After 2020


Good Practises
Preparing for the labour market
The aim of the activity is to inform and educate high schoolers in their final year for challenges in the labour market through three workshops.

Every class is passing through three workshops (total duration: 4,5 hours).
1. Workshop
The aim is for each pupil to discover who is he/she, what are his/her potentials, strengths, interests and work values. The pupils fill out 4 questionnaires about themselves. In this process are also included games and discussion of the results.
2. Workshop
What is the labour market and what will be in the future? What would I like to do and are there job/career opportunities in this field? Those are the questions on which pupils, together with facilitators, try to find the answers. Also, pupils discuss modern approaches in applying for the jobs and how to prepare for the interview.
3. Workshop
The aim is to inform youngsters about possibilities for lifelong learning, especially international programmes that are free for them. Methods that can be used are presentations and guessing game in this process. Great finish is with TED Talk about the future of jobs.

Youngsters are:
• informed about the labour market and modern approaches of preparing for entering the labour market.
• informed about the lifelong learning and international possibilities that may help them in gaining new competencies.
• involved in creative thinking about themselves and potential career, using non-formal learning.
CV in puzzles
The aim of the activity is to learn the structure of CV and to develop and strengthen the CV writing skills among youngsters.

Material needed for this activity:
Big paper, glue, few examples of CV divided into parts.
Divide youngsters into small groups and give each group big paper, glue and part of the same divided CV. Each group should prepare the CV and put parts of CV in the order they believe or think is right. The point of this activity is to use the game (puzzles) in order to discuss how the CV should look like and how one can prepare for the interview.
After each group finishes, they present "their" CV to a big group and discuss altogether.

• are familiar with the structure of CV and they will strengthen their writing skills.
• have a chance to recognize different forms of CV.
• are able to practice critical and creative thinking.
• have developed their communication, presentation and teamwork skills.
"Who is who?"
The aim of this activity is to learn about knowledge, skills and competencies needed for certain profession/ vocation.

Material needed:
Small papers with professions/ vocations written on them and tape.
Depending on the age and development, youngsters can play this game in bigger or smaller groups.
Facilitator prepares the papers with written professions/ vocations and distributes them among youngster so they don´t know which profession/ vocation they´ve got. Each participant tapes the paper on his/her forehead and then the activity starts. The point of the activity is for each participant to reveal the profession/ vocation written on the paper on his/her forehead. To do that, each participant needs to ask questions about the possible profession/ vocation, but in the way that others can only answer with "Yes" or "No". Each participant can ask as many questions until the answer on his/her question is "No" and then the other participant takes a turn on questioning.
While giving them instructions, prepare them to ask questions about skills, knowledge, competencies or other characteristics needed for certain profession/ vocation.
While preparing the activity and list of profession/ vocation, think also about the age and development of the youngster included. Also, you can make this activity "extra" hard if you want to include "future"/ modern professions/ vocations.
Extra tip: If you want to make this activity more participative, take more time and give youngsters the task to think about professions and write as many as they can on small papers.

Youngsters have:
learned about knowledge, skills and other characteristics needed for certain profession/ vocation.
expanded their knowledge and have more information about their potential future career.
a chance to develop their creative thinking.
developed their question-making skills, but also communications and social skills.
Profession survival game
The aim of this activity is to think out of the box and recognize the importance of every profession/ vocation.

Facilitator prepares a list of professions/ vocations with a small description of each.
Divide youngsters into groups of 4 to 5 participants. Each participant gets one profession/ vocation and takes it as his/her role. The point of this game is for each participant to defend as strong as possible his/her role (profession/ vocation given) and to give as many possible arguments why that profession/ vocation is the most important among others in the group.
As a group, they have to decide at certain time (20-25 minutes, depends on a number of participants), what profession among all given in group (just one) is the most important one for survival.
Be aware that this activity can provoke strong emotions, so before this activity be sure that youngsters are ready for constructive arguments. Also, prepare yourself for facilitating possible verbal fights.
Take enough time after the activity to debrief and reflect. The point of this game is not to put one profession on a pedestal, but to practice giving arguments and to find importance in each profession/ vocation.
Extra tip: You can make more "survival" atmosphere with an introduction that apocalypse is approaching and only one can survive (you can also add some with music). Also, if you want to make this activity more participative, take more time and give youngsters the task to think about professions themselves and to write them as many as they can on small papers.

Youngsters have:
learned how to think out of the box and to recognize the importance of every profession/ vocation.
developed their critical and creative thinking.
developed the skill of giving arguments.
strengthen their social and communication skills.
Entering the labour market Quiz
The aim of this activity is to test students' knowledge about their rights and obligations in the field of labour law, and inform them about their rights and obligations, and the services provided by public employment institutions

Facilitator prepares Quiz (Powerpoint presentation) which consists of questions regarding the rights and obligations of employees, including the role of a public institution (for example: Employment Service) and active labour market policy measures (Youth Guarantee Scheme).
The class is divided into the groups of 4-5 students, who define group name. The facilitator reads one question at the time, and encourages teamwork and group decision-making. The quiz usually consists of 20 questions which can be open questions or multiple-choice questions (depends how "hard" facilitator wants it to make).
After every correct answer (or if there are no correct answers) the facilitator makes time to explain the correct answer in detail, and makes connections with practical examples.
Even the concept of Pub Quiz is used, the spotlight is not on the competition process, but on the cooperation and teamwork.

Youngsters have:
gained information about employees' rights and obligations, services and active labour policy measures available
strengthened their social and communication skills, and teamwork
developed the skill of giving arguments
How to do a job interview?
The aim of this activity is to make students familiar with the process of a job interview and to highlight the need for continuous development of social and communication skills.

Facilitator prepares and provides all materials, which consist of a set of 9 questions usually used in a job interview.
The students are divided in the groups of 4-5 and given the set of questions (Examples of questions are: "Do you think that the lack of experience will represent a problem while performing tasks?", "Tell me more about yourself.", "What is your opinion of your former boss?", "Why do you want to change jobs?/ Why did you leave your previous job/previous employer?", "Do you plan to have children in the future?", "What kind of wage do you expect?", "What are positive/negative sides of your personalities?", "Why would we want to employ you?", "Do you have any questions?".
The students have 2 minutes to answer each question. After all the groups are finished, one group presents the answer and the others can add or disagree and propose a different answer.
After each question and group discussion, the facilitator provides the most common/recommended answer followed by an in-depth explanation of the positive and negative sides of answer.

Youngsters have:
understood the need for continuous work on social and communication skills
strengthened the communication skills (assertive communication skills)
been informed about the type of questions usually used in a job interview

Tihana Fontana:
Aleksandra Lera: Vlasta Vujačić:
Good Practices
Project supported
Julia Dem
project manager
Phone: + 375 559 217 87