Profesní rozvoj učitelů prostřednictvím spolupráce ve prospěch kariérového vzdělávání všech žáků

The idea to apply for an Erasmusplus grant comes from our experience of working directly with schools - with their management, teachers - careers practitioners and other school staff - in the field of career guidance and education. Our experience confirms the lack of awareness of actors in education about what career guidance and career education is, what is the difference between them, and why it is important to develop a career education system with the aim of supporting the development of pupils' career competences from the time they enter their formal education. The stated deficiency led (and actually it continues to lead) us to apply for Erasmusplus grants and contribute to the education of all actors in this area and thus to the development of selected career competencies of all students at the participating schools. We wanted to contribute to education, enlightenment and the sharing of examples of good practice in the Czech Republic and Slovakia through high-quality publications that were created as outputs of the project.

Our aim was to develop 1) selected key (career) competences of pupils, 2) within the framework of the school´s career education system as a result of the cooperation of the teachers involved in the project, and 3) last but not least, to write methodological manuals a) in general about the career education system at primary and lower secondary school, b) about its possible development as a result of our work and c) about selected activities used to implement elements of career education into teaching. We disseminated the results to career practitioners, school psychologists and other professionals via social networks (FB, LinkedIn). In addition to strengthening career education at the participating schools, we also indirectly supported other relevant actors in the school system.

KA 1) Mapping of the career education system at primary and lower secondary school and recommendations for its development, KA 2) Development of key competencies of all pupils, and KA 3) Development of school cooperation in the field of career education. . The content of the activities was implemented in an unchanged form according to our plan notified in the grant application. As part of the first activity, educational events on the topic of career education for teachers and methodical interviews with individual members of the school team were carried out. On that basis, a work plan was created. As part of the second activity, the involved teachers worked with the pupils with the aim of supporting the development of their chosen career competencies under the facilitation of the methodologist. Everything took place within the daily school education and/or irregular project days. In the last activity, events were organized for the local schools with the aim of 1) presenting the goals, content and progress of the project work and 2) sharing examples of good practice with each other between the project schools and the new schools participating in the events.

1) Career education in primary and lower secondary school and preschool education, 2) Report on the development of career education and 3) Collection of examples of good practice in the field of career education development. The aim of the publication 1) is to generally present the concept of career education in primary and lower secondary school and preschool education, its goal and implementation possibilities. Report 2) presents our work in setting up and developing the concept of career education at cooperating schools. We present our concept of conceptual work, its starting points, process and results, incl. interesting suggestions and recommendations for the development of school cooperation that we came up with during our work. Book 3) contains methodological sheets - a short description of selected activities that the schools implemented during our cooperation. Other project results are the strengthened competences of the pupils, while the development of these competences was confirmed by feedback from the pupils themselves and their teachers. It was also possible to achieve the goal of teachers´ professional development and their support to implement career education at school. That was confirmed by their feedback.