English
This Έργο is not specific to Greece. For more details, please visit OpenAIRE Explore.
Link with research outputs.
Please log in first and try again.
My Compass – Enabling students’ agency in their route to the future
FunderEuropean Commission
Funder Contribution €250,000.00
Funded underERASMUS+ | Partnerships for cooperation and exchanges of practices | Cooperation partnerships in school education
Project code2023-1-IT02-KA220-SCH-000156174
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
<< Background >>My Compass was born from the need to make high school students' career guidance more effective and less disruptive. In recent years, the retention of young people in secondary and tertiary education has increased, making choices about their studies and career path more complex. The importance of career guidance is recognized in European countries' national plans for NextGenerationEU, even though many interventions are not based on scientific evidence or consolidated theoretical models. In response to this lack, My Compass, born from the OECD study on career guidance effectiveness, focuses on career conversations, which are believed to predict lower unemployment, higher salaries, and greater satisfaction. The project is based on validated theories regarding interests (Holland), values (Schwartz), and strengths (Peterson & Seligman). Furthermore, My Compass also responds to the need to provide continuity to the previous Calling project, with the aim of expanding its results to make teachers independent in managing orientation processes. It involves partners already active in Calling with proven experience and reliability.<< Objectives >>In line with the sector's priority of supporting teachers, school administrators, and other teaching professions, the overall objective of My Compass is to support the evolution of teachers' roles in line with the new teaching demands expressed internationally by students and the world of work. This teaching model must also include orientation, i.e., guidance for exploring one's aspirations and choosing strategies to pursue them. This process pays particular attention to the management of students with specific vulnerable conditions. Therefore, My Compass has set the following specific objectives: 1) Enable high school teachers to independently conduct an entire orientation process with students aged 16-19, in accordance with scientifically based methodologies; 2) Enable teachers to apply inclusive orientation practices to students with vulnerable conditions (e.g., migrants, disabled students, etc.), in order to prevent such conditions from impacting their professional choices and careers.<< Implementation >>The activities carried out by My Compass are strategically focused on achieving specific objectives through the production of results that are as concrete as possible and, above all, as scalable and replicable as possible. To this end, the following activities were carried out: teacher training on the CALLING platform, analysis and drafting of five case studies, research and drafting of a presentation based on the Career Conversation model, school analysis and drafting of a presentation on vulnerability situations, and development of a methodological toolkit for teachers on: analyzing students' professional interests, values, and strengths; managing feedback interviews; and addressing vulnerability situations. The case studies were also integrated into this toolkit. Teacher training on the toolkit was then conducted. Subsequently, the toolkit was piloted in four partner high schools, evaluating its effectiveness and reporting the results. Finally, an international training experience was conducted for teachers to consolidate learning.<< Results >>The main results were: the Methodological Toolkit, including attachments on case studies and vulnerable situations; the Evaluation Report of the experiment, conducted with 40 teachers out of a total of 100 students, including suggestions for improvement for each high school. The secondary results were: training slides for more than two teachers per school on the CALLING platform, a presentation on five case studies (integrated into the Toolkit), a presentation on the Career Conversation model (used within the experiment), a presentation on the vulnerable situations analyzed in the schools (integrated into the Toolkit), training on the Toolkit for a total of 40 teachers, and a Report on teacher mobility (five teachers per school). The results were developed to achieve the following long-term outcomes: lower unemployment levels, higher wages, and greater job satisfaction; vulnerable students are expected to have a higher rate of continuation in studies or a quicker and more effective transition to work. The long-term outcomes for teachers consist of greater autonomy in carrying out scientifically validated orientation courses.
Partners (5)
Start a new DMP in Loading
<< Background >>My Compass was born from the need to make high school students' career guidance more effective and less disruptive. In recent years, the retention of young people in secondary and tertiary education has increased, making choices about their studies and career path more complex. The importance of career guidance is recognized in European countries' national plans for NextGenerationEU, even though many interventions are not based on scientific evidence or consolidated theoretical models. In response to this lack, My Compass, born from the OECD study on career guidance effectiveness, focuses on career conversations, which are believed to predict lower unemployment, higher salaries, and greater satisfaction. The project is based on validated theories regarding interests (Holland), values (Schwartz), and strengths (Peterson & Seligman). Furthermore, My Compass also responds to the need to provide continuity to the previous Calling project, with the aim of expanding its results to make teachers independent in managing orientation processes. It involves partners already active in Calling with proven experience and reliability.<< Objectives >>In line with the sector's priority of supporting teachers, school administrators, and other teaching professions, the overall objective of My Compass is to support the evolution of teachers' roles in line with the new teaching demands expressed internationally by students and the world of work. This teaching model must also include orientation, i.e., guidance for exploring one's aspirations and choosing strategies to pursue them. This process pays particular attention to the management of students with specific vulnerable conditions. Therefore, My Compass has set the following specific objectives: 1) Enable high school teachers to independently conduct an entire orientation process with students aged 16-19, in accordance with scientifically based methodologies; 2) Enable teachers to apply inclusive orientation practices to students with vulnerable conditions (e.g., migrants, disabled students, etc.), in order to prevent such conditions from impacting their professional choices and careers.<< Implementation >>The activities carried out by My Compass are strategically focused on achieving specific objectives through the production of results that are as concrete as possible and, above all, as scalable and replicable as possible. To this end, the following activities were carried out: teacher training on the CALLING platform, analysis and drafting of five case studies, research and drafting of a presentation based on the Career Conversation model, school analysis and drafting of a presentation on vulnerability situations, and development of a methodological toolkit for teachers on: analyzing students' professional interests, values, and strengths; managing feedback interviews; and addressing vulnerability situations. The case studies were also integrated into this toolkit. Teacher training on the toolkit was then conducted. Subsequently, the toolkit was piloted in four partner high schools, evaluating its effectiveness and reporting the results. Finally, an international training experience was conducted for teachers to consolidate learning.<< Results >>The main results were: the Methodological Toolkit, including attachments on case studies and vulnerable situations; the Evaluation Report of the experiment, conducted with 40 teachers out of a total of 100 students, including suggestions for improvement for each high school. The secondary results were: training slides for more than two teachers per school on the CALLING platform, a presentation on five case studies (integrated into the Toolkit), a presentation on the Career Conversation model (used within the experiment), a presentation on the vulnerable situations analyzed in the schools (integrated into the Toolkit), training on the Toolkit for a total of 40 teachers, and a Report on teacher mobility (five teachers per school). The results were developed to achieve the following long-term outcomes: lower unemployment levels, higher wages, and greater job satisfaction; vulnerable students are expected to have a higher rate of continuation in studies or a quicker and more effective transition to work. The long-term outcomes for teachers consist of greater autonomy in carrying out scientifically validated orientation courses.
