GE Foundation Life Skills for Employability Program Hungary, 20062009 Three years of the LSE program

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GE Foundation Life Skills for Employability
Program Hungary, 2006-2009 Three years of
the LSE program MISSION OBJECTIVES
RESULTS
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3 years in numbers

• 3 years of program implementation experience in
  public and higher education settings
• 2446 inclusive schools 2 higher education
  institutions
• 9 accredited in-service teacher training sessions
• 15 highly qualified trainers mentors with
  significant experience in the field
• 240 teachers trained
• 240 students trained with pedagogy major
• (University of West Hungary, University of
  Pannonia)
• 300 student groups, 6000 students gained skills
  developement
• Measurable, quantifyable results in skills
  development
• 150 successful community projects
• Tested mentoring and evaluation standards
• Media appearances
• International communication experiences

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The programs expected resultsin the different
target groups

• TEACHERS
• Skills development in the classroom ?
• Their own experience ?
• Knowlege and methodology useful in other fields?

• STUDENTS
• Significant improvement of personal, social
  and life skills ?
• Improvement of self knowledge, communication,
  planning, cooperation, problem solving, confilct
  resolution ?
• Future planning skills improved ?
• Project planning and project implementation,
  activity, autonomy ?
• Creativity and responsibility improvement?
• Improvement of employability skills ?

• SCHOOLS
• Alternative solutions for old and new educational
  tasks, problems ?
• Strengthening of the schools democratic nature ?
• Strengthen the new, positive, innovative
  mentality of teachers ?
• Students better prepared for the successful
  employability performance?
• Course curriculum improvement (improvement of
  social and employability skills) ?

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Students about themselves

• From now on I pay attention to my fellows.
• I could get to know my classmates better.
• During the program we became a real community.
• The program did not influence my life, but it
  infulenced the school. During the program I got
  to know such people whom I never kept contact
  with before and never thought it necessary.
• It was useful because we worked in groups more,
  therefore I had the chance to speak with people
  whom I do not usually speak with.

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Students about the program

• Its good for your soul.
• We got to know more about others.
• It helps people to get closer with one another.
  
• Now we know ourselves better.
• It helps to get along in life.
• Now I know how to act in different situations.
• It prepares you for the future.
• They should organise such programs in more
  schools and classes.
• It wasnt that bad.
• It is definitely useful although life could be
  so unpredictable that it is impossible to prepare
  for it.
• Not everybody likes to open up for others. Some
  are more reserved than others, therefore they
  might not enjoy it.

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Teachers - about themselves

• I suppose I became more open-minded although I
  always had a good relationship with my students.
  I am much more relaxed, I talk more about
  myself.
• I can easily talk about any kind of problems.
  There are no taboos. I try to find the strength
  in everyone.

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Main results from the teachers point of view

• Children get to know each other much better, they
  are much more tolerant, understanding, they are
  interested in each other. They are less
  aggressive.
• Positive thinking is more likely.
• Class community gets better.
• Theres a stronger team cohesion.
• Role playing helps students understand and
  exercise assertive communication.

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Evaluation Results(based on qualitative and
quantitative measurements)

• At the end of the program participants have a
  siginificantly higher average of the competencies
  mentioned below
• Competency over own future
• Creative thinking
• Conflict resolution
• Participation, community and leadership
  responsibility
• Project experience, volunteering through
  experiential learning

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• Lessons Learned
• The Affects of the LSE Program
• Self knowledge playfulness
• Open-mindedness as an outcome and a challenge
• The wider use of cooperative learning techniques
• Smoothing the traditional school activity
• Bridging the gap in competence building
• Key the active back-up of schools leadership
• Consciousness in planning
• More to learn about project work