 In this workshop, we will be introduced to the role that schools play in providing students with access to appropriate guidance. And let me just remind everyone that the webinar will be recorded and it will be also disseminated. And with no further due, it is my pleasure to introduce and welcome Daniela Bunea. Daniela is a teacher of English as a foreign language and a class teacher at the secondary school in Sibiu, in Romania, for 26 years now. She's an itwining ambassador, a National Geographic Certified Educator, and has been embedding career education in her lessons for many years. With itwining and National Geographic projects, but also with other collaborative projects, she has supported her students in effectively gripping, let's say, their roles of turning their passion into hardworking skills and to turn them into nice ideas in terms of supporting their trajectories. So Daniela, the floor is yours. Welcome and thank you for being with us today. OK, thank you for your kind introduction. I would like to welcome everybody to today's live event. I can see only the first slide. So the slide is coming. OK, thank you. A couple of seconds. Thank you. Let me start by saying that building students' career development awareness and actively supporting them in taking the right pathway to work are actions that are of paramount importance nowadays. And yes, with this webinar, I'm hoping to help you to help everybody have a look at a few practices that foster the best environment for students so that they can make sound career choices in the future. May I ask if you can all see the presentation? I can see it. Let's see the participants. I can see it. Thank you. Great. We are saying yes. OK. And if you cannot see the presentation, please just try to log off and log in again. And it should work. Thank you very much. OK. In this webinar, I am going to try to teach you about the fundamental role teachers play in students' professional orientation. Because, OK, teachers play a big role. And also, schools play a big role, big as an important in providing students with access to appropriate guidance to assist them in their educational and career choices. And yes, teachers and schools working together, they can be equipped with an array of resources. And teachers can use these resources in their classroom to support their students in making informed decisions when it comes to their career, at the same time acknowledging their strengths, their weaknesses, their relevant work-related skills. My main idea is that special emphasis should be placed on the whole school guidance approach. Let us start with successful transitions. This is a very important term. Because, OK, what's a successful transition? Transition meaning from lower secondary to upper secondary or into work-based training after compulsory education or into work at any age, really. These successful transitions are life-enhancing for any individual. And indeed, they are crucial to our future social and economic well-being to our future as a society, really. These transitions are also an indicator of a good school. Career education and career guidance are, therefore, or should be, at the very heart of a school's program. And all the teachers have or should have a role in securing these successful transitions for their students. Now, we have quite a few terms here. Understanding these key terms is vital to understanding the teacher's roles. We will be talking, therefore, about career education, career guidance, lifelong guidance, and lifelong learning. What does each of these terms mean? Let's start with career education. Career education refers to the learning activities that help students gain the knowledge and skills they need to plan their future and manage their career in the future. Ideal career education is done by subject teachers in their daily teaching. If we move on to career guidance, career guidance refers to small group or one-to-one activities that enable our students to use that knowledge and those skills acquired in career education to make decisions about learning and work that are right for them. Career guidance can be done by subject teachers, but more often than not, it is done by form tutors, learning mentors, learning support assistants, career advisors, counselors. A whole-school approach to career guidance refers to blending career education and career guidance into a mixture of activities with the main aim of helping students with the planning of their futures in learning and work throughout their lives. We need to move on. Life-long guidance is part of lifelong learning because lifelong learning includes learning across a range of education, training, and employment contexts. This learning can be formal or informal. So lifelong guidance, just to tell you another definition, enables individuals to identify their abilities, their competencies, their interests, and their talents. They enable them to make meaningful educational training and occupational decisions. And in the end, overall, to manage their individual life in learning and work about the subjects of lifelong guidance. Who are the main subjects of lifelong guidance? OK, they are individuals living education and training for the first time, first-timers, making their initial transition into the labor market. They are also workers who need to reskill or to upskill in order to remain employed, in order to enhance their abilities at a certain moment in their career. Within and between employers, they are also those not in employment at all, those under-employed, and also low-skilled workers. So a lot of categories. And this is why, because there are so many categories, this is why career adaptability is important. I think you would agree with me that career adaptability is a vital concept nowadays. Careers are becoming increasingly complex. Individuals change jobs more frequently, learn new skills. Learning and developing career adaptability is therefore a must. It is a must. And four key dimensions have been identified relating to this. And they are learning through challenging work. The next dimension would be updating the knowledge base and honing the ability to grasp new areas of knowledge, both general and within one's field. The third dimension in formal learning through personal networks, mostly. And the fact that the most successful navigators of career change are self-directed and self-reflexive. To sum up, workers of today must take advantage of learning opportunities in order to be able to transform themselves into more resilient individuals, into individuals able to manage both risk and uncertainty in education, training, and employment context that are today risky and uncertain. These learning opportunities are formal, that is in further education and training. But there is also the learning while working pattern. The actors and services that make up the ecosystem of lifelong guidance, provide assistance across an individual's life course. There are, of course, different levels, different dimensions, different contexts. This can look a bit frightening, but it is a very important image at EU level. I can ask Nikos to put the link in the chat. Thank you. What is really important for us as teachers, working in EU, in education, nowadays, is the fact that there are in this ecosystem quite a few recent innovative practices identified in this ecosystem of lifelong guidance. And I would like to put forward at least one of them, which presents evidence of impact of lifelong guidance and is consequently an example of good practice. This innovative practice is called My Journey. It is, in fact, a tool. It measures soft skills relevant to employment, education, and training, and personal development. It was first developed in Ireland. And, OK, it's a tool that aims at helping people find employment, progress into education. This tool also helps them develop personally and connect with their local communities. It works with a range of people, including the long-term unemployed and the disadvantaged. It is, in fact, a distance travel model. And it measures five soft skill areas. And I listed them here. Literacy and numeracy confidence, general confidence, goal-setting and self-effectiveness together, communication skills, very important nowadays, connections with others, and general work readiness. The tool does this. It helps in identifying goals specific to the individual. Then it helps in planning next step and then tracking progress to achieving these goals over time. It was launched only in early 2020, but it's been very successful. And perhaps the link is already in the chat, Nicos. If you have a look at this site, you will see what an important tool for the people in work nowadays this is. My journey is a very interesting tool. Now, if we are to go back to our current students enrolled in schools across Europe, let us consider the different stages of a student's life. Because we can map various career guidance tools that can be used successfully at particular stages of a student's life. Depending on objectives, these tools, and I'm just going to pick some of them, these tools are for ages, for instance, 3 to 5 obviously games, competitions, career days, for ages 6 to 9, shadowing their parents at work and other extracurricular activities, extracurricular. For ages 10 to 14, employer talks, coaching, psychometric tests, structured career information, moving forward for ages 15 to 18, job shadowing, visits to universities and colleges, internships in firms, taster apprenticeships. And after the age of 19, work experience. Mock interviews, but also real interviews, really. CV creation, even more structure than more specific career information, individual counseling at this age, career fairs, and voluntary work. These tools need to be put into a common framework by the school as a whole. It is then that a school can provide its students with access to appropriate guidance to assist them through and through in their educational and career choices. I will present now a support model for a whole school guidance approach to career education. Let me tell you that since September 2017, this support model has already supported many schools in designing, developing, and implementing a comprehensive whole school guidance program. The framework starts with defining career as being constructed through a range of learning experiences and interactions with others. And by others, I understand peers, colleagues, parents, teachers, guidance counselors, employers, and so on. A school should ensure that its students have access to appropriate guidance. This will lead students to make effective choices and decisions about their lives. We can already see the holistic nature of guidance here. And the important role career guidance plays in facilitating decision-making and life choices and in promoting and supporting the individual's well-being. Now, the framework comprises the following activities, designing, delivering, and evaluating guidance learning and developmental programs for various settings such as individual group settings, classroom settings, providing individual and group counseling, providing information about the labor market and about different careers, planning and organizing workplace learning after establishing links with the business community, using tests to facilitate career decision-making and personal development, and to support learning and educational choices. Working with parents and, last but not least, establishing and developing ties with institutions of further education and training and institutions of higher education. It can be seen clearly that these are the pillars of a whole school approach, where many actors, many actors in many settings, and at various times are involved. This is the model. It's a wheel. It's a support model. I think Nikos has already put the link in the chat. So this support model is presented here, is presented here, and it is a continuum model. Now some information about it. Guidance for all to the left, guidance for all, means that it is provided to all students. To the right, guidance for some means that it is provided to specific groups of students, for example, students in senior cycles, or students who are making transitions, remember successful transitions, such as primary school into first year of lower secondary, or junior cycle to senior cycle, or school, or compulsory education to higher or further education and training. Guidance for few, the last one down there, means that some students, only a few students really, may experience personal crisis, or may require more intensive support as they make transitions. Some students may be vulnerable. They may have additional needs. The guidance counselor, in collaboration with school management and staff, and with other external organizations and personnel, deliver a wide range of learning activities, and this will to be filled in, to support students, if you look to the left, personal and social development, the part where it says developing myself, to support the students' educational development, the part where it says developing my learning, and to support the students' career development, the part where it says developing my career path. The guidance counselor in the middle is the specialist, and the guidance counselor plays a central role in the design and delivery of the whole school guidance program. Obviously, the stakeholders involved vary across schools, according to local resources, local needs. On the next slide, I have an example of a completed will. The link is in the chat again. Maybe what you can see now, it's very, very small. I am trying now to explain a few things about guidance for all part, because this seems to be the most complicated, not complicated as in too complicated, but involving many, many elements. So I have found this explanation, and it's a very good explanation. Guidance for all, therefore, is made up of these three elements. Remember, developing myself, developing my learning, developing my career path. These are, to the right are the competencies corresponding to each element. For instance, if I just pick one, one can develop their learning by employing effective personal learning or exam strategies developing my learning. They are really quite self-explanatory, and I would like us to try a task together. Now, imagine that, oh, sorry. I clicked twice. One teacher says this. I speak to all, oh, sorry. One teacher says this. I speak to all lower secondary first years about what they can expect from post primary school on their first day in September. Where do you think this fits? Guidance for all, guidance for some, or guidance for a few? If somebody can write his or her opinion in the chat, and maybe Nikos can tell me. If they say I speak to all lower secondary students. So Sylvia says some, Gabrielle, guidance for all. Thank you. Really, the keyword is all. And yes, the solution here is, I hope you can see the green tick, guidance for all. We can go on because I have a few. But the next one. To be honest, in the chat, there were more some. Oh, OK. But in some? Clarify why it was for all and not for some, maybe. OK, we go back. If they say a teacher says like this, I speak to all lower secondary first years about what they can expect from post primary school on their first day in September. So this is induction day. And everybody is together on the first day of school, of the new school year. And a teacher, if she or he says, I speak to all lower secondary first years, each and every one of those first year students receive the same information. So the guidance from the teacher is for all the students. Now how many they indeed follow the advice or take a certain path after following their advice? It's after that. It's not on that induction day in September on the first day of school. Maybe if we go to the next one, the next one says like this. In my classroom, the next teacher, in my classroom, I have a list of jobs that my subject is important for. Is this for everybody, for all? Is this for some students or is this just for a few students? OK, Maria says for some, but let's wait for the rest of the participants as well. Thank you. For all, all, all, some, some. OK, I think that the majority of the participants indicate all. OK. And Anna, sorry for interrupting. Anna has said something interesting. It talks with all, but useful for some. So the discourse might be inclusive, but eventually it might be relevant and useful for only some of them. Yes, because nowadays we need to be inclusive. And this is the right answer, really. We'll touch some of them. So it can be addressed to all, but really only some of them will be touched. I have a list of jobs that my subject is important for, not everything, just some. Let's see the next one. Another teacher says, on the school open afternoon or open evening, I share a video on jobs related to my subject. So maybe a teacher teaches, I don't know, physics. And that teacher shares a video on a job related to physics. For all, for some, or for a few? What do you think? So for the moment we see few. Now several some have come up. Some are few, depending on students' interests. Some, some, some, some, few. And the answer is, again, some. Because only a few, it would be too restrictive. Physics, because it's a subject, right? Physics relates to so many careers. And we can't say that it's only for a few. It's for some, not for all, not for all. But for some it is. Another one, I help organize, another teacher says, I help organize information afternoons for parents each year. Information is in information about careers, about connected to their children's professional orientation. So I help organize information afternoons for parents each year. For all, for some, or for a few? So far all participants write all. Yeah, and we are getting better at this because this is the right answer. OK, thank you. If we go on, I have a bit of a delay. No, OK, now it's good. I train the volleyball team. And I keep my eye on the weaker student, academically speaking. I make sure that weaker student has opportunity on the playing field. OK, so far we have two participants indicating that this is guidance for a few. OK, it's raising few, few, few, few, few. I told you we are getting better at this because this is for a few. That weaker student, academically speaking. OK, thank you. One more, I think. If I can. Yeah, I coordinate speakers to come because of the chat I can't read them. Yeah, I coordinate speakers to come into our school and speak to students on their personal development. Guidance for all. Yeah, all, all, all. Yeah, and even if there are no keywords here, really, it is explicitly, there are no keywords. Still, because we are getting better at this. OK, you chose well. It is all. OK, if we go on. I think this is the last one. I always help any student who asks me a question whether I teach them or not again. But we are we are getting better at this. So I always help any student who asks me a question whether I teach them or not. Guidance for all as far as I can see. Yes. The participants have clearly stated. Because of the word any student of the word any student. OK, but still this is only for some because. If you if you think about it, not all students would ask all the teachers. So not all teachers would be asked by all the students. So this is not all. This is for some. In time, doing this exercise by doing this kind of exercise is we end working together as a school, the guidance counselor, the subject teachers, the learning assistance, everybody working together, each and every one bringing his or her own expertise. We can. Build this wheel of learning activities. Perfectly really. Daniela, if I may because I can see that participants are wondering why is it for some and not for all. So let's give an example. If you have 20 students and out of those 20 students, only 10 of them come to you in order to ask you something. Then you provide guidance to those 10, but not to the 20 students of your classroom. So in that sense, it's like some. Yeah, it's like focusing on the students that actually have let's say the approach of asking a question or they do not feel shy. But is it eventually guidance for all? It is not because each teacher has got his or her own little sphere of influence. And that teacher is not asked by 10 students, only by the other 10, you know. So the 10 students who do not ask questions, they are the people who make that teacher doing guidance for some, for some 10, not for all the 20 students in the class. OK, and I can see that Maria says, but if all of them come, so if all of them come for a question, I suppose that would be guidance for all. Yeah, but usually in my experience, not all the students would come, not all of them for specific subjects. Remember, so or for specific fields. Career fields or more information, really. Not all of them would come. This is debatable, right? And in the school with, as I said, so many professionals, the guidance counselor, the subject teachers, the tutor, the tutors of the forums, the learning assistants, everybody working together in each and every one of them bringing their own expertise, all these areas can become more clear in that context, in that context. And with this regard, Yana has stated an interesting question in the chat. Why is it important to distinguish so precisely between the different types if it is about a whole school slash integrated approach? It is important so that you have a structure and you know where exactly you are on the wheel so that for this part of the wheel, you have certain strategies. For another part of the wheel, you have other strategies and by experience, really, usually, in the same context, by experience, you become, you as a school, become better and better at guiding your students towards making the right, really, the right decisions for their future in career, in life. This is why, because there is this structure and inside the structure, it's like with any structure, you are more organized inside the structure. And it's better, the students shouldn't know this, obviously, you, the makers of the wheel, working every day, building on it, making it better with every year, perhaps. Yeah. So it's about mapping and providing the context at the school level and maybe reflect on whether you have some more specific strategies and actions into that. Each and every school can look, search for strategies that, at some point, are good for them. And, OK, remember and use those strategies in other instances because they have used them before and they worked. And within a structure, it's easier. You know where you used it. Yes. It's like with any structure, really. And also, we have another question from Vespina. Do you think we should be so strategic in education? I think it's for the benefit of our students, especially nowadays when the world around us is crashing upon us at times. Still, we need to be able to guide each student on his or her own way. And I really do believe, and in my experience, it works, I really do believe that we can do it. We can have for different students at different times with different interest, abilities, talents perceived. We can have them follow a certain, not have them follow, but help them in choosing the right career path, making the right decision for their future as an individual, not necessarily only as a worker in a certain field. Only one left. This is the last one I can see now. I didn't remember how many. Because they are many. And I selected some of them, but I think I have maybe 50. I organize work experience for all senior students. So the students in the last years of compulsory education. I organize work experience for all senior students. For all, for some, for a few. So Cristina says for some, Silvia the same, Ferdota, but yeah, some, some, some, OK. Still, it is for all. Because I didn't say the same work experience. It's work experience that we as a whole school decided upon. We decided on this work experience. But tailored to these students, this one, for these other students, this work experience, for these other students, this work experience. So this is indeed for all. Because it should be inclusive. Everybody should be included. This does not mean that the work experience is the same. They are in different, they can be in different places. They can be at various times. But it is for all. If anybody would want to comment, please do. Thank you. Or we can move on. I don't see something on the chat, so. OK, I hope I was clear with the work experience, not the same work experience. OK. So Silvia says, but we refer just senior students. This is what that teacher says. Maybe she teaches a subject that is only taken in the senior years, you know. And yeah, she organizes work experience for all those senior year students that she or he teaches. OK, so it depends a lot on the context. Because if she has only senior students, then it would be guidance for all. But if she had also other classes and other students from other ages, then it would be guidance for some. Yes, it depends where you put it. Yeah, the context. Yeah, OK. Yes, indeed, Christine, it was tricky. Yeah, not all of them were straightforward, but some of them were straightforward and the few were quite tricky. So we have all some and a few just like on the wheel. The quotations that I, the quotes that I chose for today. Let me tell you that it's important that all school staff involved work together to ensure a consistent approach. This collaboration will also help minimize any repetition. Yes, or overlap. I have here a classification of many of the activities used in school for career guidance. And let me tell you that this is at primary level. Lots of activities, school-based activities, activities involving visitors also in schools, based in schools, these activities. But exploring beyond the school, some other activities. Please feel free to, I don't know, for instance, use my email address. It will be on the last slide. And I can give you the whole paper. It's a very interesting and rather surprising paper about career guidance at primary level. And all these activities are explained rather in detail. I will stop on the next slide, only at some of them. And I will start with information brochure or career information sheets, also videos, and podcasts. Maybe, yes, information brochures the most. They can become quite handy in career guidance. I don't hear that each such document or pack should contain, but they really shouldn't contain all of them. They can just focus on one of them. For instance, you can have the overview of the job in question. You can have the description of a typical working day. But obviously, also, you can have them together. And you can also add advice on how to become a professional and what skills are needed. In the information brochure, we can also have activities that can be done with students. And I have some examples here. Five-minute discussions are OK. Activities included in big-scale projects like a twinning project or a Rasmus Plus project. They can be visits or field trips. And maybe a few more things about this one, because it's something that I do and I can share my experience. I do it quite a lot with before the visit, while visiting, and after the visit activities, which is very interesting. Also, we can have professionals go back to school activities where guests are invited. OK, let me tell you about visits or field trips. When a teacher plans a visit or a field trip, you start by having some locations in mind. Then you find relevant career sheets. So all this is before the visit. You find relevant videos or career sheets information. You present these in class. And so some of them, not only one of them. And according to your class's interests, you prioritize your possible locations. Then you contact professionals. This is like an activity with steps. You do this, and then you do this. You contact the professionals that are a match or as close a match as possible. Then you arrange the excursion, the field trip. Then you do the visit, OK. During the visit, other activities can be arranged. It really depends on the context. After the visit, when you come back to school, you process with your students all the new information you got. You can do that by guiding questions such as what's important to know when you are an architect or an engineer or a social worker. Do you find it an interesting career? Maybe even what intrigued you the most during the visit? Many more. But whatever the activities, teachers and the school need to ensure the contextualization of integrated teaching. And let me tell you that by understanding how career choice develops in young people, we can assist our students better in making their career decisions. There have been quite a few attempts at explaining how career choice develops in young people. Nowadays, most theories, they focus on the development of a person's view of the occupational choices available in a twofold process. And this process is made up of circumscription and compromise. This theory was developed in 1981 by Linda Gottfriedsson. And it assumes that we build a cognitive map of occupations by picking up occupational stereotypes from those around us. And occupations are placed on this map using these three dimensions, sex type, prestige level, and field of work. And as young people build this map, they begin to decide which occupations are accessible and which are unacceptable, those which fit their developing self-concept and those which do not. The first process is circumscription. This means ruling out unacceptable options based on their perceived fit with their developing self-concept. This is a filtering process. And it is quite crude at times inaccurate, but it is always lasting. There are four stages of circumscription. And they correspond to the different stages of students' life as I presented before. Ages three to five, orientation to size and power. This is when children become aware that grownups have roles in the world. And they realize that they will eventually become grownups and take on roles for themselves. The second stage is from age six to age nine. And it's orientation to sex roles. Children now begin to categorize the world around them with simple, concrete distinctions. They become aware of the more obvious job roles and begin to assign them to particular sexes. And they will start to see jobs which do not match their gender identity as unacceptable. From age 10 to 14, the stage is orientation to social values. By now, children have encountered a wide range of job roles. They are now capable of more abstract distinctions. They begin to classify jobs in terms of social status like income, how much money they make, education level, lifestyle. Based on the social environment in which they develop, they will begin to designate some jobs as unacceptable because they fall below a minimum status level. And at the same time, they will designate some higher status jobs as unacceptable because they represent too much effort or risk of failure. After the age of 15, the orientation is to internal or unique self. Until this point, circumscription has been mainly an unconscious process. But as I enter into the grown-ups world approaches, young people engage in a conscious search of the roles, still remaining in their social space because you remember they ruled out quite a few of them. In this process, they use increasingly complex concepts such as low-down interests, abilities, values, the balance between work and life, personality. And they exclude options which do not fit with their self image and they identify an appropriate field of work. This was the first stage. The second stage is compromise. Compromise happens after circumscription has excluded options outside the perceived social and personal space. Individuals may be inclined to sacrifice roles they see as more compatible with their self-concept in favor of those that are perceived to be more easily accessible. Now comes the role of the teachers and the school because at this age, students are often limited by their lack of knowledge about how to access certain roles because of lack of information, because of lack of know-how and appropriate tactics and strategies, and because of lack of helpful social connections. So when doing career education, teachers need to assist their students. And through various learning activities, teachers need to help them answer questions such as for the circumscription process. How did you decide on this range of choices? What options have you ruled out and why? This is very important. I wrote down that in my experience, the possible reasons can be, OK, this job was not appropriate. Or because of the family background. Or I think this is beyond my reach, possible reasons. For the compromising process, what could be done to increase your chances of getting into the more satisfying role? And the most interesting of all, if you are getting away, potential job satisfaction is what you are getting in return of equal value. Of course, compromising is not a linear process. It is not. And yes, occupational categorizing and occupational mapping can overlap. And more dimensions can be used for the mapping. Like I wrote down here, creativity or is it worthwhile or is it challenging the main point for the school and the teachers to support the students in their career decision making by providing service and encouragement means that these learning activities advance the occupational mapping until a decision is reached. Compromising is not a once in a lifetime process either, especially nowadays. And the whole process can be started or picked up again. I think that you would agree with me that we can conclude that there are certain steps to be taken when developing a whole school guidance approach to career education. And the first step would be find someone, a certain person, to lead the program. Career education can make a big difference to your school, but there is a lot to learn and there is a lot to coordinate. And it works best when someone, one person, has the time and the authority to develop and maintain and manage the school's approach. Step number two, make sure all actors are comfortable with everything connected to guidance education. Guidance education requires some knowledge and skills that may need to be developed. All subject teachers and the other staff really can deliver it, but they will need some training and some support. Step number three, embed it in the curriculum. This is very important. Don't downgrade careers to the edges of the curriculum. It can interact with and enrich mathematics, languages, history, all other learning areas really. Step number four, look beyond school because involving a range of partners from the community, partners will help deliver effective career guidance. Talk to parents, talk to businesses, talk to trade unions, educational institutions, community organizations, about what they can add to your program. And last but not least, step number five, start early. Career education can start in pre-primary school, but it is important to tailor all activities to specific year levels rather than having a one-size-fits-all approach. The benefits, well, I only jotted down three of them, really, using a whole school approach to career guidance offers these benefits. First and foremost, increased engagement. Thinking about the future and learning about the world is exciting. It will help your students to see the relevance of what they are learning and also to think about why it is important to work hard. Another big benefit is increased equity of outcomes because career guidance is a positive impact on social mobility and social justice. It links disadvantaged young people to new resources and gives them inspiration. Again, last but not least, improved long-term outcomes. Enhancing young people's knowledge and skills about careers will set them on the right path. And it's a long path, long term. And in the long run, this will lead to better career outcomes for all the students at your school. Maybe if you want to work with me on answering some questions, as far as various learning activities that you, as subject teachers, can do in your classroom, in your day-to-day teaching, if Nicos is helping me with the slides. Yes, with a slide door. Yes, thank you. Let me quickly. Can you see it? It's coming in my screen. Yes. OK, so I have pasted in the chat the link and also the code. So you can join slide.com and insert the code 9-11-19-6. And the question is? I think you can also use the phone. Yes, of course. The QR code. Yes. And the question is, how do you integrate career education into your daily teaching? You personally. You as a subject teacher in your own classroom, in your day-to-day teaching. OK, we have our first input, career talks. Nice. Important. Wherever an opportunity arises during your lesson and you didn't even plan it. Talk about that career. One sentence, two sentences, three sentences. And yeah, it will make a difference in the long run. By talking about the skill somebody needs to have in all jobs, soft skills. Nice. Talking to my students. I'm in hairdressing school. I started to do interviews with different hairdressers. Role models, OK. Models. I constantly use examples depending on what is the lecture. We work on real projects, marketing, economy, CV making in the second class of Lisium. We read application letters as part of an English writing. Talks, talking. Nice. Learning students how to make their CV and research the open work position on internet projects. Job interviews, CVs, communications, kids. Application letters, really. Yes, cover letters. Very good. OK. Assessment-centered simulation, conversations. Interesting. Mentioning the skills used in classroom activities are skills that they also would be using when they start working. Yeah. Transferability is a big issue. Watching videos, reading articles. We connect with the professions in our classes and talk about the future of professions. Nice. From my experience, we were also using parents' professions as a source, as a source of career information. So that was also something that we did. Yes, especially very powerful with younger students. Mm-hmm. Taking my student conversations about their skills. OK. Thank you, everyone. And Salai quickly jumped to the second question. Only two questions. OK. And I saw here research about career general statistics finding foreign business contact with students and answer students' questions, organizing tasks with alumni telling about their study, working careers. Nice. Research for job qualities needed for the role models. Perfect. Perfect. And the second question is with whom and how have you worked collaboratively to plan, deliver, and evaluate your career education activities? With whom and how? In short, collaboration. This is the first step towards whole school. Perfect. Students, right? You got the most important. Without them, no object of work. Perfect. So again, if you are within slide.com, you can use the same password. OK, so so far we have four. OK. And that keeps coming. Students, school counselor, while making projects, career counselors with colleagues at school. Nice. Very important to work with your colleagues. Yes, other teachers. Colleagues, students, students, parents. Perfect, perfect. So the good thing is that students and colleagues and parents appeared and career counselors as well, appeared several times. OK. So thank you very much for your participation. And now quickly going back to Daniela for a final word, because we are already eight minutes beyond. Yeah, I'm sorry. Yeah, just two more slides. Something about a lesson that I deem as a model of good practice. I did it not very long ago, and I did it twice with two different sets of students. It's a lesson based on European resources. And OK, you can have the link in the chat. It's a lesson really based on events, sites, and people connected to STEM careers. And my main aim with this lesson was to raise my students' awareness about life and work with STEM in the 21st century. My students were 11. And OK, it went like that. They were owners. The owners of a make-believe, time-travel agency. And they worked together in a classroom activity of 50 minutes and came up with recommendations for their prospective customers to visit various places in the past. Because by traveling there, they could find out more information about important events, sites, and people connected to STEM careers. And the final products were visually appealing sheets, as you can see here. A few groups of students chose to advocate for traveling to disaster places, such as the Twin Towers on September 11, with the idea of doing STEM jobs that were of help to the people involved. Others decided upon either feasting their customers' eyes with the building of impressive constructions by excellent engineers and architects, such as the Great Wall of China, or the Eiffel Tower, choosing for the French Tower, for example, the day of the opening. Yet another team opted for a date for it 20 days before it's finishing, which was very interesting. Others chose to witness notable events involving people who had liked STEM ever since they were at school, such as a goalkeeper, the Romanian Helmut Ducadam, who was dubbed the hero of Seville because he had saved four consecutive penalty shots in the 1986 European Football Cup final. My students worked together, and they agreed on content and design in their respective groups or pairs. They also worked in pairs. They had shared responsibility. Their work was interdependent, and in this way, obviously they developed their collaborative skills. They also did a splendid job at, and I am particularly proud of this, so they did a great job at revising their work based on feedback from teachers, from me, and from their peers. I would like to thank you. Yeah, request control, sorry. Yes, thank you. I would like to thank you. I'm confident that you are working diligently on guiding your students towards making sound career choices and that there are good career outcomes for all the students at your school, and these can be even better with the whole school approach. Thank you and good luck. Thank you very much, Daniella, and also a great thanks to our participants and apologies for going beyond the time. Any questions that you would like to say to Daniella or something, any comment? Please feel free to write to me. My email address, yes. I can see many thank yous in the chat. Thank you, thank you. Any views? So once again, the last slide, can you read Daniella's email? Yes, I will paste it for you in the chat. I am very enthusiastic about this subject. I have been a class teacher for 26 years now, and in Romania, class teachers have got a lot of activities to do as far as professional orientation is concerned, and I am very OK with doing it. Also in my English classes, I teach English as a foreign language. And as I mentioned before, whenever an opportunity arises, I take it, I grab it, and I talk about this career or that career. Great. So many, many, many thanks. And also my colleague Marta has pasted the evaluation form. So feel free to complete it. It's really short, so we can be aware of what you liked or how we could improve our future work. And that recording will also be available in the platform. And once again, many thanks to all of you and many thanks to Daniella for the excellent presentation. And we will be in touch. Thank you all. OK. Have a lovely afternoon and evening. Ciao, ciao. Bye.