other hand, political debate and some socioeconomic surveys include the under
35-year-olds in the category of young people, that is a specific example of the Italian anomaly. Entry
jobs are largely temporary and, with the crisis, they are less likely to represent a stepping stone to
permanent employment than in the past. The greater vulnerability of young workers has to do with the
fact that they are to hold short-term, atypical labour contracts and that they tend to be more vulnerable

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to employment loss even when they hold permanent contracts. The probability for young people (15-24
years) to move from temporary to permanent employment fell from 24.5% in 2004-2005 to 19.1% in
2008-2009, while the transition rate from temporary work to unemployment doubled from 5.8% in 2004-
2005 to10.8% in 2008-2009 (Istat, 2010). Due to the precariousness of their employment conditions
Italian young people tend to remain at their parents’ home longer than the EU average and in general
longer than most of their European contemporaries. The Eurostat figures show this Italian peculiarity
clearly: in Italy 93.2% of the young people aged 18-24 were still living with their parents in 2012,while
the EU28 figure came to 79.4%. For the following age group (25-34), the situation is even worse: 46.6%
were still at their parental home against the 28.5% of the EU28. A striking contrast is offered by
Denmark, where this applies to only 1.8% of the same age group. Eurostat data show that a stable job is
an absolutely crucial factor for young people to approach autonomy and not a cultural factor.
The uncomfortable conditions experienced by many young people in Italy are in part attributable to the
peculiarities of the Italian welfare and education system.The education and training system is still
sequential and lacking a higher vocational training track. Even though recent reforms have been
enhancing the role of higher technical and professional education through the establishment of new
191 Higher Technical Institutes (ITS), the links between the education system and the labour market are still
weak. Early school leaving reached 17.6 per cent among the 18-24-year-olds in 2012,with peaks of
21.1% in the South (compared to the 12.8 percent EU average). Italy also shows very low levels of
educational attainment among young people (only 21% of the 25-34 age group shows tertiary education
attainment in Italy) and the incidence ofexpenditure on education in GDP was 4.2 per cent in 2011, well
below that of the EU27(5.3 per cent), with education often of poor quality, especially in Southern Italy.
As a tertiary economy, most of the demand for labor comes from business services, which in 2014
planed 450 thousand recruitment, corresponding to nearly 75% of the total; while the remaining little
more than 25% is concentrated in the industry, with over 163 thousand hirings of which about 103
thousand only in manufacturing and almost 50 thousand in the construction industry. The first five
sectors in services with the largest number of hirings are: accommodation, catering and tourism services
(154.560, 34.3%), retail (63.420, 14.1%), services to business and people (43.330, 9.6%), transport,
logistics and warehousing (33.570,7.5%), health care and social assistance (private services) (32.030,
7%). In structural terms, most of the planned recruitment in 2014 will cover medium-skill profiles, which
account for almost half (46.7%; 286.500 in absolute values) of hirings; as a matter of fact they include
many jobs related to trade and tourism, two sectors, as seen before, which
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offer large employment opportunities. In order to have better chances of finding a job is also necessary
to have a good deal of transferable abilities, not related to technical skills but to attitude and personality.
This is because the labour market requires various and complex skills to perform new tasks and jobs or
upgraded and renewed along the work process. The knowledge of a foreign language is required in 2014
at 3 high school graduate students out of ten (exactly at 29.8%), showing an increasing trend compared
to 2013. Clearly it is a skill required mainly to secondary school graduates in foreign languages (78% of
job applicants), aviation and navy (87.6%), but also to secondary school graduates in electronics
(70.7%), and information technology (47.2%), together with former students of tourism and health
industry (41%). As a consequence secondary school graduates that will perform more qualified
professions in the ICT field or in tourism can not avoid learning a foreign language. Computer skills are
essential for more than three high school graduates out of ten expected to enter in 2014, exactly for
32.2% of the relative hirings. Even if this percentage shows a decline compared to 2013 (when it was
36.7%) we must underline that computer skills are required for many secondary school graduates in
different fields of study in almost half or more of the programmed hirings in 2014, besides to those who
have studied computer science, of course, for which the knowledge is required in almost 90% of relative
192 hirings. Also secondary school graduates in administration and commerce (80%) must have computer
skills together with press and publishing, foreign languages, electronics, graphics and advertising and
electrotechnical. Together with a good education, a post high school degree qualification and a
working experience behind, there are also other important factors related to transferable skills
and personal attitudes. The most requested skills for high school graduates are team working
ability, communicative ability, flexibility and adaptation and the attitude to work in an
independent way. All these skills are considered very important by the companies in 2014 in 4
recruitment out of 10.We must consider that high school graduates are more operative figures,
rarely placed on decision making places in a company, but the ability to plan and coordinate is
required only for 17.8% of those expected to be recruited in 2014, even if there are peaks of over
20% for secondary school graduates in foreign languages, construction and non vocational
schools. However, in general, having transferable skills has an increasing importance to enter the
labor market, for example for the expected recruitment of 87 secondary school graduates out of
100 in 2014 companies state that transferable skills are equally of even more important than
specific or professional skills. These percentages get to peaks of 90 out of 100 if we think about
recruitment of secondary school graduates in graphics and
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advertising, foreign languages, telecommunications, electronics and non vocational schools.

All the figures are taken from the websites of the Italian Ministery of Work and from the Italian
relation on labour market made for European Union
Totally disagree 0%
Partially agree 43%
Totally agree 29%
193 needs.
Totally disagree 0%
Partially agree 50%
Totally agree 14%
Totally disagree 0%
Partially agree 79%
Totally agree 7%
profession.
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Totally disagree 0%
Partially agree 7%
Totally agree 86%
profession.
Totally disagree 7%
Partially agree 50%
Totally agree 21%
194 6. Young people at our school have a counsellor to help them make decisions regarding
career.

Partially agree 29%
Totally agree 14%
studying abroad.
Totally disagree 7%
Partially agree 36%
Totally agree 14%

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Totally disagree 0%
Partially agree 29%
Totally agree 57%

Partially agree 29%
Totally agree 7%
195 10. The Computer skills of your students are sufficient for their future career?

Partially agree 43%
Totally agree 0%


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Male 24%
Female 76%
2. How old are you?
14 0%
15 11%
16 51%
17 24%
18 13%
Over 18 1%
196

mind
do.

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company)
Investigative 4%
Social 20%
Artistic 13%
Others 53%
Not at all 25%

To some extent 45%
Yes, very much 12%
197 6. Do you think your language skills are sufficient for your future career?
Not really 11%

Definitely 13%
Not really 7%
Definitely 25%

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f I have the chance to do it I would change the way of teaching, for example I'll make more activities because
most of the students don't study because they think that it's boring and they don't want to study. If there are
activities connected to the things that we're studying we can participate with more attraction and not thinking
that is boring.
everything
more hours of conversation
I study languages, but I haven't a mothertongue teacher in my school.
I'd like to improve the hours of language
For example have two teachers for the study of the languages, one for the grammar and one mother-tongue for
the conversation. In this way you can learn more about the language
I don't know
more things
Nothing
more hours of languages and practice
I would like less lessons and teacher more comprensive
I don't know.
I think that it could be a good idea to make more hours languages in the school and more working experience
198 during the school time.
something about the training of job
I would to put in my educational system more Hours of conversation
I would want less lessons
I would change something
I'll would study more
I don't know
I'd like study more languages and have more working experience.
I'll do more hours of computer science and foreign languages laboratories
I would do more Hours of languages
I'll do more hours of foreign languages laboratories
nothing
I'd like to increase number of hours in some subjects and decrease in others
have more time to do the experience of stage
I would do more hours of foreign languages laboratories
Spend more time in training
I would like to change the school system
I'd like studying languages more hours, not just 3 hours a week.
the system in my school is not right
i would like to do 5 hours a day in school
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More hours of conversation

I don't know
I would do more hours of foreign languages
I would change some teachers
More time to study languages
more travel and more hours of lessons
Better teachers, much conversations
I'd like to change the way of studying languages
I would make more hours of Language subjects
I would like to change the relation between the professors and their students.
2.6Results
Teachers: evaluating the upper secondary school in the italian education system (questions 1,2
and 3), most teachers (about two out of three) consider objectives, textbooks and syllabuses
useful and modern enough for students future career and this can also depend on the strong
conviction (79%) that their teaching methods involve students actively in the learning process.
This result reflects the positive potential of italian school considered in itself, in spite ofthe
recent, repeated and damaging reforming acts.
199 On the contrary (questions 4, 5, 6 e 7), a repeatedly changing labour market generates uncertainty
as the way school is linked to a global and renewing world: in this context students orientation,
inside and outside school, is considered absolutely necessary (86%) but at the moment
inadequate by the majority of teachers. Moreover students don’t completely possess the essential
transferable abilities, especially language and computer skills (questions 9 and 10) to meet the
market needs at the end of their education path. This fact is confirmed by the strong awareness
expressed by teachers (57% totally agree, 29% partially agree) that they should follow training
courses about transferable abilities.
Students: unexpectedly students seem to consider school a sufficient starting point fort their
future career but at the same time show some mixed trends (questions 3, 4 and 5). About two out
of three (64%) have got a plan for their future job but the opinion of over half of students (53%)
is extremely fragmented among several possible (or impossible?) jobs, mirroring an
everchanging labour market they have to face.
Moreover some 70% of them, ingenuously and ignorantly, overestimate (questions 6 and 7) their
own transferable abilities (maybe teachers should make their school targets higher) but, luckily
and contradictorily, they also would like some changes in the
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education system (question 8), especially as to computer laboratory activities, training stages,
language courses and studying abroad.
Comparison teachers/students answers: finally, comparing teachers‘ and students‘ answers to the
general questionnaire, a gap clearly appears in their evaluation of computer and language skills:
over half of students think they possess transferable abilities fit for their future career, while most
teachers disagree. Their exaggerated and mistaken self-assessment shows an attitude of deep
disorientation, a sign of the times and dire straits young people live in.
3.1 Time management
200
No importance 0%

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Not at all 43%

At least once 7%
Regularly 7%
At least once 7%
A few times 29 %
Regularly 64%
Not at all 0%
201
At least once 0%
A few times 23%
Regularly 69%
Not at all 0%


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Not at all 2%
Rarely 10%
Sometimes 58%
Often 25%
Very often 5%
Once the day 55%

A few times 24%
Regularly 13%
Every hour 8%
202
Not at all 9%
Rarely 9%
Sometimes 44%
Often 31%
Very often 7%
3.1.6 Results
Teachers
Teachers agree ( 100 % total) that the knowledge of time management is very important ( 43 % ) or
important ( 57 % ) in the labor market , but some of them ( 43 % ) believe that students are not aware of
“use of time management”, while 43 % of teachers are convinced that on some occasions the students
have awareness. Teachers consistently with these data , consider that at schoos time management should
be taught regularly (64 % ) or at least on some occasions ( 29 % ) .
Students

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58% of the students with a " job " to do only sometimes take time in planning and programming , while
only 25 % do it often and 44% of them only a few times establishes priorities in the list "TO dO "or
programming their actions and 31 % do it often .
55% of pupils check e-mail once a day , while the remaining 45% of them controls more often
( several times 24 % , 13 % regularly , every hour 8 % ) .
Comparing the answers of teachers and pupils it can be established that teaching time management,
considered fundamental in the labor market , needs to come more regularly in school activities to
increase the use and a greater awareness by students .
203 Yes, of high importance 57%

No importance 0%
I don’t know 0%
some subjects.

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Not at all 0%
At least once 14%
Regularly 71%

Yes, important 55%
Not important 0%
204
I disagree 19%
I agree 36%
I disagree 2%
I agree 73%
3.2.6 Results
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Teachers
Regarding the question about presentation skills , 100% of teachers are convinced that they are very
important ( 57 % ) or important ( 43 % ) in the labor market and for this reason the same 100 % is in
favor of encouraging these presentation skills to all students ( 64 % ) or in particular in some situations
( 36 % ) and they want regular courses on presentation skills ( 71 % ) would be done
Students
All students ( 99 % ) agree that presentation skills are very important or important for their future entry
into the labor market . Instead they are virtually divided in half of those who use keywords to simplify
the reading of technical documents and who do not , but the majority ( 80 % ) agrees with the fact that
in a presentation you have to give the necessary information and capture the audience .
The comparison of the responses of teachers and pupils shows that for everyone the skills in the
presentation are essential to better enter into the labor market . And it is for this reason that teachers
would like to encourage this teaching to students , aware of the importance of these skills , but , at least
205
in part , still not in possession of the same .

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1. Subject taught :
Sciences 21%
Languages 21%
Other Subjects 50%
0% - 20% 43%
20% - 40% 29%
40% - 60% 29%
60% - 80% 0%
206 3. According to you, what are the obstacles to teamworking ?
timetable 36%
lack of rooms 7%
none 0%
slideshows)?

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Essential 21%
Very important 29%
Important 36%
Waste of time 0%
Yes 86%
No 7%
No idea 7%
207 3.3.2Questions for students
Rarely 9%
Sometimes 53%
Frequently 29%
Always 9%

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Rarely 15%
Sometimes 36%
Frequently 38%
Always 11%
Rarely 53%
Sometimes 38%
Frequently 5%
Always 4%
3.3.6 Results
Teachers
208
The school’s teacher use teamwork as a frequent methodology, using about 20% (43%) or more (20%-
40%) (29%) of their schedule for this kind of activity. Teamwork is generally utilised in all areas of
study. The bigger obstacles for team working are: timetable (36%), the problems linked to the
supervision of students during the activities and the general management of team working by teachers
(both percentages are 29%). Another problem is the lack of rooms (7%). The teachers think that hard-
skills in teamworking are important (36%) and the possibility for the students to be more prepared for
the challenges of the active life (86%)
Students
The students see teamwork as the possibility of avoiding the task by relying on the job made by other
students in the group (frequently 38%, always 11%). When they can choose the group, they prefer to
pick the group where the best students are (sometimes 53%, frequently 38%). Usually students prefer to
work on their own and they prefer to build activities starting from their own ideas instead of relying on
the ideas of other students (they rarely rely on others’ ideas for 53% of cases)

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No idea 14%
Not at all 21%

209 No importance 0%
Not at all 0%
At least once 36%
Regularly 57%

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Disagree 4%
Agree 42%

Disagree 20%
Agree 25%
210
Disagree 15%
Agree 49%

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3.4.7 Results
Teachers
A narrow majority of teachers (57%) involved in the questionnaire, thinks that today’s students are
generally less capable of facing conflicts if compared with the past generations of students. The teachers
recognize the importance of conflict-solving skills for the students (64% says they are important and
29% very important) and they think that school should teach this kind of skills (“regularly” for 57% of
interviewed teachers)
Students
From the data it appears that students are willing to listen to other’s opinions (agree 42%, completely
agree 22%), but they want to have the possibility to say their own opinion. Generally, though, they are
not willing to keep a strong position in the debate if people around do not respect their view (agree 25%,
completely agree 15%) or they are inclined to keep a passive attitude if their opinion is bring into
question (27%). In conflict situation they tend to use mediation in order to solve the issue (agree 49%)
211
Totally agree 21%

Agree 57%
Slightly agree 21%
Disagree 0%

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Totally agree 29%

Agree 50%
Slightly agree 21%
Disagree 0%
Totally agree 21%

Agree 64%
Slightly agree 14%
Disagree 0%
212
Totally agree 14%

Agree 43%
Slightly agree 29%
Disagree 14%
Totally agree 29%

Agree 50%
Slightly agree 21%
Disagree 0%

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Disagree 35%
Agree 20%

Disagree 29%
Agree 22%
Disagree 7%
Agree 43%
3.5.7 Results
Teachers

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A majority of teachers (21% totally agree,57% agree) involved in the questionnaire, thinks that the mood
of an employer determines one's job satisfaction and a greter majority agree to the fact that the way a
person feels interferes with his/her production capacity (Totally agree 29% , Agree 50%)
The teachers agree with the fact that a person should try to understand why others are emotionally
unstable on a specific day (Totally agree 21%, Agree 64%) but only a little majority agree that
emotionally controlled people have better jobs (Agree 43%, totally agree 14%) They consider of high
importance the fact that a person should be aware and manage his/her emotional state before having to
deal with peers (Totally agree 29% , Agree 50%, Slightly agree 21%). Noone disagree
Students
From the data it appears that the fact that students become defensive when criticized may depend on
circustances (I disagree completely 11%, I agree completely 0% ), and they are the same forstaying calm
under pressure (I disagree completely 11%,I agree completely 2%). Generally, they are able to put
themselves in somebody else’s position and thus understand their actions and reactions (Agree 42%,
agree completely 16% )
214

0% - 20% 14%
20% - 40% 29%
40% - 60% 29%
60% - 80% 29%
80% - 100% 0%

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Of importance 64%
Of no importance 0%
Not at all 0%
Only a little 7%

215
Disagree 4%
Agree 56%

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Disagree 24%
Agree 22%
Disagree 9%
Agree 35%
216 3.6.7 Results

Teachers: today we live full-immerged and full-time in this age of communication, digital and
virtual, and teachers are well aware their basic aim is not to inform but form young people. In fact
almost all of them (about 58% spend most of their time on instructing) consider necessary to teach
students how to learn before teaching the contents of one’s own discipline. Thus in the classroom
it‘s essential to be in direct contact with each other.43% and 50% of the teachers encourage the
participation of the students
Students: even if especially young people are now connected (unuselessly?) all day long, the
quality of their communication is not always good but worrisomely some 50% seem not to care
about it. That’s why students should be trained to communicate correctly and effectively and over
half of them knows that!

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Not at all 0%
217
No idea 7%
Not at all 0%
Maybe yes 79%
Definitely 14%

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Not at all 4%
Rarely 20%
Often 58%
Always 18%
Not at all 4%
Rarely 11%
Often 55%
Always 30%
218
execution.
Not at all 0%
Rarely 24%
Often 53%
Always 23%
3.7.6 Results
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Teachers: Italian upper secondary school is largely considered apart from the world of job and this
nationwide negative opinion is truly recorded by teachers‘ answers: almost 93% think most students
acquire sufficient abilities specific of any discipline but can’t use them effectively to solve practical
problems and take decisions. And they think that courses should be offered to acquire the necessary
abilities (79% may be yes)
Students: when students have to face problems, most (about three out of four) can’t sufficiently analyze
them to find solutions, arrange and develop a plan of activities for its implementation. Finally it seems
to be a question of absence of method more than of content, so training courses involving both students
and teachers should be offered by school.
219

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OUTPUT 01
COMPARATIVE STUDY

Survey Bulgaria
Authors: Lyubima Konstantinova – French teacher

Nadiya Milusheva- English teacher
Iliya Valchev – Pedagogical counselor
School: Professional High School of Economics "Ivan Iliev" Blagoevgrad
Country: Bulgaria
220

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1. Introduction
After the beginning of global economic and financial crisis, ensuring a smooth transition between
education and employment and inclusion of young people in the labor market appears to be important and
difficult problem facing the European Community.
Economic instability has led to unprecedented levels of youth unemployment in the European Union.
According to Eurostat, in 2013 the annual rate of youth unemployment (15-24year old) in the EU is 23.3%,
compared to 22.9% in the previous 2012 and 15.6% in 2008. In individual countries the level is different
and last year reached 7.9% in Germany and 9.2% in Austria to 58.3% in Greece and 55.5% in Spain.
In 2013 the unemployment rate among young people in Bulgaria was 28.4%, which gives us eighth
position, with a level higher than the EU average. Bulgaria, however, is in the second place in the European
Union growth rate of youth unemployment. In 2008, 12.7% of young people in the economically active age
were unemployed, while in 2013 their share has jumped more than 2 times: 28.4%. If the growth rates of
youth unemployment continue, over the next six years, the number of Bulgarian young people registered
in labor offices and outside the labor market could double to over 1 million. The number of unemployed
young people in Bulgaria has increased with 15,000 people for the past five years and actually one third of
young people are currently unemployed. 17.5% of them have never started work. Nearly 50% of young
221
unemployed are long-term unemployed - for more than a year. Every fourth unemployed youth in the
country has higher education. 26.9% of Bulgarians up to 34 years old are graduates but less than 30% of
them are realized in their profession. 19% of jobs are taken by people with less than the required
qualifications and 50% of graduates who find employment, occupy positions below their qualification.
According to the Bulgarian Industrial Association, about 80% of professional fields and specialties in
high schools do not fit into the current structure of the most sought after professions. A survey conducted
among employers and students shows that higher education does not give adequate preparation. 50% of
students do not know the employers' requirements for the profession they are studying.
20% admit that they do not know what their future employers expect from them.
Only 10% of students are aware of what criteria must be met to get their desired job. With nearly 25,000
decreased the number of students in vocational schools in the period 2000 - 2014. We have run out of
qualified staff which leads to increasingly observed phenomenon – engineers take jobs for people with
secondary technical education.
Young people are not motivated and because of the economic instability in the country they do not dare
to develop their own business after graduating. Only 8% of them intend to create private companies. Others
prefer to continue / extend / education or plan to emigrate to work any job. Businesses do not actively
participate in the training of students in vocational schools. There is no
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practice on companies to provide trainees with really high skills. They work, but perform more general
tasks and do not master the necessary level of professional knowledge and skills that practice should give
them. Another phenomenon of the Bulgarian reality is that 70% of young job applicants rely on assistance
from relatives and acquaintances in seeking and finding their first job. Few young respondents indicate
that they check job advertisements and try to make a direct contact with potential employers. Only 30
percent rely on the assistance of the labor offices, where ads are mainly for people with low qualifications.
Not more than 20% of them are willing to take part in competitions to get the job they want.
The reasons for the alarming statistics and experts’ gloomy opinions and forecasts (real facts about
youth unemployment do not always coincide with the official statistics, and in the future is expected to
increase its size) are complex. They should be sought in the education system which is insufficient adequate
to the contemporary requirements of the labor market. The education system in its current form, obviously
fails to prepare adequately future staff. The focus is on teaching of theoretical knowledge without
encouraging students to discover themselves causal relations between facts and their application in real
life. On a very low level is the interaction between educational institutions on the one hand and employers
on the other. There is lack of the necessary professional orientation and future career development of
young people. Another serious drawback is that education does not fully meet expectations, which makes
222 employers prefer people with experience and expertise, trusting their properties acquired over the years
to their diplomas and certificates.
In the modern Bulgarian education system lacks the idea of the need for development of portable in
every economic sphere qualities and skills in young people. That is why they feel unprepared and insecure
in the world of working people. For young people in our country solving the problem of employment is
expected to be done by external factors without their active participation, as mentioned a little above.
Insufficient development of qualities in students such as initiative, self-confidence and ability to self-
present to employers are crucial for the inability of future realization of young people in Bulgaria. The
dynamic nature of modern labor markets increases the need of flexible young staff who knows how to solve
daily cases of different nature, think critically and creatively, be able to be leaders, know how to manage
time and work to tight deadlines, be responsible and work in a team.
All difficulties related to youth employment and the integration of young people into the labor market
would be reduced significantly in terms of a more effective educational system that promotes students’
entrepreneurship and comply with growing requirements of the contemporary labor market.
Therefore it is necessary to develop and implement new modern curricula, providing development of
hard and soft skills in students to enhance the growth of youth employment throughout the European
Union.

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2014-1-RO01-KA201-002736

Totally disagree 0%
Partially agree 73%
Totally agree 18%
needs.
223
Totally disagree 9%
Partially agree 55%
Totally agree 0%

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2014-1-RO01-KA201-002736
Totally disagree 0%
Partially agree 55%
Totally agree 9%
profession.
Totally disagree 0%
Partially agree 18%
Totally agree 73%
profession.
224

Partially agree 37%
Totally agree 18%
career.

Partially agree 18%
Totally agree 9%
studying abroad.
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Totally disagree 0%
Partially agree 64%
Totally agree 0%
Totally disagree 0%
Partially agree 18%
Totally agree 73%
225
Totally disagree 9%
Partially agree 46%
Totally agree 27%
Totally disagree 0%
Partially agree 55%
Totally agree 18%

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2014-1-RO01-KA201-002736
Male 32%
Female 68%
2. How old are you?
14 0%
15 42%
16 38%
226 17 12%
18 6%
Over 18 2%

mind
do.

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2014-1-RO01-KA201-002736

company)
Investigative 10%
Social 18%
Artistic 12%
Others 24%
Not at all 28%

To some extent 40%
Yes, very much 8%
227
Not really 0%
Definitely 28%
Not really 2%
Definitely 38%

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2014-1-RO01-KA201-002736
I will increase our practice lessons.

I want to change educational system, health system and the future of the students.
The school day time. Here we go to school very early or in the middle of the day. It's uncomfortable
to anyone.
I want to repair student knowledge because in the last 10 years pupils are not interested in
studying course.
I don't know.
More English classes... Actually we have to change our political situation first.
If I can change our educational system in Bulgaria I think that we increase funding for
technical/vocational training.
I would rather to change schools subject because in Bulgarian education most of all subject are
boring.
I would make more computer rooms at schools.
It needs a complete revamp.
Computer’s bases.
I would make the teachers to teach their lessons at more attractive way.
The computer technologies, we don't use it enough.
I don't know.
If i had the chance to do it i would change most of the things. Like the methods of teaching and
learning.
228 Uniforms!
More money for education!
The methods of teaching must be changed.
I would add more classes for practicing our skills.
I would like more practice. The educational system in Bulgaria must be changed
I think that every student should be more interested in their lessons and our teachers must teach
better.
I would like to not burden us with such tests and homework.
I would rather try Bulgarian education because it's boring our lessons to be easier according to our
grade. Not to have so difficult lessons on one day.
I would change the fact that there is no opportunity for further development.
I want to have more practice than theory.
Most of the things need to be changed.
I'd like to have more practice classes.
I would make the student’s books easier to learn.
I want to have more practice in education process.
The way that our teachers teach us needs to be changed.
The Minister of Education to be changed.
I want to attend in many projects, but my school isn’t part of these things.
To prepare you better for your future career.
I think students must do more practice and study less theory.
More practice lessons.
I would make lessons for practice.
The way that some of our teachers teach us.
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In my opinion Bulgarian educational system should be more different.

Nowadays schools are not good enough.
I would rather my school did projects as in the other schools. It may be useful for high knowledge
and high skills.
2.7 Results
Teachers: Most teachers consider that what is taught in school is useful for the students future - 73% -
partially agree and 18% - totally agree. Textbooks and syllabus are useful and modern enough for
students future career - 55% of interviewed are Partially agree and 36% - Partially disagree. Majority of
teachers believe that their teaching methods involve students actively in the learning process - 91%.
Over 90% of teachers are agree that in today's society young people need orientation and advice
regarding their future profession. 45% disagree that there are enough specialised services in BG schools
offering consultancy for students' future profession. Interviewed teachers think that 64% of young
people have access to good quality of information regarding the opportunities of studying abroad.
Teachers should take part in teacher training courses about transferable abilities – 73% totaly agree. 27%
of teachers concider that the language skills of their students are sufficient for their future career. Only
229
18% of them are totaly agree that the Computer skills of students are sufficient for their future career.
Students: 68% of intrviewed 50 students are female. Most of the students (80%) are 15-16 years old.
More than a half of students - 60% have an idea about their future career. 73% of them have got a plan
for their future job: entrepreneurial – 36%, investigative -10%, social – 18% and artistic – 12%. The rest
24% chose „others“. 32% believe that the educational system in BG prepares them well for their future
career /to a high extent -24% and very much – 8%/.
Between 22-28% of the students consider that the computer and language skills are both of a small
degree for their future career, while 38-44% - a reasonable degree. They also would like some changes
in the education system such as: more practice lessons and less theory, more computer rooms at schools,
new methods of teaching and learning, more money for education, more understandable and useful
lessons content, less tests and homework.
In general they find Bulgarian education system not sufficient for their future professional preparation
and success.
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3.1 Time management
3.1.1.Questions for teachers

No importance 0%
Not at all 27%

230 At least once 27%
Regularly 0%
At least once 0%
A few times 0%
Regularly 100%
Not at all 0%

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At least once 0%
A few times 50%
Regularly 50%
Not at all 0%
Not at all 10%

Rarely 12%
Sometimes 26%
Often 40%
Very often 12%
231
Once the day 42%

A few times 16%
Regularly 26%
Every hour 12%

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2014-1-RO01-KA201-002736
Not at all 8%
Rarely 12%
Sometimes 30%
Often 22%
Very often 28%
3.1.7 Results
Teachers: All interviewed eachers (100%) agree that the knowledge of Time management is very
important - 64 % or important - 36 % required skill on the labor market. 100 % of teachers consider that
at schools the Time management should be done regularly. 27% of them answered whit „not at all“ to
the question if students taught about Time management at their school.
Students: 38% of the students „rarely and sometimes“ take time in planning and programming in case
of having work to do and only 12% do it very often. While 40% do it often. 42% of students check their
e-mails once a day, 26% regularly, while the remaining 32% of them chek it 16% a few times and 12%
232 every hour. About 50% often or very often set priorities in their "To Do" list or the program of actions,
30% do it sometimes and just 8% not at all.

No importance 0%

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2014-1-RO01-KA201-002736
I don’t know 0%
some subjects.
Not at all 0%
At least once 0%
233 At a few occasions 64%
Regularly 36%
3.2.2Questions for students

Yes, important 42%
Not important 8%

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I disagree 12%
I agree 42%
I disagree 6%
I agree 40%
234
3.2.7 Results
Teachers: Concerning the answers about presentation skills required on the labour market - 100% of
teachers believe of the importance of such skills: Very important -73 % and Important -27 %. 36% of
interviewed consider that It could be more and at least in some subjects.
Regarding the necessity of offering courses on Presentation Skills at school 64% of teachers gave At a
few occasions and Regularly - 36%.
Students: Almost all students - 82 % agree that presentation skills are very important or important for
their future involvment into the labor market. More than a half of them (60%) agree and/or completely
agree that their notes contain only "key words" so they should avoid read up from a manuscript or
technical paper. About catching the attention of the audience and still provide the necessary background
information: 40% agree and 24% completely agree.

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1. Subject taught:
Sciences 27%
Languages 46%
Other Subjects 9%
0% - 20% 27%
235
20% - 40% 55%
40% - 60% 9%
60% - 80% 9%
timetable 45%
lack of rooms 18%
none 0%

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slideshows)?
Essential 9%
Very important 55%
Important 36%
Waste of time 0%
Yes 100%
No 0%
No idea 0%
236
3.3.2Questions for students
Rarely 2%
Sometimes 34%
Frequently 34%
Always 30%

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Rarely 6%
Sometimes 42%
Frequently 44%
Always 8%
Rarely 52%
Sometimes 24%
Frequently 12%
Always 12%
237
3.3.7 Results
Teachers: Preferred teamwork is in language learning - 45% solid rate in scientific disciplines - 27%
and other subjects percentage is significantly smaller. When work on team teachers are involved in
about 1/3 of their teaching time. As the main obstacle, however, is pointed the lack of time in the
school schedule - 45% and the difficult motivation of the students be actively involved - 36%.
Interactive activities are determined as very suitable for successful teamwork - 55% and another 36%
believe that it is useful. All teachers interviewed are convinced of the benefits of teamwork - 100%.
Students: Students try to combine with more successful peers to get a good result from teamwork.
Only 2% are not interested in who they work with in a team. Students look on working alone quite
equally as teamwork - 42%. Few of them insist on working alone - 8% or prefer definitely teamwork -
6%. Most of students participate actively in the work with their own ideas - 52%, only 12% are passive
participants.

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Both teachers and students take teamwork positively. As a main problem teachers indicate the lack of
motivation of the individual student. Students generally think that the teamwork is a good way to
improve their knowledge and skills.
No idea 0%
Not at all 27%

238

No importance 0%
Not at all 0%
At least once 18%
Regularly 36%

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Disagree 6%
Agree 42%

Disagree 20%
239 Agree 22%
Disagree 12%
Agree 36%

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3.4.8 Results
Teachers: Teachers do not believe that today's students do well more difficult than previous generations.
The majority (64%) accept that today students are less capable of solving problems in some cases only
while 27% do not believe in that. They completely agree that students should have the skills to deal with
conflict situations, 36% consider that these skills are completely optional. The majority of teachers
(46%) believe that it is necessary to teach the conflict resolution skills at school as 36% believe that it is
absolutely necessary and must be regularly.
Students: Students are willing to listen to others' opinions, but also insist on expressing their own.
Matching misunderstanding students respond completely different reactions. Similar findings are
reported for their efforts to overcome the dispute - from continuing the conflict to ignore it and lack of
interest.
240
Totally agree 18%

Agree 73%
Slightly agree 9%
Disagree 0%

240
2014-1-RO01-KA201-002736
Totally agree 64%

Agree 27%
Slightly agree 9%
Disagree 0%
Totally agree 18%

241 Agree 64%
Slightly agree 18%
Disagree 0%
Totally agree 27%

Agree 64%
Slightly agree 9%
Disagree 0%

241
2014-1-RO01-KA201-002736
Totally agree 64%

Agree 27%
Slightly agree 9%
Disagree 0%
Disagree 20%
Agree 22%
Disagree 10%
Agree 46%
3.I’m able to put myself in somebody else’s position and thus understand their actions and reactions.

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Disagree 2%
Agree 56%
3.5.8 Results
Teachers: Impressive part of interviewee (91%) are agreed or totally agreed that the mood of an
employer determines one's job satisfaction.
Exactly the same rate is observed regarding the question that a person’s feelings interfere with his/her
production capacity as well as emotionally controlled people have better jobs. It’s the same about being
aware and managing his/her emotional state before having to deal with peers.
243
However, the percent decrease when it comes to this that each person should try to understand why
others are emotionally unstable on a specific day. Therefore people are much more likely to comply with
their own emotional state than that of his colleagues.
Students: Only 18 % are totally categorical that they do not become defensive when criticized.
Even smaller is the proportion of those who manage to stay calm under pressure. However, ⅔ of
interviewed students fell able to put themselves in somebody else’s position and thus understand their
actions and reactions.
Those results reveal a high degree of emotional dependency on the workplace in Bulgaria and the need
of emotional person’s stability at work, as well as at school, so this type of skills has to be more
developed.

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0% - 20% 0%
20% - 40% 18%
40% - 60% 36%
60% - 80% 46%
80% - 100% 0%

Of importance 27%
Of no importance 0%
244 3. Should the participation of the students in your lessons be encouraged and increased?
Not at all 9%
Only a little 0%

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2014-1-RO01-KA201-002736
Disagree 4%
Agree 50%
Disagree 12%
Agree 30%
245
Disagree 4%
Agree 36%
3.6.8 Results
Teachers: Nearly half of the teachers (46%) recognize that they use the majority of classroom time to
instruct and teach, which shows that the system“ Chalk and talk“ still occupies a significant place in
classroom activities.
The majority of teachers, however, define very high the importance of the oral participation of students
in their lessons. Therefore they realize the method “Chalk and talk“ as a disadvantage.

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Most of them (55%) believe that the involvement of students in their lessons should be encouraged and
increased to a high extend.
Students: 50% of them are agreed and consider that before communicate, they think about what the
person needs to know and how best to convey it and 28% agree completely. Nevertheless, half of them
realize with a surprise that people haven't understood what they have said.
66% (agree and completely agree) think they are capable to anticipate and predict possible causes of
confusion, and to deal with them up front.

246
Not at all 0%

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No idea 0%
Not at all 0%
Maybe yes 45%
Definitely 55%
247
Not at all 0%
Rarely 12%
Often 34%
Always 54%
Not at all 0%
Rarely 10%
Often 64%
Always 26%

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2014-1-RO01-KA201-002736
execution.
Not at all 2%
Rarely 26%
Often 32%
Always 40%
3.7.7 Results
Teachers: The most part (64%) of teachers think that students are capable in few cases to find solutions
248 when confronted with complex problems. Much bigger is the percent of teachers (73%) which think that
in some cases young people are indecisive when confronted with complex problems.
More than a half of interviewed teachers consider definitely that courses have to be offered at school to
acquire the necessary abilities to solve problems.
Students: 54% of students think that they always try to define each problem very carefully before
starting to solve it.
Most of them (64%) consider that they often try to see the problem from different sides and perspectives
and generate more than one solution.
Part of them (40%) claim that they make a plan with the necessary activities for its execution once the
solution is found.

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249
OUTPUT 01
COMPARATIVE STUDY

Survey Portugal
Author:Luís Nunes
School:Agrupamento de Escolas do Fundão
Country: Portugal

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1. Introduction
250
The economic crisis5 and subsequent austerity measures have severely impacted the Portuguese
economy and labour market. From the beginning of the Economic Adjustment Programme for Portugal
in 2011 until 2013, GDP registered a 6 per cent cumulative decline. Economic activity in 2012 in
particular recorded a significant contraction. From 2008 to 2012, the employment rate in Portugal fell
6.6 p.p.. According to the ILO report on the job crisis in Portugal, one in seven jobs has been lost since
the start of the global crisis in 2008, two thirds of them over the past two years. This is a severe setback
in relation to the Europe 2020 employment headline target of 75 per cent of employment rate.
Europe 2020 set the headline target of reducing the number of people at risk of poverty or social
exclusion by at least 20 million until 2020. In the Portuguese case, the objective is to decrease the number
of people at risk of poverty or social exclusion by 200 thousand until 2020. Indeed, Portugal saw a great
decline in the share of population at risk of poverty after social transfers in the past decade; in fact, it
was one of the EU15 countries (together with Ireland) with the largest drop in this period. In addition,
while severe material deprivation has also remained stable since 2010, it decreased from 2004 to 2010.
5
Valente, A.C.; Marques, P. (2014) An evaluation of the social and employment aspects and challenges in Portugal.
In: http://www.europarl.europa.eu/RegData/etudes/note/join/2014/497759/IPOL-JOIN_NT%282014%29497759_EN.pdf

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Secondly, there was a dramatic increase in the share of people living in households with very low work
intensity in 2010 (after the global economic downturn) and in 2012 (after the Portuguese bailout). To
sum up, the recent evolution in the indicator for people at risk of poverty and social exclusion is mainly
explained by a slowdown in the reduction of at risk of poverty and severe material deprivation on one
hand, and a dramatic increase in the share of people living in households with very low work intensity.
To overcome this situation and to get back on track, it is therefore crucial to begin by stabilising
the situation in the labour market and thereafter continue to invest in the policies that were producing
positive results for poverty and severe material deprivation. The unemployment situation in Portugal
asks for an energetic answer from the Portuguese authorities who should look for strategies that will
fight these problems with visible results in the near future. Our younger generations need to feel there is
hope for them in their country in terms of a career that will satisfy them and will help the country
progress. Students need to adapt to a world in constant change, where the job for life does not exist any
more. They need to train their adaptability skills and be versatile to match the requirements of the new
world of work. All these new phenomena should be taught at school.
In fact, the Portuguese educational system, like many others in Europe, is preparing too many
251 young people for inexistent jobs. Great numbers go to university every year choosing a specific course
at the last minute, according to their final score in the national exams, thus starting a process whose end
they know little about. There seems to be a structural mismatch between the educational system and the
job market. At the moment, for example, where there are no vacancies at all for new teachers and where
there are many already in a waiting list, it seems highly illogical that courses preparing young people to
become teachers are still accepting candidates. Also, many university degrees are highly theoretical, not
allowing graduates to learn the skills needed for the jobs of today. No wonder we have then an
unemployment rate of 42% among the young employable workers, aged 15-24.
On the other hand we can observe that this same educational system, which is approximately 12
years old now, is not preparing our teenagers adequately for an international job market in terms of the
linguistic skills they need to find a job outside the national borders, as too many will only learn English
up to a basic level (A2) and then give it up to start another second language they find easier: Spanish.
As the educational system only offers a foreign language in the secondary school (students aged 15-18),
a great number (half of the students in our school) choose Spanish and abandon English. In this way they
will end up having a low performance level in both languages, English and Spanish, not being able to
function in a competitive world where communication in a foreign
251
2014-1-RO01-KA201-002736
language is so crucial. Students choosing humanities will have the possibility to choose another second
language, among other more attractive options. Nevertheless, the system requires a minimum of 20 to
start a class and so, that possibility of another language almost never comes true, mainly in smaller
schools where the numbers in humanities are not that high.
The vast majority of our secondary schools will offer today a dual system where some students
will follow a more theoretical path that will guide them towards university studies, and then there will
be vocational training guiding students to get a working diploma and, eventually, a job. These courses
are more practical, will be easier to succeed in and end with several weeks of training in their second
year and a month in the last year. The students following vocational training choose that path, above all,
because they struggled before to achieve higher grades in their previous cycle of education. Only a small
percentage of students take vocational training because they find it a better alternative. Society in general
also sees these courses as less attractive, ranking them lower in terms of social status. These facts
correspond to a certain contradiction as the labour market feels the need for more skilled workers to
perform in jobs that require more practical skills, but a great majority of the families will strive to send
their children to a university to get a higher education degree, which they classify as a socially more
252 valid achievement.

Our educational system tries to make the various subjects work together and produce a coherent
curriculum for the students, but the students see it as something too theoretical. At the same time, the
need to pass the national exams at the end of secondary education to go into university geers all efforts
towards academic achievement and leaves the practical side of the curriculum less explored. Students in
general need tools to be more aware about how to perform well in the world of work and school should
play a definite role here, giving students the chance to use their hands and their brain at the same time.
They might be being trained to acquire the hard skills for certain jobs, but they will be lacking in the soft
skills the job market expects them to show later on. Here enterprises and the Ministry of Education could
and should work together to find solutions for a problem that, if not solved, will compromise the future
of the country.
Luís Nunes
English and German Teacher at Agrupamento de Escolas do Fundão
PhD in English Didactics
Director of Bristol School (Fundão and Covilhã)

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253 Totally disagree 1 8%

Partially disagree 0 0%
Partially agree 2 17%
Totally agree 9 75%
needs.
Totally disagree 0 0%
Totally agree 1 8%

253
2014-1-RO01-KA201-002736
Totally agree 4 33%
profession.
0 0%
Partially disagree
Totally agree 10 83%
254
profession.
Totally agree 4 33%
6. Young people at our school have a counsellor to help them make decisions
regarding career.
Totally agree 4 33%

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2014-1-RO01-KA201-002736
7. Young people have access to good quality information regarding the opportunities
of studying abroad.

Totally agree 1 8%
Totally agree 7 58%
255
Totally agree 1 8%
Totally agree 2 17%

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2014-1-RO01-KA201-002736
1. Time management
Yes, of high importance 7 58%

Yes, of importance 5 42%
Yes, of little importance 0 0%
No importance 0 0%
Not at all 2 17%

At least once 1 8%
At a few occasions 6 50%
Regularly 3 25%
256
At least once 0 0%
A few times 3 25%
Regularly 9 75%
Not at all 0 0%
3.b) If your school does teach Time management: How often students should be
taught about it?
At least once 0 0%
A few times 2 20%
Regularly 7 70%
As much as possible 1 10%
Not at all 0 0%

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2014-1-RO01-KA201-002736
2. Presentation Skills
1. Do you think knowledge about Presentation skills are required on the labour
market?

Of little importance 0 0%
No importance 0 0%
257 I don’t know. 0 0%

No, students are already learning enough about it 0 0%
It could be more at least in some subjects. 5 42%
Definitively yes 7 58%
Not at all 0 0%
At least once 2 17%
Regularly 2 17%
3. TEAMWORKING SKILLS
1. Subject taught :

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Sciences 1 8%
Languages 5 42%
History/Social Sciences 2 17%
Other Subjects 4 33%
2. Approximate percentage of your teaching time which is taken up by teamwork:
0% - 20% 5 42%
20% - 40% 3 25%
40% - 60% 3 25%
60% - 80% 1 8%
258
timetable 3 25%
lack of rooms 0 0%
lack of computers 0 0%
students’ lack of motivation 3 25%
students are out of control 1 8%
not easy to supervise students 2 17%
none 3 25%
4. How would you rate the importance of hard skills in teamworking (eg PowerPoint or
Prezi slideshows)?
Essential 3 25%
Very important 2 17%
Important 4 33%
Not indispensable 3 25%

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2014-1-RO01-KA201-002736
Waste of time 0 0%
5. Would you agree that developing teamworking at school better prepares the
students to the challenges of active life ?
Yes 11 92%
No 1 8%
No idea 0 0%
4.Conflict Solving Skills
1.Do you think that today students are less capable of solving problems with others
than formerly?
259
No idea 0 0%
Not at all 3 25%
Yes, in some cases 8 67%
Yes, very much so 1 8%

No importance 0 0%

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Not at all 0 0%
At least once 0 0%
Regularly 3 25%
5.Emotional Intelligence
Totally agree 4 33%

260 Agree 7 58%
Slightly agree 1 8%
Disagree 0 0%
Totally agree 8 67%

Agree 4 33%
Slightly agree 0 0%
Disagree 0 0%

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3. A person should try to understand why others are emotionally unstable on a

specific day.
Totally agree 3 25%

Agree 7 58%
Slightly agree 2 17%
Disagree 0 0%
Totally agree 7 58%

Agree 4 33%
Slightly agree 1 8%
261
Disagree 0 0%
5. A person should be aware and manage his/her emotional state before having to deal
with peers.
Totally agree 3 25%

Agree 9 75%
Slightly agree 0 0%
Disagree 0 0%

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6.Communication Skills
1. How much time of your lesson do you usually spend on instructing and teaching
(„Chalk and talk“) ?
0% - 20% 0 0%
20% - 40% 4 33%
40% - 60% 7 58%
60% - 80% 1 8%
80% - 100% 0 0%
2. How important do you think is the oral participation of your students in your
lessons?
Of high importance 8 67%

262
Of importance 4 33%
Of no importance 0 0%
3. Should the participation of the students in your lessons be encouraged and

increased?
Not at all 1 8%
Only a little 1 8%
To a certain extent 4 33%
To a high extent 6 50%

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7.Problem Solving and Decision Making Skills
1. Do you think that students are able to find solutions when confronted with complex
problems?
No, not capable at all 0 0%

Capable in few cases 6 50%
Capable in many cases 6 50%
Capable in most cases 0 0%
2. Do you think that young people are indecisive when confronted with complex
problems?
263 Not at all 0 0%

Yes, in a few difficult cases 3 25%
Yes, in some cases 7 58%
Yes, in most cases 2 17%
3. Do you think courses should be offered at school to acquire the necessary abilities
to solve problems
No idea 0 0%
Not at all 0 0%
Maybe yes 7 58%
Definitely 5 42%

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Results:
Teachers recognize the quality of their teaching but think the syllabuses and the materials are not
sufficiently adapted to the real world of work. They also think students need more guidance in terms of
choosing the right career and teachers should learn more about how to teach students the transferable
skills they will need for their future career. Students need more language and computer skills to be able
to survive in their future world of work, as well as presentation skills, time management skills and the
capacity to work in a team. Teachers recognize the need to embrace emotional intelligence at the
workplace to foster productivity and interpersonal relationships. Problem solving and conflict
management is another area teachers have to work on with their students.
264
Male 21 44%
Female 27 56%
2. How old are you?
14 3 6%
15 39 81%
16 4 8%
17 1 2%
18 0 0%
Over 18 1 2%

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No, I haven't made up my mind. 17 35%

Yes, I know what I want to do. 31 65%
Entrepreneurial (if you would like to run up a company) 5 10%

Investigative 11 23%
265 Social 8 17%
Artistic 4 8%
Others 20 42%
5. Do you think the educational system in your country has prepared you well for your
future career?
Not at all 3 6%
To some extent 24 50%
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2014-1-RO01-KA201-002736
To a high extent 19 40%

Yes, very much 2 4%
Not really 1 2%
To a small degree 7 15%
To a reasonable degree 28 58%
Definitely 12 25%
Not really 2 4%
To a small degree 5 10%
To a reasonable degree 25 52%
Definitely 16 33%
266
I would rather focus on things that people definitly need instead of cultural knowledge.
Nothing
in my opinion the education make us grow up to early, they whit 14 years old are very news to make a dicision
so importante for they future
Nothing
Nothing.
Nathing
have more choices when we finish the 9 term
I would change the distribution of holidays.
I would give students different activists to easily decide what to do in the future. Also , I would change the
special education for students with needs or mental problems cause in our country its very late . Some teachers
are not qualified.
I would like that school would become closer to the world of work, and that I could have the opportunity to
choose the subjects of our curriculum.
I think there should be more practical and less theoretical lessons
I think that I wouldn´t change anything.
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i have no idea
If I had the chance to do it, I would organize visits to hospitals and other establishments so that students have
an opportunity to know how would be their lifes if they choose that job.
I have no idea, maybe the teachers should have more respect from their students
I would probably extend the school time so we could achieve better marks!
Nothing, everything is okay
nothing
Maybe, could exist a program to visit workstations and have a vision of the reality of work, to know if it's really
that profession we want to exercise
teacher education
For me it would be having more understandable and supportive teachers who could be serious and playful in
classes
School should be less expensive for people who dont have enough money
dont know what maybe some classes would have more importance then others like psicology and philosophy
ares some that i think are very important
Choose well the teachers that are going to teach the classes
If i had the chance to change the educational system i would put a few more hours in some subjects that i
consider more important and maybe i would put the decision of chosing a certain area a little bit more later.
I realy don't know, because i don't think about that
267 I think everything is alright.
I dont know
don t know ^^
I don't know
More in touch with the real world.
i think that classes should begin later
I would let the students choose their subjects insensted of being all ready chosen
Probably more excursions...
Is good if the educational system promote more practical activities to improve the skills of the students in
different subjets where only teach the theoretical.
Results:
Many students still don’t know what they want to pursue as a career. Students believe the school
system is not preparing them as it should for the world of work. They need to know more languages
and have more computer skills than they have. They want the school system to be closer to the world
of work

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1.Time Management
Not at all 0 0%
Rarely 5 10%
268
Sometimes 21 44%
Often 19 40%
Very often 3 6%
Once the day 29 60%

A few times 9 19%
Regularly 9 19%
Every hour 1 2%
More than every hour 0 0%
Not at all 3 6%

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Rarely 4 8%
Sometimes 15 31%
Often 19 40%
Very often 7 15%
2.Presentation Skills
Yes, very important 26 54%

Yes, important 20 42%
269 Not very important 2 4%

Not important 0 0%
2. My notes contain only "key words" so I avoid reading up from a manuscript or

technical paper.
I disagree 7 15%
Neither agree/Nor disagree 17 35%
I agree 14 29%
I agree completely 10 21%

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2014-1-RO01-KA201-002736
3. I develop an introduction that will catch the attention of my audience and still
provide the necessary background information.
I disagree 0 0%
Neither agree/Nor disagree 9 19%
I agree 25 52%
3. TEAMWORKING SKILLS
Rarely 7 15%
Sometimes 20 42%
270 Frequently 18 38%

Always 3 6%
2. I prefer to work by myself, (Teamwork is a good excuse for doing nothing)
Rarely 10 21%
Sometimes 24 50%
Frequently 13 27%
Always 1 2%
3. I never find anything interesting to say so I build on the ideas of others
Rarely 36 75%
Sometimes 12 25%
Frequently 0 0%
Always 0 0%

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2014-1-RO01-KA201-002736
Students feel the need to organize themselves better, learn how to present data publicly and better
work in group.
4.Conflict Solving Skills
I disagree completely 0 0%
Disagree 3 6%
Neither Agree/Nor Disagree 4 8%
Agree 21 44%
271

Disagree 14 29%
Agree 10 21%
3. When a conflict arises, I am usually willing to adjust my priorities to reach a

resolution.
Disagree 4 8%
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2014-1-RO01-KA201-002736
Agree 30 63%
5.Emotional Intelligence
1. I do not become defensive when criticized

Disagree 11 23%
Agree 15 31%

Disagree 15 31%
272
Agree 15 31%
3. I’m able to put myself in somebody else’s position and thus understand their
actions and reactions.
Disagree 3 6%
Agree 28 58%

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2014-1-RO01-KA201-002736
Students still need to learn how

to deal with criticism and fight
anger in face of frustration.
6.Communication Skills
1. Before I communicate, I think about what the person needs to know and how best to
convey it.
Disagree 1 2%
Agree 30 63%
273
Disagree 8 17%
Agree 15 31%
OI agree completely 5 10%
3. I try to anticipate and predict possible causes of confusion, and I deal with them up
front
Disagree 2 4%

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2014-1-RO01-KA201-002736
Agree 31 65%
7. Problem Solving and Decision Making Skills
Not at all 0 0%
Rarely 9 19%
Often 31 65%
Always 8 17%
2. I try to see the problem from different sides and perspectives and generate more
than one solution.
Not at all 0 0%
274 Rarely 6 13%
Often 33 69%
Always 9 19%
3. Once the solution found, I develop a plan of implementation with necessary

activities for its execution.
Not at all 0 0%
Rarely 7 15%
Often 33 69%
Always 8 17%

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2014-1-RO01-KA201-002736
Conclusions:
From our analysis, there is a lot of work to be done for the development of the skills students will need
to be fully endowed for today’s world of work.
1.Time management should be taught, according to teachers, which shows that students tend to perform
with difficulty in that respect. Students, nevertheless, say they control themselves in terms of their
regular duties. This is probably a sign that they are not being accurate regarding their self-analysis.
2. Presentation skills should be more encouraged as both teachers and students consider them essential
for the world of work. Students say they take notes before speaking but there is a general tendency to
use power point presentations where students only read what they have in the slides. This area needs
improvement.
3. Teamworking is another skill that needs improvement, since many teachers don’t use it for various
reasons and students have shown a preference for individual work. In corporations where teamwork is
275
so important, these students will for sure struggle to survive as workers.
4. Conflict Solving Skills are very important today as well. Teachers find them of great value and
students think they can manage their conflicts reasonably well. Nevertheless, what we observe at school
is that there are too many conflicts between students and they need training in that area.
5. Emotional Intelligence skills are quite important to survive in a competitive society. Teachers
recognize their importance in the guidance of their students and consider that emotionally stable workers
have better jobs. Students, on the other hand, still need to learn how to deal with criticism and fight anger
in face of frustration.
6. Communication Skills are very important in today’s world where communication is so vital. Teachers
want their students to participate, but are still taking most of the time in their lessons to present material.
Students would like to participate more but need their teachers’ guidance. It is quite surprising to see
that students feel they communicate well, but then see that people don’t understand them when they are
presenting new ideas.
7. Problem solving and decision making skills are also of vital importance. Both teachers and students
consider they need to learn how to solve a problem they are facing without resorting to conflict. Teachers

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2014-1-RO01-KA201-002736
consider that young people in general have more difficulty to deal with problems now than they used to
in the past.
276 OUTPUT 01
COMPARATIVE STUDY

Survey Turkey
Author:Ayşe MUSAOĞLU,Duygu ŞENOĞLU,Özlem AŞAM,Ayçin ÇİLKİN

School:GÜMÜŞPALA MESLEKİ VE TEKNİK ANADOLU LİSESİ
Country: TURKEY

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1. Introduction
Turkey has a total population of 76,6 million, with half of that under the age of 30.4.Turkey's
population of 76.6 million has a labor force of over 28.1 million people. Turkey is ranked as the 4th
largest labor force in relation to EU countries.Turkey’s young population is an important contributor to
labor force growth and has contributed to Turkey's rank over its competitors.The distribution of the
277
workforce amongst many diverse sectors reflects the wealth of opportunities offered to investors. Turkey
is highly competitive in terms of labor cost and productivity. It has posted consistent growth in labor
productivity, together with a decreasing trend in real unit wages.
The Turkish labor market is one of the best in the world thanks to qualifications, skills, dedication,
and the motivation it offers. Turkey has a young, dynamic work force and its strong work ethic is an
important part of Turkey's work culture. The workplace, as an institution, is cherished in Turkey that
allows individuals to utilize their skills and for self-advancement. The labor force's dedication to work
is shown via Turkey's high productivity, low absenteeism, and its status as one of the countries with the
highest annual working hour rates.
Labour market in Turkey is in a good condition for EU 2020 targets.In 2014 the employment rate
in Turkey is 46.1%.Employment rate for male is 63.3% and 25.4% for female.According to 2014
data,the economy in Turkey grew about 4% so non-agricultural labour force increased dramatically.The
latest data shows us that in non-agricultural areas-especially in construction area-labour force is
continuing to increase.The enmployment distribution rates in sectors are 51.3% in service,21.4% in
industry,20.2% in agriculture and 7% in construction.
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2014-1-RO01-KA201-002736
The unemployment rate in Turkey is 10.2%.It differs from gender,age,education and

territory.Gender gaps in unemployement rates are still the same according to the previous years even
though the difference between male and female unemployment rate is dramatic.The unemployment rate
in young people(15-24) is 19.1%. On the other hand, the unemployment rate among people aged 15-64
is 10.7%.Researches of Turkey Statistical Institute show that the unemployment rates are 55.3 %, mostly
among primary and secondary school graduates;28.9% high school graduates;14.6% has university
degree and 1.06%illiterated.The unemployment rate from the west to the east of Turkey is distinctive.It
reached the rate of 14.5% in the east.On the contrary,it is 7.9% in the west of Turkey.
The reasons of unemployment in Turkey are that the young people don’t like the jobs they find;
their high expectations about wages and they don’t have the qualifications the labour market demands.
Turkey has the highest proportion of young people neither in employment nor in education or in
training (NEETs) among Organization for Economic Cooperation and Development countries,
according to the OECD’s recently issued annual Education report “Education At a Glance 2013.”
Thirty-five percent of Turkey's young people aged 15-29 are NEETs compared with the OECD
average of 16 percent, the report says.The report shows that in Turkey women are twice as likely to be
278 NEETs as men. Fifty percent of young Turkish women are NEETs, compared with 20 percent of the
country's young men; this may reflect large numbers of women who don't work or study because they
are raising families and responsible for household tasks.
Turkey has more than 4.3 million students in tertiary education.Approximately 600.000 students
graduate from universities per year.But the unempoyment rate among university graduate students is
20%.It is a high rate.The reasons of this are that they are inappropriate for required qualifications for
labour market,inexperience,the lack of institutes which lead them and students’ expectations of high
wages.
The school to work transition for highly educated in Turkey is 6 months compared to 6.5 months for
the EU28 countries in 2012.
As a tertiary economy,most of the demand comes from service and manufacturing
sector.Retail,vocational,scientific and technical services,real estate services,accomodation and catering
services follow these two sectors. It is crucial to predict which jobs will be demanded more or less in
determining ‘Active Labour Politics’ correctly.It’s predicted that security guards and sales assistants are
the most demanded jobs..

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2014-1-RO01-KA201-002736
Since the quality and output of the education in Turkey does not meet the requirements of the labor
market,the politics for vocational and technical schools is very important to meet the requirements of
labor market.Ministry of Education has been leading vocational education-oriented innovations by
'Developing Vocational Education and Teaching System in Turkey Project(MEGEP)' and
'Modernization of Vocational and Technical Education in Turkey Project.'(MTEM)The main goal of
MEGEP is to help Turkish Government by the mean of Ministry of Education while vocational school
and education system is being adapted and modernized according to socio-economical requests of the
country and lifelong learning principles.
Manufacturing industry gives priority to vocational school graduates.Private sector cannot meet the
demand of qualified workers.In highly industrialized regions,the demand for vocational school graduates
has increased the interest of the students and families.In these regions the vocational schools are not
adequate for the applications of the students. The sector suffers from the lack of qualified
workers.Tourism and trade sector increased the demand for tourism and trade vocational school
graduates and developing health sector increased the demand for health vocational school
279 graduates.Health vocational school graduates have no difficulty in finding a job.

According to research by Turkish Grand National Assembly in 2013,Turkey is one of the countries
that has the highest early school leaving.In 2012-2013 Academic Year the rates of the high school
students that have left the school are 63.8% at grade 9,19% at grade 10,10.3% at grade 11. This rate is
the lowest when it comes to grade 12;it was 2.8%.It is indicated that the rate of the students in general
high school is 80.7% and 17.2% of them have left the Anatolian high school when it has been surveyed
according to types of the schools.
Our school curriculum has been used since 2005. The relation between the objectives and real life
is also updated.The subjects and objectives which knowledge and communication technologies can be
used actively are emphasized and this led to applications like Z book and smartboards. Focusing on the
skills,knowledge,values and attitudes that are related to real life is the goal to teach better.The objectives
are updated considering the scientific,technological and sociological developments.
Employability today means that the individual has the ability to work at more than one job by
improving the one's basic and transferable skills against the dangers and risks of market conditions.
According to statistics,having compared the skills that labor market demand and the education at
school,it is identified that the education at school is based on knowledge
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2014-1-RO01-KA201-002736
and it is inadequate to educate the students that labour market requests.In counselling studies,moral and
character education and social activities are the two main subjects that improve transferable skills and
personal characters.Since the curriculum is based on knowledge,it is not adequate to teach the
transferable skills labor market asks for.For this reason,it is aimed to fulfill an important area in
education system by the programme Life Skills.In this context,it is seen that a good education has a
great importance when starting a job but also transferable skills and personal characters are as important
as a good education to continue and be successful in a job.
The qualifications that labour market request are 71.6%,professional knowledge,65.9% physical
adequacy,51.7% team work,42.3% communication skills,9.8% foreign language skills,computer skills
and besides this,it requests flexibility,creativity,motivation,self-control,decision-making,stress control
and problem solving.

280
Totally disagree 1 %10

Partially disagree 3 %30
Partially agree 5 %50
Totally agree 1 %10
needs.
Totally agree 0 %0

280
2014-1-RO01-KA201-002736

Totally agree 3 %30
4. In today's society young people need orientation and advice regarding

their future profession. Totally disagree 0 %0
Totally agree 6 %60
281
profession.
Totally agree 0 %0
career.
Totally agree 7 %70

281
2014-1-RO01-KA201-002736
studying abroad.
Totally agree 5 %50
Totally agree 9 %90
282 9. The language skills of your students are sufficient for their future career?

Totally agree 1 %10

Totally agree 2 %20

282
2014-1-RO01-KA201-002736

Male 21 %41
Female 29 %57
2. How old are you? 14 1 %2

15 12 %24
16 24 %47
17 11 %22
18 2 %4
Over 18 0 %0
283
No, I haven't made up my mind. 5 %10

Yes, I know what I want to do. 45 %90

Entrepreneurial (if you would like to run up a company) 2 %4
Investigative 6 %12
Social 17 %34
Artistic 5 %10
Others 20 %40

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2014-1-RO01-KA201-002736
Not at all 19 %37

To some extent 23 %45
To a high extent 8 %16
Yes, very much 0 %0
Not really 6 %12

To a small degree 16 %31
To a reasonable degree 16 %31
Definitely 12 %24
Not really 2 %4
284 To a small degree 8 %16
To a reasonable degree 23 %45
Definitely 17 %33
Evaluation system
periods of lessons
teachers
exam systeam
daily lesson time
lesson
period of lessons
Unıform
exams or teachers
exams and uniforms
exam
exams
all of them
school uniforms
lessons,exams,teachers
I will change uniform and some teachers
period of education,shorter time
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2014-1-RO01-KA201-002736
classroom system,books,teachers
ı will change lesson program
exam system
I want some proficient teachers in their branches
Exam
ı would like to change exams
Evoluation system
Uniform
Exams,periods of lessons
periods of lessons
No School
Teachers
syllabus
I would like to change school directing system
duration
period of lesson
evaluation system
Free dressing, I want physical education and music lessons
exams, periods of lessons
duration of the lessons
2.8 Results
Teachers: Half of the teachers who attended the questionnaire think the textbooks and syllabus are
285 partially correspond to the need of labor market and they are mostly(70%)not sure that the information
is taught at school is useful completely. The 4th and 5th question shows that students need more
consultation services in Turkey for mostly teachers are totally or partially agree(60/70%).The presence
of this kind of services is not satisfying although half of the teachers are of the opinion that students can
reach enough information about studying abroad. Students language skills are worse than computer skills
according to teachers rate in the 9th(50% are totally disagree their language proficiency is sufficient)
and 10th questions(50% are partially agree their computer skills are sufficient)In spite of the
insufficiency of some hard skills of the students, teachers are also not enough for transferable skills.90%
answered the 8th statement with conviction that they should attend a training course about transferable
skills.
Students: Unfortunately, a reasonable majority does not think education system prepares them well for
their future career(0% yes, very much,16%to a high extent)but they have an idea about what their career
is and what he/she can do for it(88%).They are not proficient in the language for future career(31%to a
small degree,31%to a reasonable degree)compared to their computer skills however the fewer of the half
consider they are properly good at computers(45% to a reasonable degree).
Comparison teachers/students answers: Both teachers and students are of the opinion that the
transferable skills like language and computer learning/teaching do bring them a good career that they
have thought two skills are not adequate. Maybe because of the education system including these skills
at school does not convince most of the students .However, teachers regard education system as
beneficial for them.

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2014-1-RO01-KA201-002736
3.1 Time management
Yes, of high importance 5 %50

Yes, of importance 5 %50
Yes, of little importance 0 %0
No importance 0 %0
Not at all 5 %50

At least once 0 %0
At a few occasions 4 %40
Regularly 1 %10
286
At least once 1 %10

A few times 2 %20
Regularly 7 %70
Not at all 0 %0
At least once 0 %0
A few times 0 %0
Regularly 3 %30
As much as possible 2 %20
Not at all 4 %40

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2014-1-RO01-KA201-002736
Not at all 3 %6
Rarely 4 %8
Sometimes 14 %28
Often 18 %36
Very often 11 %22
Once the day 13 %26

A few times 6 %12
Regularly 15 %30
Every hour 7 %14
More than every hour 9 %18
287
Not at all 1 %2
Rarely 4 %8
Sometimes 11 %22
Often 19 %38
Very often 15 %30
3.1.8 Results
Teachers: Half of teachers(50%) agree that time management is highly important and to the rest(50%),it
is important. Most of them(70%) want it to be a subject taking its importance into consideration.
Students: A minority(36%) spend time planning often and the fewer of this minority(22%) do it very
often. Some of the students(30%) check e-mails regularly and the few (38%)make a “to do list’’.
Comparing the answers of teachers and pupils, time management is not applied to the life of the students
thoroughly and also the courses at school. It should be more applicable considering the necessity of it.

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2014-1-RO01-KA201-002736


Of little importance 0 %0
No importance 0 %0
I don’t know. 0 %0
No, students are already learning enough about it 0 %0
It could be more at least in some subjects. 0 %0
Definitively yes 10 %100
288
Not at all 0 %0
At least once 0 %0
Regularly 8 %80

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2014-1-RO01-KA201-002736
Yes, very important 27 %54

Yes, important 17 %34
Not very important 6 %12
Not important 0 %0
I disagree 4 %8
Neither agree/Nor disagree 11 %22
I agree 24 %48
I agree completely 11 %22
289
I disagree 2 %4
Neither agree/Nor disagree 6 %12
I agree 27 %54
3.2.8 Results
Teachers: Almost total of the teachers(90%) think presentation skills are highly important or important
and they consider that it is a must to be supposed in the lessons(100% answered definitely yes)
Students: More than half (54%) regard presentation skills as very important for their future career and
the same majority(54%) believe that they are good at presentation. A moderate majority following it

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2014-1-RO01-KA201-002736
(34%) think presentation skills are important. Nearly half of them(48%) use key words while they are
taking notes.
In comparison with pupils anwers, teachers know it is essential for labor market Students mostly are self
confident to make an impressive presentation but there is not enough occasion to experience it or carry
out their performances at school so teachers are of the same opinion that presentation skills should be
added to schedule as a lesson.

1. Subject taught : Sciences 1 %10
Languages 5 %50
History/Social
2 %20
Sciences
Other Subjects 2 %20
290 2. Approximate percentage of your teaching time which is taken up by teamwork
0% - 20% 2 %20
20% - 40% 5 %50
40% - 60% 3 %30
60% - 80% 0 %0

timetable 1 %10
lack of rooms 0 %0
lack of computers 0 %0
students’ lack of motivation 3 %30
students are out of control 1 %10
not easy to supervise students 4 %40
none 1 %10

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2014-1-RO01-KA201-002736
slideshows)?
Essential 1 %10
Very important 5 %50
Important 4 %40
Not indispensable 0 %0
Waste of time 0 %0
Yes 8 %80
No 2 %20
No idea 0 %0
291
Rarely 5 %10
Sometimes 13 %26
Frequently 9 %18
Always 23 %46

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2014-1-RO01-KA201-002736
Rarely 19 %38
Sometimes 19 %38
Frequently 8 %16
Always 4 %8
Rarely 43 %86
Sometimes 6 %12
Frequently 1 %2
Always 0 %0
3.3.8 Results
292
Teachers: Teamworking is used mostly in language teaching(50% teachers think so)maybe less
but it is also used in other subjects and thought as very important or important by teachers
(50%,40%).However, it has some obstacles like the difficulty of children’s being
supervised(40%),the lack of students’ motivation(30%).In spite of these problems, teachers(80%)
believe that temworking makes students stronger against the harshness of real life.
Students: Most of the students(86%)do not prefer copying other students’ ideas. It shows they are
of the view that their own opinions are valuable. Nevertheless, they(46%) want to study with
hardworking peers to learn more instead of working alone.

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No idea 1 %10
Not at all 1 %10
Yes, in some cases 7 %70
Yes, very much so 1 %10

No importance 0 %0
293
Not at all 0 %0
At least once 1 %10
Regularly 7 %70

I disagree completely 2 %4
Disagree 3 %6
Neither Agree/Nor Disagree 3 %6
Agree 20 %41

293
2014-1-RO01-KA201-002736

Disagree 13 %26
Agree 11 %22
Disagree 0 %0
Agree 31 %62
294
3.4.9 Results
Teachers: According to nearly all the teachers(90%),students need to know how a conflict can be solved
but they are incapable of it in comparison with the previous generation.70%teachers think so and the
same majority emphasizes its necessity at school.
Students: Almost half of the students(45%) like sharing ideas and learning through this way. They have
different reactions like hiding it or still sharing it if their ideas are not respected. To most of
them(61%)they can prioritize their solution ways for the best one.

294
2014-1-RO01-KA201-002736

Totally agree 8 %80

Agree 1 %10
Slightly agree 1 %10
Disagree 0 %0
Totally agree 6 %60

Agree 3 %30
Disagree 0 %0
295
Totally agree 2 %20

Agree 6 %60
Disagree 0 %0

295
2014-1-RO01-KA201-002736
Totally agree 3 %30

Agree 5 %50
Disagree 0 %0
Totally agree 3 %30

Agree 7 %70
Slightly agree 0 %0
Disagree 0 %0

296
Disagree 21 %42
Agree 8 %16
Disagree 14 %28
Agree 19 %38

296
2014-1-RO01-KA201-002736
Disagree 5 %10
Agree 20 %40
3.5.9 Results
Teachers They are mostly (80%) of the opinion that the mood of an employer can change the employee’s
satisfaction. More than half of them(60%)also totally agree that the feelings affect his/her production
capacity adversely or well. So they mostly(70%) suggest to know the importance of being aware of
his/her emotional state. A proportionally similar group(60%) believe one’s emotional instability on
specific days can be tolerated. Half of them think controlling his/herself as a way to be better at his/her
job.
Students: A group having a moderate rate(42%) claims that they are not open to be criticized. Despite
297 of the fact that they act defensive against critics, they(40% the highest rate) can keep their calmness
under pressure. Most of them(44%) completely agree that they can empathize well.
1. How much time of your lesson do you usually spend on instructing and teaching („Chalk and talk“)
? 0% - 20% 1 %10
20% - 40% 3 %30
40% - 60% 2 %20
60% - 80% 2 %20
80% - 100% 2 %20

297
2014-1-RO01-KA201-002736
Of high importance 8 %80

Of importance 2 %20
Of no importance 0 %0
Not at all 0 %0
Only a little 0 %0
To a certain extent 3 %30
To a high extent 7 %70

298
Disagree 3 %6
Agree 26 %52
Disagree 12 %24
Agree 20 %40
OI agree completely 2 %4

298
2014-1-RO01-KA201-002736
Disagree 1 %2
Agree 29 %58
3.6.9 Results
Teachers: A reasonable majority(80%) gives highly importance the participation of the students so
they(70%) agree on the necessity of its being increased.
Students: Generally they(40%) suppose to be understood easily by people. It would be surprising if the
contrast happens so we can say they are unprepared to some extent while they are communicating. But
the most of them(52%,58%) see themselves prepared to know what people need to hear in a real situation
and to predict a confusion of which solutions realized before.
299

No, not capable at all 1 %10
Capable in few cases 7 %70
Capable in many cases 2 %20
Capable in most cases 0 %0

299
2014-1-RO01-KA201-002736
Not at all 0 %0
Yes, in a few difficult cases 6 %60
Yes, in some cases 2 %20
Yes, in most cases 2 %20
No idea 0 %0
Not at all 1 %10
Maybe yes 5 %50
Definitely 4 %40

300
Not at all 0 %0
Rarely 7 %14
Often 26 %52
Always 17 %34
Not at all 0 %0
Rarely 8 %16
Often 18 %36
Always 24 %48

300
2014-1-RO01-KA201-002736
execution.
Not at all 0 %0
Rarely 4 %8
Often 18 %36
Always 28 %56
3.7.8 Results
Teachers: Most of the teachers (70%) involved in the questionnaire regards the capacity of students as
insufficient and they believe that students having an indecisive mood(60%think so) can not overcome a
complicated problem. To fix this situation half of the teachers(50%) suggest to be added some courses
at school and forty percent agree with the half by expressing it more definitely.
Students: Students(52%,48%) conceive themselves as the ones who can confront a problem with its
301
definition realistically through several ways, so they can practically implement the best solution among
varieties(56% think so).But teachers’ view points to the inadequacy of students against complexity. This
disagreement can come to a conclusion with a supply of training course in which students improve self-
assessment and decision making skills.

301

Output1 - Comparative Study On The Use and Need of Transferable Skills at Eight Schools of Secondary Education in Different European Countries

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Output1 - Comparative Study On The Use and Need of Transferable Skills at Eight Schools of Secondary Education in Different European Countries

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Changing lives. Opening minds.

Strategic Partnership for Innovation and the Exchange of Good Practice

Project number: 2014-1-RO01-KA201-002736

Author: Christian Altmann, Berufliche Oberschule Erlangen, Germany

Lyubima Konstantinova,Nadiya Milusheva, Iliya Valchev, Professional High School of

Project number: 2014-1-RO01-KA201-002736

General questions for teachers .......................................................................................................... 10

General questions for students .......................................................................................................... 16

1. Time Management ..................................................................................................................... 21

2. Presentation Skills ...................................................................................................................... 26

4 3. Teamworking Skills ..................................................................................................................... 30

4. Conflict solving Skills .................................................................................................................. 36

5. Emotional Skills .......................................................................................................................... 40

6. Communication Skills ................................................................................................................. 46

7. Problem Solving and Decision Making Skills .............................................................................. 50

Annnex1-Comparative Study Survey-schools from Germany, Romania, Spain, France ................... 58

Project number: 2014-1-RO01-KA201-002736

Project number: 2014-1-RO01-KA201-002736

Project number: 2014-1-RO01-KA201-002736

Project number: 2014-1-RO01-KA201-002736

Project number: 2014-1-RO01-KA201-002736

deviation is significant, if it is more than 2.58, the deviation is highly significant.

Project number: 2014-1-RO01-KA201-002736

General questions for teachers

1. What is taught in school is useful for the students future.

10 Totally disagree Partially disagree Partially agree Totally agree

2. The school textbooks and syllabus content is modern and

Totally disagree Partially disagree Partially agree Totally agree

Project number: 2014-1-RO01-KA201-002736

3. The teaching methods engage the students actively in their

Totally disagree Partially disagree Partially agree Totally agree

4. In today's society young people need orientation and advice

Totally disagree Partially disagree Partially agree Totally agree

Project number: 2014-1-RO01-KA201-002736

5. There are specialised services offering consultancy regarding

Totally disagree Partially disagree Partially agree Totally agree

6. Young people at our school have a counsellor to help them

Totally disagree Partially disagree Partially agree Totally agree

Project number: 2014-1-RO01-KA201-002736

7. Young people have access to good quality information

Totally disagree Partially disagree Partially agree Totally agree

13 8. Teachers should take part in a teacher training course about

Totally disagree Partially disagree Partially agree Totally agree

Project number: 2014-1-RO01-KA201-002736

9. The language skills of your students are sufficient for their

Totally disagree Partially disagree Partially agree Totally agree

Totally disagree Partially disagree Partially agree Totally agree

Project number: 2014-1-RO01-KA201-002736

General questions for students

1. What is your gender?

Project number: 2014-1-RO01-KA201-002736

2. How old are you?

3. Do you have an idea about your future career?

No, I haven't made up my mind Yes, I know what I want to do.

Project number: 2014-1-RO01-KA201-002736

4. What are your job/career related interests?

18 5. Do you think the educational system in your country has

Not at all To some extent To a high extent Yes, very much

Project number: 2014-1-RO01-KA201-002736

6. Do you think your language skills are sufficient for your

Not really To a small degree To a reasonable degree Definitely

Not really To a small degree To a reasonable degree Definitely

Project number: 2014-1-RO01-KA201-002736