1

“Share knowledge and good practices

regarding the use of IT/e-Learning in VET guidance”

Nr.3

International specialty magazine, for all curricular areas,

for teachers in the pre university educational system,

students and parents

SITECH PUBLISHING HOUSE

Craiova, 2014

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Coordonatorii revistei:

Teacher Georgeta Manafu-coordinator of the LDV Multilateral International Partnership

“Development of guidance and counselling instruments in vocational education”

Teacher Popescu Oana- member in the LDV Multilateral International Partnership “Development of

guidance and counselling instruments in vocational education” – English teacher

© 2014 Editura Sitech Craiova

Toate drepturile asupra acestei ediţii sunt rezervate editurii. Orice reproducere integrală sau parţială,

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şi constituie o contrafacere. Sunt acceptate reproduceri strict rezervate utilizării sau citării justificate

de interes ştiinţific, cu specificarea respectivei citări.

© 2014 Editura Sitech Craiova

All rights reserved. This book is protected by copyright. No part of this book may be reproduced in

any form or by any means, including photocopying or utilised any information storage and retrieval

system without written permision from the copyright owner.

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Cercetării pentru editare de carte ştiinţifică.

Editura SITECH Craiova, România

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Tel/fax: 0251/414003

E-mail: sitech@rdslink.ro

ISSN 2360 – 4522 ISSN–L 2360 – 4522

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ARGUMENT

This magazine is a collection of the articles presented during the International Conference

“Share knowledge and good practices regarding the use of IT/e-Learning in VET guidance”,

organized on the 24th of April 2014 at the DOLJ County School Inspectorate by the teams at the

“Tudor Arghezi” Theoretical Highschool and the Automotive Technological Highschool, as part of

the LDV International Multilateral Partnership “Development of guidance and counselling

instruments in vocational education”, with national ID number LLP-LdV/PAR/2012/RO/179,

project number 22012-1-TR1-LEO04-35830 5.

The general purpose of this magazine is to share examples of good practice in order to

promote an innovative, creative approach in the educational system.

The articles in the magazine were listed under the following four sections:

E-Learning, educational Software, multimedia presentations used in the instructive-

educational process, in career counselling and guidance;

Vocational counselling and guidance;

Permanent education in the age of knowledge. Dissemination of projects and LLP training

courses;

Creativity and innovation in the instructive-educational process (examples of good practice)

This magazine mostly addresses teachers in the pre-universitary system, students and their

parents.

Coordinator of the LDV International Multilateral Partnership “Development of guidance and

counselling instruments in vocational education”,

Teacher Georgeta Manafu

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THE ROLE OF THE BLOG

HTTP://WWW.LEONARDOVOCATIONALGUIDE.BLOGSPOT.RO/

IN THE LEONARDO DA VINCI INTERNATIONAL MULTILATERAL PARTNERSHIP

„DEVELOPMENT OF GUIDANCE AND COUNSELING INSTRUMENTS IN VOCATIONAL

EDUCATION”

Teacher GEORGETA MANAFU

“Tudor Arghezi” Theoretical Highschool, Craiova

The web-log or the blog was invented by Jorn Barger in 1997 and it consists of a simple web

page containing opinions, personal information and links, random posts arranged chronologically,

the latest posts being showed first, as in a journal. Most of the blogs allow viewers to comment.

These comments contribute to the exchange of opinions.

Below there is a presentation of the blog that was created in the international program, the role it

had in the implementation of the activities of the project, in the dissemination activities and in the

evaluation of the activities of the project.

Between August 2012 and July 2014, the “Tudor Arghezi” highschool implemented the

international multilateral partnership Leonardo da Vinci “Development of guidance and counseling

instruments in vocational education” with the national number LLP-LdV/PAR/2012/RO/179 and the

project number 22012-1-TR1-LEO04-35830 5, along with the following partners:

Comune di Sant’Angelo in Vado, ITALY

Avanos Kiz Teknik Ve Meslek Lisesi, TURKEY

Liceul Tehnologic Transporturi Auto, ROMANIA

Professional Highschool of Electronics and Electrical Engineering "Marie Curie",

BULGARIA

Profesionalas Izglitibas Kompetences Centrs “Liepajas Valsts Tehnikums”, LATVIA

Kadis, SLOVENIA

Fundacion Para El Desarrollo De La Ciencia Y La Tecnologia En Extremadura

(FUNDECYT), SPAIN

Fundacja Rozwoju Inicjatyw Edukayjnych I Społecznych, POLAND

To date, the activities in the project were conducted according to the program from the

application form.

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The research activity conducted in the project was:

-In February 2013 there were elaborated together with the project partners online

questionnaires for testing the interest of students in counseling and orientation. The questionnaires

have been digitized by the project coordinator from the highschool „Tudor Arghezi” and posted on

the project blog to be accessed by the schools in the project:

http://www.leonardovocationalguide.blogspot.ro/p/chestionare-elevi.html. After the questionnaires

have been accessed by the students in Bulgary, Turkey, Romania and Latvia, online reports were

made for the interpretation of the results.

-In May 2013 there were elaborated together with our project partners online

questionnaires for testing the interest of the students for the specializations for which tests on the

Moodle platform will be made. The questionnaires have been digitized by the project coordinator

from the “Tudor Arghezi” highschool on the project’s site and accessed online by the students from

8 schools in the Dolj County and by the Turkish students. The results of the activity, information

about schools and the interpretation of the results of the questionnaires can be accessed by

following the link below:

http://www.leonardovocationalguide.blogspot.ro/p/chestionare-studiu-cercetare.html

Between January and April 2014 the following activities have been carried:

- Research study for career guidance for secondary school students

- Career planning for the upper secondary school students

For the implementation of these activities:

- questionnaires for school orientation for secondary school students were created and

selected

- the questionnaires have been digitized on the blog project

-The secondary school students applied the questionnaires

-An online interpretation report of the questionnaires and the related conclusions was

conducted

- Career planning portfolios were drawn for 25 secondary school students

- An online report was conducted and conclusions related to career planning were presented

- The results of the research were presented during a meeting with the students’ parents.

In the blog there were 13 main menus, 95 materials were loaded and it has been visited by

7104 users by the end of March 2014

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SYNCHRONOUS AND ASYNCHRONOUS IN E-LEARNING

Teacher DRAGOMIR ILEANA

Automotive Technological Highschool, Craiova

By using asynchronous tools(blogs, wiki, e-mails) students can assume a more central

teaching presence, especially if they are assigned to moderate discussions. Synchronous

communication means real time communication between students (and teachers), most commonly

in the form of text chat, Skype sessions or online meetings (for example on Blackboard Collaborate

or WebEx). Several studies suggest that social presence is higher in synchronous discussions than in

asynchronous ones.

Many researchers suggest that synchronous communication works well with content that

inspires natural debate or passion, whereas asynchronous communication can be preferred for

content that is dry or requires reflection. Synchronous communication may not provide the time or

concentration required to engage deep ideas.

E –LEARNING IN THE TECHNICAL TRAINING EDUCATIONAL PROCESS

Engineering teacher STAN CARMEN

"Traian Vuia" Technical College, Galați

It is obvious that Romania is moving towards the information society of the future

(Information Society -IS ) due to the new technologies which have appeared in information and

communication. Lifelong learning, which involves using computers professionally, can no longer be

avoided. Open, distance and real-time learning will be overwhelming . The existence of the Internet

is one example of how this type of education can be promoted.

The concept of e-learning is gradually gaining ground as practice and research in the field

provide us with new experiences success and benchmarks for proper theoretical and methodological

construction . The dialogue between theory and practice also contributes to an increased efficiency

of concrete situations in which the new technologies are used in education, and to an increased

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value of the conceptual level. The conclusion is that the projected performance is mainly driven by

the learning strategies, and not by the learning environment used to implement the training program.

E-learning is primarily a social response to the growing demand for education, the need for

diversification and sophistication of bids and training institutions on various levels : actors

(competent trainers , mixed communities of learning, etc.) , as well as contents ( media and various

teaching materials, teaching a multitude of elements, modular programs , a variety of adjacent

content, complementary , alternative , new disciplines ), assessment procedures ( adaptive tests ,

standardized tests with immediate automated feedback ), procedures for institutional management

(management students, online registration, the selection and certification of students , portfolio-

based activity, etc.) , extracurricular activities ( online resources, remote collaborative activities,

participation in online communities of practice or virtual campuses, etc.).

BUILDING A CAREER USING COMPUTERS

Teacher AGAPIE MINODORA LUCIEA

"Dimitrie Filişanu" Technological Highschool, Filiaşi

Professional counseling may be described as a set of activities which help the participants

choose a qualification, and the means to acquire the abilities needed to be integrated into the labour

market. It also helps the participants develop self-image and acknowledgement of their role in

society. Professional counseling requires an interactive process between information, monitoring,

practical activities and informal interviews.

Finding information about national exams or jobs becomes easy when accessing web pages

such as www.edu.ro (Ministry of Education page), www.mmssf.ro (Ministry of Work, Family and

Social Protection website), or www.bestjobs.ro (a page containing a large database of jobs).

In order to choose a job for their future, the student must understand it, see what it entails, if

they can do it, so they should discuss it with people who already work in that field. The teacher

should invite specialists from the areas that interest the students to talk about their experience. By

using the computer they can show multimedia presentations of different jobs.

Counsellors and teachers must help students become more motivated, more confident in

their abilities and constantly improve their knowledge by means of e-Learning, for instance.

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THE INTERCULTURAL DIMENSION OF THE PROCESS OF E-LEARNING

Primary school teacher BUTOI MIRELA RODICA

”Tudor Arghezi”Theoretical Highschool , Craiova

Continuous progress, lifelong learning, development of personal skills are encouraged and

supported by specialists and have been growing stronger in recent years. Thankfully more and more

learning platforms in Romania have understood the changes of the new type of training, trying to

provide a modern and efficient educational endeavor.

A fundamental aspect that has made an appearance with the e-learning platforms and online

courses and in general, with the use of information technology and digital communications in

pedagogical practices is related to their cultural footprint.

E-learning environments integrate interactivity as the main mode of action for students.

These systems are developed through multiple ways to represent information, to simulate the

interactions and to express ideas, expanding purchases of intelligence by changing the requirements

of participation in culture. The digital environment is obviously expanding sphere, being used to

acquire information and to express ideas in a variety of ways: verbal, visual, auditory, or merge all

of them. As the learner interacts more with the training program, they are more involved and more

active than it would have been if they had only listened to a reading.

At the time of identification of pedagogical issues such as those related to intercultural

competence, e-learning environments can provide contextual opportunities for intercultural

experiences involving emotional reactions, spontaneous exchanges and processes aimed at helping

to inform and educate others. All these critical dimensions can be achieved using appropriate

resources and targeted educational experiences.

BIBLIOGRAPHY 1. Byram Michael, Grybkova Bella , Starkey Hugh, Developing The Intercultural Dimension of Language

Teaching, 2002

2. Belslisle Clare, E-learning and Intercultural Dimensions of Learning Theories and Teaching Models

3. Cristea Boboilă, Instruirea asistată de calculator. Note de curs şi laborator, Ed. Sitech, Craiova, 2006

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E-LEARNING – THE MOST COMPLEX FORM OF INTEGRATING

INFORMAL EDUCATION INTO THE FORMAL ONE

Ph. D teacher BUZULOIU DOINA

“GH.CHITU” College of Economics, Craiova

Using the Internet and e-learning is the most complex form of integrating informal education

into the formal one. Kulik (1987) compared the invention of the computer and its impact on

education to the invention of printing in the fifteenth century.

Thus the act of learning is no longer considered to be the effect of the teacher's work and

approaches, but the result of interaction with the computer students and teacher collaboration. E-

learning products can be grouped into: e-learning based on CD: students receive courses on CDs,

these courses will be installed on their computer and they can start learning; and e-learning based on

networking: courses can be accessed through the network (intranet / internet) on the central server.

The computer is extremely useful because it stimulates complex processes and phenomena like no

other teacher can. Mediation learning in children with disabilities by educational software makes

computers compensatory therapeutic to be used by students with disabilities to perform various

specific exercises. This approach extends the horizons of students beyond the classroom walls to the

world of telecommunications, online research thus providing access to resources that the

community to which they belong cannot provide locally.

Bibliography

Mihaela Brut, Instrumente pentru e-Learning. Ghidul informatic al profesorului modern, Ed.

Polirom, Iaşi, 2006;

Mihaela Brut, Sabin Buraga, Prezentări multimedia pe Web, Editura Polirom, Iaşi, 2004:

http://www.infoiasi.ro/~ multimedia

Carmen Holotescu, Ghid de eLearning, Timişoara, 2004;

Materialele electronice indicate în cartea Instrumente pentru e-Learning. Ghidul informatic al

profesorului modern, Ed. Polirom, Iaşi, 2006

http://www.nationaltechcenter.org/matrix/docs/AReviewTechnology-BasedApp...

http://www.elearning-forum.ro/resurse/a1-elearning.html

http://www.competente-it.ro/content/despre-e-learning-general%E2%80%A6

European Foundation for Quality in eLearning (EFQUEL)

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ICT TOOLS IN THE TEACHING-LEARNING-EVALUATION PROCESS OF

MODERN LANGUAGES

Teacher CĂPINARU ILONA-MIHAELA

Automotive Technological Highschool, Craiova

In contemporary society rapid changes are occurring with immediate effects. For this

reason education must be renewed, supplemented, adjusted, so that we can talk about

innovation and creative teaching. For students, the school of the future must promote a high-

quality education and focus on the values that students believe in.

E-learning process, the Software educational represents a priority in education. E-

learning is very much used in modern language teaching. Specific skills of modern languages

can interact with the ICT skills, resulting in modern activities in the teaching-learning-

evaluation process. We can use several ICT tools in teaching modern languages, such as:

sources of information and documentation, presentations, multimedia applications, dictionaries

and enciclopedias, web portals, applications for evaluation.

The students have to understand the use of ICT tools this way: we use the ICT tools for

learning, we don’t learn to use ICT tools. The ICT tools must be used properly.

THE SECOND WORLD WAR. THE BATTLE OF KURSK

MULTIMEDIA PRESENTATION USED IN THE TEACHING PROCESS

Teacher CĂPRĂRESCU IULIANA ALINA

“HORIA HULUBEI” THEORETICAL HIGHSCHOOL

Nowadays, Romanian society is currently facing student disinterest in school and learning,

evidence of the highschool graduation rate having decreased in recent years. In this way, I tried to

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involve highschool students in some various interdisciplinary projects, to spark their interest to

participate in school competitions, to be actively involved in their own growing process.

Through these courses, the students are encouraged to get knowledge in different domains

and through Informatics and illustrated materials let their imagination free to sketch the acquired

knowledge.

The project ” World War II: Battle of Kursk” is an educational web platform, accessible to

all Internet users, specifically addressed to students who want to learn in detail about the events of

the Battle of Kursk, but addressed to teachers as well, for quality teaching. Also the project aims to

promote teaching with a web page for enriching knowledge supported by the explanatory material

and to promote interdisciplinary courses.

The items presented on the site, the way in which they are arranged and the presence of

attractive and interactive elements make this webpage largely promote the notion of an

interdisciplinary course. The items which granted interests were videos, 3D representation of one of

the tanks used in World War II, and the map showing the main ideas of the lesson.

I believe that through interdisciplinary involvement and cooperation and by stimulating

interest in achieving concrete, useful products, students become active in the educational process.

INTERNET EDUCATION

Teacher COJOCARU SORINA VIRGINIA

“Ştefan Odobleja” College, Craiova

Information and Communications Technologies, a subject matter studied by our highschool

students helps them use information in order to obtain success in their work. Since people around

the world live in an informational society, everyone must know how to use a computer and the

Internet. Cultural contents from around the world can be found in digital format and they are

available to anyone, anywhere and anytime.

Computers allow students to acknowledge information in various forms using multimedia

programs, text processors, data bases, etc. Learning becomes easier when you see or hear

information.

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Online courses are recommended to all those who want to improve their lives, and to

develop personal learning abilities. Oracle Academy is one option in e-learning. Designed for

highschools, technical schools, colleges and universities, Oracle Academy provides software,

training and resources for students in 86 countries, preparing them for success regardless of their

future field of expertise.

“Participating students develop technical, analytical, and business skills that support the

pursuit of professional careers and advanced study.” https://academy.oracle.com/

E -LEARNING IN COUNSELING AND CAREER GUIDANCE

Primary school teacher DIMA LILIANA SIDONIA

Castranova Secondary School, Puţuri branch

Web resources provide teachers with information, documentation and the possibility of

extracting useful information needed in their professional development; web resources provide real-

time access to information published on the ministry's website and on that of the school

inspectorate, allowing teachers to be in touch with the new curricula and programs in progress, to

which they can participate. Teachers can also visit forums dedicated to improving teaching and

communicate with colleagues from other schools on topics of common interest. Web resources have

an important role for the teaching staff, such as enabling them to coordinate a conference, a project

or a meeting , make presentations, manage documents in a class/group, create a space for debate

and discussion with the members of a group or to conduct data collection. Although education

through web resources has many advantages as compared to traditional education, we cannot

always say that the e-learning methods are the most effective ones. It is obvious that the number of

users of Web resources is rising, and si is the quality of education. We also noted the beneficial

valences Internet has in teaching, learning and assessment of school subjects and the fact that there

are no more fields in web resources which do not play a role in solving problems. E-learning is

gaining ground over the traditional way of teaching and many adults associate the Internet with a

real teacher.

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USING MULTIMEDIA SOFTWARE IN THE EDUCATIONAL PROCESS

Teacher DOBRE LUCIA CARMEN

Railway Technological Highschool, Craiova

Multimedia software is conceived and developed by using electronic technologies which allow

people to create, develop, memorize and transmit numeric data, text, sound, pictures, static and

dynamic images by using various communication environments at the same time.

The main psycho-pedagogical requests addressed by multimedia software are the following:

availability and variety of the information presented

exercising control on the students’ own learning process

information processing in order to allow the subject to develop their own analytical

and synthetical abilities

ensuring feedback in the evaluation of the progress made

The institutions that develop and provide multimedia software offer, along with the multimedia CD,

some instructive and educational resources which have an undeniable influence.

Powered by information and communication technology and having a great addressability due to

the producing software companies and the Internet, this multimedia software attracts youth in

school activies as well as in the extracurricular ones.

Some favorable opinions for using multimedia software are: associating the concepts with static

and dynamic images, sounds and text facilitates the process of developing and appropriating the

concepts of education and achieves the goals of intellectual education.

Some unfavorable opinions concern the abuse of image, sound and text that damage conceptual

thinking and diminish the intellectual education level.

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THE IMPORTANCE OF USING MULTIMEDIA METHODS IN THE

TEACHING OF ENGLISH

English/French teacher DUMITRAȘCU RALUCA

Pleșoi Secondary School

English/French teacher TORIȘTE ADINA ELENA

Automotive Technological Highschool, Craiova

The concept of E-learning supposes the use of multimedia electronic means and of the

informational and communicational technologies to improve the quality of the learning process

through facilitating the access to resources and services. We live in a society of technology which is

in constant change and it is necessary to keep up with all these technological discoveries, especially

when the element of novelty is always the one that attracts the attention of our students and

integrating this type of multimedia methods in the process of teaching foreign languages has proven

to be one of the best ways to capture the attention of the youngsters who are overwhelmed and

bored with the traditional teaching methods.

The Internet is one of the most useful innovations in the last 20 years, its value in the educational

process being practically unlimited. But most of the students do not choose the best information or

practical applications that help them in the studying process. Here intervenes the teacher who needs

to filter the information available on the Internet before giving the students different links they can

use for the individual study.

E-learning supposes both advantages and disadvantages. Some of the advantages would be saving

the time allocated to the journey to school and the lower costs of training, learning at an individual

pace, students being able to plan their own the agenda, the applications are time and space

consuming. Regarding the disadvantages we mention that the initial investment supposes very high

costs which fluctuates if we rapport to the classical teaching and training methods. There also can

occur technological problems due to the incompatibility between the software developed and the

pre-existent hardware configuration as well as the risk of the appearance of the digital student who

stops coming into contact with other people, thus being at risk of losing their true personal identity.

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INTERACTIVE TRAINING OR E-LEARNING

Teacher ILIUŢĂ MARIANA

”GH.CHIŢU” College of economics, Craiova

E-Learning is asynchronous or synchronous learning conducted by means of the Internet,

intranet, extranet, or other Internet-based technologies and includes different methodologies based

on personalized content, virtual classrooms, simulation, forums, discussions and so on. The exact

purpose and types of objectives pursued in an educational software on each sequence is to help the

teacher design appropriate teaching strategies when using that software, and to develop assessment

tools that monitor the achievement of the specific benchmarks / competencies according to the

curriculum. Creating an information society cannot be realized without research and investment

projects, both in ICT and in educational processes.

As the final purpose is competence, no technology, no theory, no approach can eliminate or

neglect the teacher-student and student-student relationship.

In the future it is expected to exist a significant number of platforms based on management

architecture using Web services (XML form). New software components and systems that will

describe themselves, that through a standard protocol will be accessed and opened conveniently and

efficiently. Examples of such platforms include: Smart Display, Tablet PC , Media Center, SPOT

(Smart Personal Object Technology).

E-LEARNING AND PERFORMANCE IN THE EDUCATIONAL SYSTEM

Teacher ION MARIA-ADELINA

“General Magheru” Technological Highschool Rm. Vâlcea

In the present context a key issue for modernizing and improving the performance of the

educational system is the continuous training of teachers. In this regard training programs have been

designed for secondary school teachers based on international exchange of experience and transfer

of best practices in the use of ICT tools and e-learning. These courses are better training and an

exchange of experience.

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Participating in such a training program using information technology and tools for e-

learning in teaching I acquired substantial knowledge regarding IT & C tools and e-learning used

for teaching and learning, I learned how to make lessons more attractive and personalized learning

needs for my students, I discovered a better time management for teaching inside and outside the

classroom, ways to collaborate with other teachers for interdisciplinary lessons, e-learning practices

used by teachers around the world.

The training program developed the use ICT tools and e-learning and gave teachers the

opportunity to test the benefits and challenges of the teaching activities carried out in the virtual

environment and to share their learning experiences with e-learning to other teachers.

The ultimate goal was to increase the competitiveness of Romanian education and the access

to technology and e-learning resources.

THE ADVANTAGES OF DISTANCE LEARNING

Teacher MARINESCU CORNELIA

Automotive Technological Highschool, Craiova

“The age of speed"as the contemporary period is called, has radically transformed human

society and especially the individual in particular.

Distance learning is one of the handiest means of improving the adult who must deal with the

demands of a company in full progress and challenges of the latter to each of us.

Distance education is a learning process based on multimedia resources and allowing one or

more persons to train from in front of their home computer.

E-Learning differs from other types of training. We will try to highlight some of its

advantages and disadvantages as compared to traditional education.

Advantages:

• Access to information and handling done remotely without restriction;

• Training addresses any person, regardless of their level of training, age, socio-professional

category, race, etc.;

• Allows access to new skills indispensbile today, the demands of modern life;

• Anyone can familiarize themselves with new technologies: computer, multimedia systems,

inernet, etc.; • Facilitate local training, which promotes traveling without wasting time, a financial

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economy training and optimal conditions (at home) especially for people with disabilities;

• favors creativity and spiritual discovery of data sheet shades;

• A trainer may apply to a large number of students while ensuring an individualized relationship

with each of them;

• Allows cost reduction (travel, trainers’ payment, etc.,);

• Students can benefit from the knowledge and experience of internationally renowned trainers;

• Provides self-training: conditions of space and time chosen by the student;

• The student is the focus and not the trainer;

• Student itinerary can be customized and does not apply to the whole group;

• It is based on interactive multimedia solutions that encourage the student and their interpretation

capabilities and make them concentrate and absorb quickly through direct observation;

• simulations, self-assessment tests or messaging, create an interactivity that puts the student, the

training center, in an active state, thus creating the premices for an effective training;

• Supports creating a sense of freedom and self-confidence (embarrassment in front of the

colleagues or the trainer dissipates);

• Eliminates the problem of the lack of educational institutions;

• Quality and quantity of information is evolving very quickly, which does not allow access to their

traditional means;

Disadvantages of distance learning may be:

• Lack of student physical, emotional cargo, authority and human expression;

• Technical problems related to training systems: computer failure, disruption of communication

network, terminal or server failure, attacks on electronic documents such as viruses or hacking, etc..

However, distance education is open to a promising start, with time it may grow by providing

those who wish to find the best information compiled according to the highest international

standards.

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THE CURRENT CONTEXT AND THE NEED FOR E-LEARNING

Teacher MARINESCU IONUŢ CĂTĂLIN

Automotive Technological Highschool, Craiova

E-Learning is a term used to describe the learning process by means of a computer connected

to the internet. This computer can become a tool in the field of geography. It is not to initiate

students in computer science, but to learn geography better with the help of computer science.

According to Bernadette Schoummaker, the main areas of use are: documentary research

(search for documents in libraries or computer or filing cabinet to study the data in existing banks);

training and exercises (exercises in the form of a questionnaire, some of which may be in the form

of teaching games, for example, site or geographical coordinates); statistical and graphical

processing (commercial programs for translating data into tables, to perform various calculations, to

designate different geographical types); cartographic processing (creating maps, processing data,

making someone else's communicative support graphics); numerical processing of satellite imagery;

simulation (simulation of simple physical mechanisms-water cycle, soil erosion ... ); editing of texts

and documents (by the teacher, for personal use, for students’ texts, maps, questions, but also by the

students, for example for oral presentations); assessment (review exercises for students,

examination of documents).

BIBLIOGRAPHY Byram Michael, Grybkova Bella , Starkey Hugh, Developing The Intercultural Dimension of

Language Teaching, 2002

Belslisle Clare, E-learning and Intercultural Dimensions of Learning Theories and Teaching Models

Văideanu George, Educaţia permanentă: Conceptul şi incidenţele educaţiei permanente asupra

învăţământului. În: Pedagogie (Ghid pentru profesori), Universitatea ,,Al.I.Cuza" - Iaşi, 1986

MODERN METHODS AND MEANS USED IN THE INSTRUCTIVE-

EDUCATIONAL PROCESS

Teacher ELENA MARINICĂ

“C.D. Nenitescu” Technical College Craiova

The contribution of new technologies in the teaching activity is materialized through:

• resources for teaching and learning activities;

• application support for teaching activities;

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• Web-based training.

The most used IT resources for teaching-learning activities are educational software

products (teaching), electronic books (eBook), educational multimedia applications such as

multimedia encyclopaedias, dictionaries, or various kinds of atlases.

Interconnection of computers has major consequences in the field of education, such as the

possibility of communication and sharing of resources, which through the necessity of permanent

education, led to the development of systems for Web-based training.

E-LEARNING AND PERFORMANCE IN COMPUTER SCIENCE

Teacher CARMEN-NICOLETA MINCĂ

“Tudor Vianu” National College of Informatics, Bucharest

Abstract – In this paper there is presented a way to achieve performance among students using

e-learning platforms (.Campion and Infoarena).

INFORMATION TECHNOLOGY IN EDUCATION

Teacher IRINA MORĂRAŞU

”Matei Basarab” Highschool, Craiova

In the current socio-economic context, marked by the integration into the European structures,

the alignment of the Romanian education system to the European standards is a major objective.

How much is computer useful in achieving this objective is a question which has already been

answered: it is a necessity. Beyond the objectives of the curriculum, students learn to work with the

computer, which opens a new horizon for them. The interaction with the new information

technologies creates an additional motivation for learning. The informational society produces

fundamental changes in collective and individual existence. Every citizen should understand the

role of new information technologies and learn to use them. Education is meant to provide the

20

necessary support to acquire new knowledge and skills in using computers and information.

Integrating new technologies into school practice provides superior performance to a greater

number of students, who attach particular importance to intercultural communication. At the same

time students learn how to interact better in different situations.

As members of the European Union, we should understand inter-culturalism as "a tool for

improving equalization of opportunities and optimal insertion of foreign populations, European or

not, into the economic and social life, putting into practice the desire to strengthen the rights for all

and the development of democracy. " If education was a national one so far, in the current

Romanian, European and international context, we need to consider intercultural education. It

targets individual awareness, and the ability to communicate and relate to other cultures, tolerance

and how to avoid intercultural conflict (the interethnic conflicts have reciprocal recognition from a

cultural point of view as a source, among other things). In this way, education serves as a change

agent and most importantly, as a means of adapting to change. Promoting the existence of different

identities and different communication styles is an area where it strongly intervenes the impact of

new communication technologies. Under EU law, the term "intercultural" refers to the existence

and the equitable interaction of different cultures, and also to the possibility of generating cultural

expressions shared through dialogue and mutual respect. Intercultural education is "an ideological

option in democratic societies and aims to prepare the future citizens so that they can make the best

choice and to choose the contexts of value systems multiplication".

E-LEARNING IN THE EDUCATIONAL PROCESS

Teacher CLAUDYA MARIA NEACŞA

”Nicolae Titulescu” National Vocational College, Slatina

In modern society, e-Learning comprises all forms of electronically supported learning and

teaching. The information and communication systems serve as specific media to implement the

learning process. E-learning applications and processes include Web-based learning, virtual

education opportunities and digital collaboration.

Moodle-Modular Object Oriented Dynamic Learning Environment is an online Course

Management System, a software package designed by using pedagogical principles made by

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teachers for teachers, a flexible environment for learning communities. It is also designed to support

a social constructionist framework of education, an open source, freely available which can easily

be installed on Windows, Mac, Linux servers.

Moodle Supports: small and large communities, e-learning in schools, different learning and

teaching styles, delivery of learning activities and publishing resources, collaboration and

communication, compatibility with different standards and tools, easy customization for users with

different needs.

REFERENCES:

http://docs.moodle.org/20/en/Moodle_in_education

http://moodle.org/about/

http://www.elearning-forum.ro/resurse/al-elearning.html

http://www.cniv.ro/2009/elearning

http://euractiv.ro

http://www.elearning.ro

E- LEARNING IN OUR SCHOOLS

Teacher NICĂ CRISTINA

“Ştefan Odobleja” College, Craiova

E-Learning is defined as students developing knowledge, skills and understanding, through

the use of computer-based technologies.

The recent developments in technology are changing the role of the teacher and the learning

experiences of school children, engendering an exciting future where students train in places other

than school. A new milestone in the development of e-learning in schools has been the use Virtual

Learning Environments (VLEs), enabling new opportunities to personalise learning, although this

can lead to inequity through the digital divide .

E-learning can provide better support for the less able, engage students who do not respond

well to ‘traditional’ classroom learning, provide opportunity for accelerated learning for gifted and

talented students, and develop independent learning skills through a personalised learning

experience.

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E-Learning certainly has a place in the future curriculum of schools, but there needs to be an

awareness that students do need training in using e-learning materials and developing independent

learning skills.

INTERCULTURAL EDUCATION - NECESSITY AND UTILITY

Teacher NICOLAE MARIANA

Automotive Technological Highschool, Craiova

Education is one of the decisive factors which contribute to the development of a society. It

can train engineers, researchers, entrepreneurs, doctors, teachers, managers, professional interest

groups, so necessary to any modern society. In recent years there have been various changes in the

educational system in Romania. This resulted in a change of perception that teachers intend to

practice, especially since the new conditions require a more powerful link between school and the

society.

A particular problem is that many of our students know how to read and spell, but have no

clue what they read. Some of the causes identified by experts could be: in general, students do not

read because they do not have this skill; some teachers are demotivated, and sometimes treat work

superficially, including issues which are uninteresting for students, many students from poor

backgrounds are forced to work, and therefore have less time for studying.

Given this situation, the teacher has a difficult mission, they have to make time during both

the transmission of new knowledge and to compensate for the lack of self-study at home, more

acute in some students.

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EDUCATIONAL SOFTWARE – AN EFFICIENT MEANS TO ACHIEVE A

"DIFFERENT" TEACHING

Primary school teacher NICOLAESCU GEORGETA

Dudaşu-Cerneţi Primary School, Mehedinţi

Traditional educational methods are unable to cope with the rush of knowledge and this

significantly varying qualifications, trades and business activities, which are becoming more

specialized and more interconnected.Thus, the new technologies of the information society have

been created to support education.

The introduction of information technology in all fields of activity influences the

educational system. The use of computer in teaching-learning-evaluation is a modern method of

teaching, interactive and guided activity.

As curious as it may seem, this ' superman ' capable of performing a variety of operations,

cannot replace the teacher from the classroom, but it may help them. I am not pleading in favour of

giving up traditional education methods, especially in the early years of school, when the teacher's

personal influence remains decisive, however the use of modern technologies is a necessity of the

educational process if adapted to the individual particularities of each student.

Computerization of education is a reality of today’s society. Educational software can be

used in any discipline, making it possible to achieve a different understanding of the phenomena.

By using the computer and educational software, students are much more attracted to study,

they are more interested in school, they become more responsible, more motivated to learn and they

broaden their scope of knowledge.

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THE PROJECT METHOD – A NEW APPROACH

Teacher NICOLIN CARMEN

“General Magheru” Technological Highschool, Râmnicu-Vâlcea

Teacher IOVA ALINA IONELA

“General Magheru” Technological Highschool, Râmnicu-Vâlcea

Learning based on projects is a new active-participative teaching-learning method; a

student-centered student training that involves a change of the student’s role. Within the projecs, it

is necessary for them to make more decissions, to colaborate, to take initiative, to make

presentations in front of a public, and, in many cases, to build their own general culture. Using the

computer allows students to find resources and to create a product.

We conceived and implemented the project presented in this paper, using the 6-step Method that

had a great success in the technological learning process in Germany. We had the opportunity to

analyze it, by visiting schools in Siengen, Constantz and Stuttgart, within the three POSDRU

international projects that we attended, between 2010 and 2013: “Euro-Meca-Form”, “Auto-Form”

and “Practice in Highschools”.

1) Informing – The suggested topic was an application of the unit „Automatic Adjustment

Systems”. We conceived a Students’ Guide, partially presented below, a guide for accomplishing

tasks within the project:

- fig.2 - - fig.3 –

Example of a mini-project topic:

- fig.1 -

We realized a project with our students, by using

the AEL platform, at the end of M4 Module –

Automizing Systems, following the specific stages

of the 6- Step Method(fig.1) :

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- fig.4 - - fig.5 -

We proposed two mini-project topics, but we were also opened to what the children wanted to work

at, and for every proposal we selected a bibliography and an orientative structure.

2. Planning – was about conceiving a working plan and planning the resources used. With our

support, the students assigned the tasks to the members of the team. Each group was encouraged to

participate in an active way and to colaborate in realizing the project.

3. Decision making – Before starting the practical activity, the students had to decide on the

alternatives and strategies in solving the problems, an to modify the ones that couldn’t be applied,

with our help. An orientative plan was defined for the actions that were going to take place within

the project, for each group.

This stage was the hardest because our students didn't have too much exercise of teamwork.

We realized such a project is difficult because it takes a lot of time and the module approach of

the curricula offers a limited number of classes to go through the contents.

In order to guide the studying and understanding of the contents, we made datasheets, and in

order to apply them, the students solved the worksheets and the tests that were on the project’s

portfolio.

- fig.6 - - fig.7 -

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4. Implementing – At this stage, the students had independent activities so that each member of

the team could accomplish their own task, according to the action plan and to the assigned work.

Mistakes were corrected.

5. Control – At this point, under our guidance, the students used a check grid(fig.8), that contains

specific control criteria of the activity.

- fig.8 - - fig.9 -

6. Evaluation – took place by presenting the project, appreciating its quality, the oral

presentation and the answers, but also the work of each student, following the evaluation-sheet of

the project(fig.9). The mistakes, the efficiency and the gained experience were highlightened, this

way creating the feedback.

BIBLIOGRAPHY: 1. Carmen Nicolin -M IV – Automizing Systems - Curricular Auxiliary (electronical format)-2010- ISBN

978-973-0-08285-2.

2. Intel Teach Program – Intel Teach Course

3. http://www.intel.com/content/www/ro/ro/education/k12/project-design/design.html

4. Gheorghiu T.,Constantin N. – Electric Circuits – Curricular Auxiliary (PHRE-TVET) - MEC-2006

VIRTUAL TRAINING ENVIRONMENTS –THE MOODLE PLATFORM

Teacher PĂTRAȘCU COSTELA

”Matei Basarab” Highschool, Craiova

Moodle is a VLE - virtual learning environment or CMS - course management system which not

only manages the courses, but also mediates their creation, delivery and completion. Moodle

provides teachers with a variety of useful tools in teaching, learning and assessment and by means

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of constructing the courses it allows an adaptation to the needs of the learners - pupils, students or

others who are going through a process of training, either initial or continuing.

In the world's top 100 online learning platforms, Moodle ranks 11th, a place where it has held

constantly for 7 years.

The Moodle e-learning platform offers support for distance learning so that users have access to the

relevant training whenever they want, it helps monitor their progress, and also supports online

training sessions of learning such as the virtual class.

Some software can be successfully integrated into the Moodle platform: Hot Potatoes online test

application, Geogebra and Wiris useful to teachers of mathematics, physics or chemistry, as they

contribute to an even more attractive image of scientific subjects, due to attractive elements,

Audacity (audio editor), and antiplagiarism systems.

L’UTILISATION DE L’INTERNET EN COURS DE FLE

Teacher EUGENIA PĂUN

Collège „Ştefan Odobleja”, Craiova

L’utilisation d’Internet en cours de langue permet de sortir du cadre de la classe, d’avoir

accès à de nouveaux horizons, de s’évader en quelque sorte dans la langue.

D’un point de vue purement pédagogique, l’intégration d’Internet en cours de langue permet

à l’apprenant d’être en contact avec des documents réels reflétant donc la culture et la langue telle

que vécue et utilisée. L’apprenant éprouvera du plaisir à aller par lui-même sur d’autres sites, à

découvrir d’autres aspects de la langue et à acquérir même des compétences de compréhension mais

aussi des compétences lexicales, grammaticales et interculturelles.

L’intégration de l’Internet en classe de français langue étrangère peut être réalisée sous

différents aspects. L’ordinateur permet aux apprenants de travailler, de progresser à leur rythme et

selon leurs besoins, ce qui est la source de plus grande motivation. Les apprenants ont donc la

possibilité de travailler seuls et refaire les exercices autant de fois qu’ils le désirent. Les exercices

en ligne peuvent être exploités comme supplément aux méthodes utilisées en cours mais aussi,

comme seule et unique proposition de réemploi systématique grammatical et lexical. Ils sont faciles

à intégrer et à exploiter en classe, peuvent être assez aisément utilisés de manière ponctuelle.

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L’expérience prouve que l’utilisation de l’Internet favorise: l’accès aux connaissances par

les documents authentiques; la collaboration dans les recherches et les créations collectives.

THE USE OF EDUCATIONAL SOFTWARE IN TEACHING MATHEMATICS

Teacher OTILIA PÎNTEA

Holboca Technological Highschool

Abstract: In this paper we wish to present three dynamic software programs that can be succesfully

used in the educational process, GeoGebra, Cabri and UnivTest generator Pro6.0 and some

applications of these programs in geometry, algebra and analysis.

Keywords: GeoGebra, Cabri 3D, Univtest generator Pro6.0.

COMPUTER - THE STUDENT HANDBOOK AND ELECTRONIC TENDER

Teacher POENAR FLORELA

“Dragomir Hurmuzescu” Energy Technical Highschool, Deva

After participating in training and refresher courses and studying publications specialized in

computer science, I felt that using computers in the classroom is an effective way of teaching and

assessing my students’ knowledge, skills and abilities.

For this we made an application for primary school mathematics classes. The program is

designed to be very easy to use both by those teachers who are less experienced computer users, and

for pupils of the second through the fourth grades, who can take a test without the teacher’s help.

They all use the computer to solve a test, during which the teacher normally carries current work in

maths.

The application has proven to be successful in the classroom, as all students who have a

computer at home asked for a copy, maybe because for them taking a test on the computer proves to

be an enjoyable activity.

REFERENCES

1. Diamandi I., "Computer, desk mate" Agni Publishing House, Bucharest, 1993.

2. Sandor Kovacs, Bocu Dorin, "PC User's Manual" for the European Computer Driving Licence "Blue Publishing, Cluj

Napoca, 2004.

29

THE IMPORTANCE OF USING ICT IN

THE INSTRUCTIVE- EDUCATIVE PROCESS

Primary school teacher POPESCU GEORGIANA

Automotive Technological Highscool, Craiova

Computer has become an usual component of our daily activity and the of Information and

Communication Technology (ICT) produced transformations in all society, in all the economical,

social and cultural aspects of life. We can say that nowadays information is extremely precious,

considering the fact that all fields of activity process and transmit information inside and outside

themselves. That is why the information must be stocked, processed and transmited in optimal

conditions which provide correctness and accuracy, so it must be a professional work.

In several countries, the use of computers and of ITC was introduced in school practice,

opening new horisons to the instructive process and this fact was directly due to the appearance and

development of personal computers. Don’t forget that the ones who invented the personal computer

intended it firstly to educative purposes. The main purpose is promoting individualized instruction

and stimulating learning by cooperation, so that the students can obtain, present and transmit

information in different forms : texts, tables, graphics.

ELEARNING BLOG

Teacher PROCOP MARCIANA

”Carol I”National College, Craiova

Teacher VIŞAN-DIMITRIU DANIEL

.“Ştefan Odobleja”National College, Craiova

The E-learning represents a type of education involving information and comunication

technologies (ICT).

There are various methods of implementing a system of distance learning, but whatever the

method, the lessons are provided in electronic format. Hence, the courses can be offered on CDs in

order for those interested to subsequently install them on their personal computers and learn at their

30

own pace. Another method is that of accessing courses, through the medium of an Internet network

or intranet, from the central server.

In order to create an eLearning platform, the following are required: an infrastructure – in

other words, the hardware and software elements necessary for the student to access the

information; the content of the courses in electronic format, and last but not least, the services that

are meant to handle the instruction process, services which consist in the making of the educational

plans, the evaluation of the acquired knowledge , etc.

A blog is a web diary, having the form of an online diary, used to introduce daily notes in an

easy and dynamic way, allowing, as well, the posting of comments from the visitors.

The method of publishing educational activities online, as well as the possibility to easily

integrate multimedia elements, represents a great advantage of using blogs. The interface is intuitive

and very easy to use, and users have unlimited access. The blog can also be an important instrument

in the making of educational projects, as well as in the collaboration, within these projects, between

students from different schools, or even cities or countries around the world. Another advantage of

using blogs is that it offers a good instrument of evaluation and feedback.

THE USE OF MULTIMEDIA IN E-LEARNING

Teacher RUICU DELIA MAGDALENA

Railway Technological Highschool, Craiova

In the Information Society, Lifelong Learning (Lifelong Learning) is becoming a necessity

and information and communications technology is the most appropriate support for learning in

general and for continuous learning in particular. In recent years both the U.S. and the EU have

taken important steps to promote ICT in the learning process, the term e-learning becoming global.

This is emphasized by the large number of projects initiated by the EU, but also by the increasing

number of universities that use platforms and e-learning systems.

Electronic learning or e-learning involves using new media technologies and the Internet to

improve the quality of learning by facilitating access to resources and services, remote information

exchange and collaboration. The most common Elearning systems are the learning management

systems (LMS, Learning Management Systems) and learning content management (LCMS,

Learning Content Management Systems) in different variants.

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According to analysis conducted by experts "blended learning", which uses a combination

of synchronous and asynchronous learning modes (with and without teacher) seems to be the most

desired and most widespread form of e-learning.

THE IMPORTANCE OF ELEARNING PLATFORMS IN THE EDUCATIONAL

PROCESS

Teacher TRANDAFIR ILEANA

”Matei Basarab” Highschool, Craiova

E-learning (or eLearning) is the use of electronic media, information and communication

technologies (ICT) in education. E-learning covers all forms of educational technology in learning

and teaching. It includes numerous types of media that deliver text, audio, images, animation, and

streaming video. Many e-learning processes rely on the information and communication systems,

whether free-standing or based, on either local networks or the Internet in networked learning.

ThinkQuest Projects is a protected learning environment where students and teachers create

web-based projects and engage in global collaboration with peers. ThinkQuest Library includes

additional innovative learning resources for students of all ages on many different educational

topics. This library could be a useful resource for instance in student and teacher research. As of

February 2007, the ThinkQuest Library included over 6,000 Web sites which were created by

students from around the world as part of the ThinkQuest competition.

We can build a learning space, in which both the teacher and the students can create and

post content or information, using Wikispaces platform. Wikis are web pages presenting

information using files, pictures or links to other sites and can be created at www.wikispaces.com.

The pedagogical potential of these pages is to increase student involvement, to stimulate interest in

the issues addressed. Students are encouraged to contribute with original ideas. Wiki provides a

multimedia format of the pages by including text, graphics, animation, and fulfills a number of

functions such as: system group composition, discussion environment, knowledge base, email

system and collaboration tool. In this way, the projects developed using this platform are more

complex than those performed in a classical manner, without involving informatics tools.

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TOOLS FOR EDITING DOCUMENTS ONLINE

Teacher TROANȚĂ NICOLETA

Automotive Technological Highschool, Craiova

With Google Docs you can access your files from anywhere.

Google Docs is a freeware web-based office suite offered by Google within its Google Drive

service. It allows users to create and edit documents online while collaborating with other users.

Google Drive gives you access to your work from anywhere, across your Mac, PC, mobile

devices and on the web.

Create rich documents with images, tables, equations, drawings, links and more. Gather input

and manage feedback with social commenting.

Keep and share lists, track projects, analyze data and track results with the powerful

spreadsheet editor. Use tools like advanced formulas, embedded charts, filters and pivot tables to

get new perspectives on your data.

Create beautiful slides with the presentation editor, which supports things like embedded

videos, animations and dynamic slide transitions. Publish your presentations on the web so anyone

can view them, or share them privately.

1. http://www.google.com/intl/ro/drive/apps.html

2. http://www.connect.ro/2012/04/25/google-drive-ce-este-cum-functioneaza-ce-ofera-fata-de-

competitie/

AN E-LEARNING PLATFORM– WWW.JEPARLEFRANCAIS.COM

Teacher IULIAN UNTARU

“I. C. Brătianu” National College, Pitești

The project www.jeparlefrancais.com allows the development of language and communication

skills in French language by taking part in discussion forums, various multimedia activities, online

testing and through material posted by students and teachers. Students will be encouraged to freely

engage in conversations in an online French chat and take surveys, without the fear of

admonishment if wrong; they will also have their own projects uploaded on the site.

33

Goals

-favouring the French language in our high-school/our country

- involving the students and the FLE teachers in the development of the communication process

-diversifying the learning modules

-encouraging innovative teachers

-favouring the communication process (discussion forums, making worksheets, online testing,

taking surveys, chatting etc.)

-the visible and durable aspect of our project, through the website

- valuing our highschool

USING THE NEW TECHNOLOGIES IN TEACHING FRENCH

Methodology teacher ADINA CAMELIA VOICULESCU

Olt County Teacher Training Center

Foreign language teachers are becoming increasingly interested in internet resources and in

the many teaching possibilities provided. The challenges brought by the use of ICT in teaching and

learning foreign languages are worthly heeded, as foreign languages teachers have to be very

demanding in terms of pedagogic and didactic quality when selecting new technologies and

applying them in classroom.

On the Internet one can find a lot of web sites (bonjourdefrance, lexiquefle, francparler,

lepointdufle) exclusively dedicated to French teachers and offering plenty of activities that one can

conduct with his/her students. Web sites offer inexhaustible resources: dictionaries, phonetics,

conjugation, vocabulary, grammar, and interactive exercises, games of figures or letters, subjects

for the French exams and their answers, comics, excerpts from literary texts, on-line dictations, for

every language level from beginners to advanced.

From a pedagogical point of view, the use of new language communication technologies in

teaching foreign languages generates a fundamental change in the school-teachers and the students-

students relationships. The teacher must become more than ever a facilitator of learning and he/she

should stimulate the progressive autonomy of his students in foreign language and facilitate the

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assimilation of learning strategies and the development of language skills. The Internet can be very

useful to all those who want to share their experiences and to create new educational materials.

E-LEARNING - OVERVIEW, ADVANTAGES, DISADVANTAGES

AND APPLICABILITY IN ROMANIA

Teacher ZARAGIU MILENA-EUGENIA

”Gh. Chițu” National College of Economics, Craiova

Teacher SILAGHI DANIELA

”Gh. Chițu” National College of Economics, Craiova

The new information and communications technologies change the perspective over the

educational practice, completing the educational frame with modern learning tehnologies particular

to the informational society. E-learning is not trying to replace the traditional educational systems,

only to strengthten the reaching process. Adopted in the teaching institutions, as a proper alternative

to the traditional education, this has led to establishing the so called distance learning. In the mean

time, it facilitates the sustained training process of the community members who adopt such an e-

learning solution. At the organisational level, e-learning systems may promote a colaborative

learning, optimising the specific organisational learning process of the modern companies.(10)

The issues presented in the study are the result of our indoor school experience of using

AEL laboratories, of the teaching-learning Method – Virtual Enterprise and, last but not least, of

consulting the numerous articles and books in this domain.

In the first chapter there are presented the general aspects of e-learning: it contains a lot of

domain specific terms and definitions, a short presentation of the evolution of computer based

training and an e-learning system arhitecture. Also, it highlights the advantages and also the

disadvantages of e-learning.

Web open source e-learning platforms often arrive at an impresive configuration.The

second chapter is dedicated to the latter, by presenting the most important open source e-learning

platforms.

The third chapter is dedicated to Romanian e-learning, to the most visitated specialised

portals in presenting the offers for courses, many useful information about carrier planning and the

35

educational environment, various useful resourses for pupils, students, teachers, readers keen to

train and be informed. There is an overview of the main online courses, Romanian projects, as well

as the detailed AEL integrated platform for computer based training.

The fourth chapter consists of a selection of the most important courses, Web materials,

dictionaries and tutorials from the IT branch, worldwide educational programs followed by a short

presentation of the worldwide concept of distance learning.

The context is open and conditioned by the endorsed trained segment and by the”will of

life”of the living system called e-learning(13)

THE FACTORS OF COUNSELING AND VOCATIONAL GUIDANCE:

SCHOOL, FAMILY, SOCIETY

Teacher ANDREEA MINEA

“Tudor Arghezi” Theoretical Highschool, Craiova

Teacher ANDREEA SĂNDOI

“Tudor Arghezi” Theoretical Highschool, Craiova

Counseling and Vocational Guidance is a scientific method which enables the passage from

potential to accomplished work and, furthermore, to success. This method is based on the principle

of personal development and it supposes the encouraging of autonomy and motivation of the

counseled person.

The factors of Counseling and Vocational Guidance are: the school, the family and the

society.

School can play an essential role through each and every single subject, offering suggestive

images and information concerning a certain domain.

Family should ensure the social and emotional support of the children/teenager, by

observing and selecting their positive inclinations.

The social context is also very important, as it should “produce” a “healthy” society.

36

THE LEONARDO DA VINCI INTERNATIONAL MULTILATERAL PARTNERSHIP

“DEVELOPMENT OF GUIDANCE AND COUNSELLING INSTRUMENTS IN

VOCATIONAL EDUCATION”

DISSEMINATION

Teacher GEORGETA MANAFU

”Tudor Arghezi” Theoretical Highschool, Craiova

Teacher FLORENTA AVRAM

”Tudor Arghezi” Theoretical Highschool, Craiova

The Leonardo da Vinci International Multilateral Partnership “Development of guidance and

counselling instruments in vocational education” is implemented at the European level by means of

a Grundtvig Learning Partnership along with 8 partners:

Comune di Sant’Angelo in Vado, ITALY

Avanos Kiz Teknik Ve Meslek Lisesi, TURKEY

Liceul Tehnologic Transporturi Auto, ROMANIA

Liceul Teoretic Tudor Arghezi, ROMANIA

Professional Highschool of Electronics and Electrical Engineering "Marie Curie",

BULGARIA

Profesionalas Izglitibas Kompetences Centrs “Liepajas Valsts Tehnikums”, LATVIA

Kadis, SLOVENIA

Fundacion Para El Desarrollo De La Ciencia Y La Tecnologia En Extremadura

(FUNDECYT), SPAIN

Fundacja Rozwoju Inicjatyw Edukayjnych I Społecznych, POLAND

The LDV international multilateral partnership “Development of guidance and counselling

instruments in vocational education” is identified with the national ID LLP-

LdV/PAR/2012/RO/179, project number 22012-1-TR1-LEO04-35830 5 and it is implemented between

August 2012 and July 2014.

The project “Development of guidance and counselling instruments in vocational

education" aims at sharing experience and examples of good practice among the partner

institutions, learning about various regulations, laws and guidelines which are used in the partner

37

contries, as well as any other methods, activities, studies, documents which will be implemented on

a multilinguistic e-Learning platform.

The beneficiaries of the project received updates concerning its results.

The project activities are uploaded on the project blog:

http://www.leonardovocationalguide.blogspot.ro/

The multilinguistic e-Learning platform will be used by pupils in secondary school to take

tests for career planning and orientation.

THE IMPORTANCE OF AN ECONOMIC OPERATOR

IN PROFESSIONAL ORIENTATION

Teacher SESCIOREANU MARIA

”General Magheru” Technological Highschool, Râmnicu-Vâlcea

Teacher IOVA ALINA IONELA

”General Magheru” Technological Highschool, Râmnicu-Vâlcea

Practice shows that at the end of their studies, teenagers are facing employers who need

immediate results from them. Career counseling helps the individual to find a compatible job, and

all along their professional life to continuously develop and enhance the value of their abilities. The

role of professional counseling and orientation is to develop the necessary knowledge and abilities

for an efficient career management.

Technological highschools sign partnerships with different economic operators to ensure the

students’ practice within their companies.

An example of good practice is an extra-curricular activity that we did with our students, a

visit to a working-point from Rm. Valcea, of the BIBUS SES S.R.L. company in Timisoara.

During this visit they received information about the most modern 3D fast prototyping

equipment, video inspection equipment, laser inscription equipment and micro-percussion,

hydraulic, mechanic and pneumatic equipment, used in industrial installations. All this information

helped them compare the standards of these professions to their personal characteristics and

qualifying levels.

The School- Economic Operator Partnership: “Modern Automatizing”

Coordinators: Teacher Sescioreanu Maria, Teacher Nicolin Carmen

38

The Project’s Purpose :

Professional and school orientation;

The efficiency of learning process;

Social-professional integration of our teenagers;

The new generation involvement in production.

Motivation:

In order to develop the necessary abilities for our students to better integrate in the working-

field, it is mandatory to offer them the possibility to be informed about different jobs. The given

information will lead our teenagers to take the best decision in what concerns their professional

route.

Period: The “Other School” Week: the 2nd- 6th of April 2012

Target group: the 9th -12th students, technological sections

Objectives:

To develop the quality of the educational act;

To share a common vision on our students needs and interests;

To facilitate and to develop the ability to communicate and to receive information;

To develop the ability of socializing;

To increase the students’ interest towards these professions;

To motivate students to actively implicate in forming their own personalities;

To develop the interest towards work and its quality;

To enhance respect between students and employers.

Advantages:

The project can be a studying environment and a means of interacting;

The project stimulates cooperation between students, school and the economic operator,

motivating them to share information and to learn from each-other. It also encourages the

equality of chances;

Students develop new adequate abilities both for their professional and personal lives.

Actions:

A visit to the working point from Rm. Valcea- S.C. BIBUS SES;

Navigating on the society site: http://www.bibus.ro/ro/despre-noi/bibus-ses-srl/

And a presentation of the activities organized by them;

Realizing promotional materials by different means of inscriptions;

Debate on the theme “Jobs for the future”.

39

Project’s results and expected impact:

To ensure access to information on the company’s activities;

A new vision on educational problems’ approach;

Opening by continuous study of new elements;

Integrating new resources in class activity;

Associating school information with those gained at the company.

Dissemination methods

The project’s presentation and its results in front of Educational Boards, The Teachers

Board and on the school’s site;

A photo album.

The project’s presentation on the school site will be done after its reconstruction.

THE STUDY VISIT AT BIBUS SES 03.04.2011

- Partial photo album

Bibliography:

1.http://www.bibus.ro/ro/despre-noi/bibus-ses-srl/

2.http://www.unibuc.ro/

3.http://www.mmuncii.ro/

40

”STEPS TO A SUCCESSFUL CAREER”- A COUNSELING PROGRAM

School counselor NICOLETA-ADRIANA FLOREA

County Centre for Resources and Educational Assistance and Pedagogical Assistance Dolj County

„Steps to a Successful Career” is a career counseling program based on the Egan model for

eighth grade students.

The first session (W 1, W 2, W 3) will be designed to identify and clarify the problem

group.

The purpose of these meetings will be to share and clarify the issue to the group by each

member thereof, creating a sense of community to help elucidate needs, choices and desires,

allowing the production of relevant information and developing and maintaining of positive and

constructive attitudes and the choice of the optimal solution .

The next stage of the counseling activity (W 4, W 5, W 6, W 7) will help students create an

accurate self-image by offering new perspectives and alternatives that will help them make the right

choice for their future educational and professional career.

The last stage of the activity (W 8, W 9, W 10, W11, W 12) will focus on the preparation

and accomplishment of actual steps - the option of education and work. These meetings will focus

on preparing strategic scenarios, on the action strategies aiming at strengthening the students, at

eliminating fear and uncertainty and at orienting them towards action. The initial choices of the

children will be reconsidered in choosing their specialization/qualifications. Once they have

identified their options they will move on to taking actual steps that help achieve the set goal.

41

THE ROAD TO PROFESSIONAL SUCCESS

Ph.D teacher MARIANA LILI BADEA

”IULIA HASDEU” National College, Bucharest

Ph. D teacher FLORENTINA IOFCIU

195 Secondary School, Bucharest

The field of Counseling and Guidance, by its nature, requires a major interest in the

development of skills and values, dimensions of personality in the educational context as foundation

of the future adult’s nature.

Reality shows that choosing a career is a very important decision for the future of a young

person/ student. Every man is good or the best in a particular field. If they discover what they do

best, they will have already taken the first step towards success. The research aims at investigating

the teenager’s career choices.

Its overall objective targeted the insurance of the premises for the students’ transition towards

the higher educational levels or the labor market, through access to information, counseling and

guidance activities.

At the level of highschool youngsters, who are experiencing continuous movement and

transformation, communication and the ability to make decisions regarding their career are

sometimes questioned. In order to help the young people who graduate highschool, specialists in

human resources and educational counseling have launched certain guidance and counseling

programs and projects, among which ”VIA - counseling” and ” Personal life management”.

The following conclusions were reached as a result of this research:

1)-In highschool, interests are more stable, more active, more realistic, so they have better

skills for their area of interest; 2)-Technical and practical skills are underdeveloped in highschool;

3)-The highschool profile observed for four years channels their interests into several lines of

educational and vocational guidance.

The most important matters of micro-research highlight: a)-they are determined in terms of

their career 63%; b)-they have the capacity to see their future properly 60% c) -they analyze

managing to establish a link between the level of knowledge they have achieved and their future

aspirations 63% d)- they recognize characteristics of the chosen profession in a given situation 60%;

e)-they correlate their training level with the chosen job 45%.

42

CREATIVITY IN COUNSELING AND GUIDANCE

OF PROFESSIONAL SCHOOL STUDENTS

Teacher ECATERINA BOARNĂ

”Ştefan Odobleja” National College, Craiova

In any school and vocational guidance, the teacher's personality has a very important role.

The teacher was (can become) a model for the student as intellectual, professional, moral citizens.

Of course, the model is valuable and efficient when the student does not copy it , but filters it in his

mind, considering what fits his abilities and what the society gives him at some point in the future.

In this context, the teacher must put into action his model in order to develop the individuality and

personality of the student, his option in choosing the school and profession.

Educational and vocational guidance must be a provision and a choice of the student in the

sense that it is based on real self-knowledge and awareness of the possibilities that their correlation

with socio -professional opportunities that society offers in the conditions of a free economy.

School orientation is a complex action both by the number of stakeholders (teachers,

parents, sponsors, specialists, etc.) and the fact that is a part of the educational process. It is a

permanent action that begins on the first day of school and lasts throughout the school.

REFERENCES : 1. Iucu, B. Romiţă- Managementul şi gestiunea clasei de elevi, Editura Polirom, 2000

2. Elena, Zamfir, Marian Preda- Diagnoza problemelor sociale şi comunitare, Editura Expert,

Bucureşti 2000

43

THE INTERNATIONAL GRUNDTVIG LEARNING PARTNERSHIP

“TEACHING RECYCLING AND ENVIRONMENTAL EDUCATION”

Teacher MANAFU GEORGETA

”Tudor Arghezi” Theoretical Highschool, Craiova

Teacher LULACHE MARIANA

Energy College, Craiova

The „NicolaeVelea” secondary school in Cepari, Arges is implementing an international

Grundtvig learning partnership, “Teaching recycling and Environmental Education” between July

2013 and August 2015 along with the following partners:

- ULIXES SCS, ITALY

- ASSOCIATION "SOCIAL CENTER BURGAS", BULGARIA

- SCOALA GIMNAZIALA NICOLAE VELEA CEPARI, ROMANIA

- SYDDANSK ERHVERVSSKOLE, DENMARK

- THE ENVIRONMENTAL ACADEMY LTD., THE U.K.

- NORTH MATRA ENVIRONMENTAL PROTECTION ASSOCIATION, HUNGARY

- MONTE, DESENVOLVIMENTO ALENTEJO CENTRAL ACE, PORTUGAL

- MALATYA PROVINCE DIRECTORATE OF NATIOANAL EDUCATION, TURKEY

The international Grundtvig learning partnership “Teaching recycling and Environmental

Education” is identified at the European level as 2013-1-IT2-GRU06-51838 6 and at the national

level as GRU-13-P-LP-56-AG-IT.

Until now the project activities were organized according to the plan in the application form.

The research activity of the project was conducted between February and March 2014 with

the following results:

- A brochure, “The National Framework for Environmental Education 2013-2020-2030”:

1.The role of environmental education in implementing the environmental policy

2. The National Strategy for Sustainable Growth 2013-2020-2030

3. Target aims and foreseeable actions 2013, 2020, 2030 according to the EU

strategy

- examples of good practice:

44

1. “ The network for promoting cleaner villages / Raising awareness of the members of the

rural communities in the NW region concerning the impact of their activities upon the

environment "

2. “You recycle, we award you”

3. “The Văcărești natural park”

4. “Eco Attitude = Responsibility, Information, Action”

5. “Plant for the planet”

6. Learn, play, recycle

7. A greed educational oasis

8. RECYCLETTE

9. Man makes places green again!

10. We can recycle, we can help.

SCHOOL GUIDANCE- A DETERMINING FACTOR IN SHAPING HUMAN

PERSONALITY

Teacher BOŢA ANA

”Ştefan Odobleja” Highschool

We could say that professional guidance and counseling is just at the beginning in Romania, but in

the same time we can state that this is a subject which is on the uprising and is gaining interest

among parents and youth.Professional and school guidance done properly represents the premise of

a successful social and professional first step towards the career that the individual has chosen to

pursue.The problem of aptitudes, school choices and eventually career choices has become an

educational problem of the greatest interest. The parents and school coordinator have to fully

explain to the youth the direct correlation between school disciplines and future careers and trades

that the youth will be able to choose. In starting and in realizing professional and school guidance

there are a lot of interacting factors, such as: research, school, teachers, family, youth

organizations, mass-media, all of these can play an important role in the proper and efficient

professional and school guidance.The student must be treated with respect and seriousness also he

must be heard, encouraged and stimulated to assume responsibilities for his own future. He is his

45

own manager so it’s up to him to realistically evaluate his own resources, to set objectives and

develop projects for short, medium and long term regarding his future, also to be open to life’s

opportunities for him to succeed in his goals. A career life is represented by a sequence of positions

and activities; this process is directly influenced by: the current employment market situation, by

the existing job offers, the challenges and changes that will appear during time. In conclusion

school guidance plays an important role in shaping the future of our children.

SELF-AWARENESS, THE WAY TO PROFESSIONAL SUCCESS

Teacher ENE İOANA

Automotive Tehnological Highschool, Craiova

School opens up career prospects for students, and builds up their knowledge and

perspective of the contemporary world. Through education we cultivate character, its moral

content , strength of will, clear judgment . Educating students to career choice involves the building

up positive attitudes towards work , developing a higher motivation in the exercise of the various

professions that they could possibly choose . Self-awareness helps develop one’s potential, but also

identify obstacles, resources and opportunities. One must not neglect the importance of verbal and

nonverbal information received from the others, and especially the importance of the views of role

models. Awareness of interests and of a system of values is another aspect of self-awareness. One’s

interests represent a person 's preferences for certain fields of activity and knowing them is essential

in making career decisions .Self-awareness requires knowing your own skills.It is said a person has

skills in a field if they obtain outstanding performance in that area. John Maxwell defines success

as: "Knowing our purpose in life, achieving our maximum potential and seeding the seeds of the

idea of charity." Students, young adults, and adults need to be trained so that they can make better

decisions about their lives. In this sense, counseling and career guidance become a major tool in the

development and affirmation of the personality of each person and in the correct choice of a

profession according to aspirations, desires and knowledge. It is important to show to students the

inconsistency of criteria for choosing the profession such as: it is beautiful, it is good, I find it

interesting, I like, etc

46

INFORMATION AND COMMUNICATION TECHNOLOGIES IN CAREER

COUNSELLING

Teacher MONICA CEUCĂ-DIACONESCU

“Ştefan Odobleja” College, Craiova

Teacher ADINA DEMETRIAN

“Ştefan Odobleja” College, Craiova

In many economically developed countries that have an appropriate ICT infrastructure,

there is a tendency to offer information services, advice and guidance for adults, in the form of self-

use, especially for those with higher education and are internet literate.

Another very important issue is providing access to information for persons who need it, in

terms of appropriateness relevant quality, reliability, consistency, completeness, etc. relative to the

dynamic needs of the users.

Offering information does not also imply solving their problems, but entails an active

approach on their part in order to achieve something for themselves: research, training, education,

practice, etc.

When dealing with adults, you have to take into account that their needs are already rooted,

stable, consistent, realistic and rational. All these emerge from their education, social and work

experience. In this case, merely offering information with the purpose of defining labor interests is

not enough. What they also need are internships and professional training in various fields of human

activity.

The means of “delivering” information is of overwhelming importance if you intend to

obtain a significant impact on career development. The information must be adapted to the

dominant form of perception by the target population with maximum impact on professional

development: electronic, printed, oral.

47

EDUCATION AND COUNSELING TO STUDENTS WITH DISABILITIES

Teacher CHIAR CARMEN – IULIANA

School Centre for Inclusive Education, Alexandria

,,Special needs” are defined differently; laws and regulations use various categorisations, some

still reflecting a defectology approach, although the term itself is now used less. Physically disabled

and severely mentally disabled children are usually looked after in special schools. At secondary

level, youngsters with special educational needs (SEN) tend to be in vocational courses or schools.

There is little or no expectation that they will continue into higher education.

There is a growing understanding that all children have a right to education under international

and national law; that all children are capable of being educated. Children learn in special schools,

and other children learn in special classes in regular schools. In general, more boys than girls are

categorised as having special needs; ethnic minority children are more likely to be so categorised.

It is important to distinguish between ,,children at risk”, ,,children with disabilities” and those

with ,,special needs”. .At risk. is the broadest category and can include children living in severe

poverty, children without parental care, children at risk of being abused, abandoned or trafficked,

children in the street and children living with HIV/Aids.

Some psychologists, speech therapists, pedagogues, school counselor and social workers are

trained for work with special needs children, but not all schools have access to specialist

professionals able to support teachers in inclusive settings.

Parents have a legal right to decide about their child’s placement, or at least to be an equal

partner with experts or school counselors in making such decisions. Parents mention transport to

and from school as a key problem; also the lack of trained teachers and advisors in schools to help

with day-to-day concerns in looking after their children. Many parents are obliged to spend the

school day in class with their child because teachers in large classes cannot provide enough

attention.

Youngsters with cognitive and complex disabilities are still generally looked after in special

schools; those with physical and sensory disabilities are more often integrated in regular schools.

48

THE INTERNATIONAL GRUNDTVIG LEARNING PARTNERSHIP “TEACHING

RECYCLING AND ENVIRONMENTAL EDUCATION”

Pre-primary school teacher GAVAN CAMELIA

”Nicolae Velea” School, Cepari, Arges

Teacher GAVAN NICOLAE

”Nicolae Velea” School, Cepari, Arges

The international Grundtvig learning partnership ”Teaching recycling and Environmental

Education” is implemented at the European level by means of a Grundtvig learning partnership by

eight partners:

- ULIXES SCS, ITALY

- ASSOCIATION "SOCIAL CENTER BURGAS", BULGARIA

- SCOALA GIMNAZIALA NICOLAE VELEA CEPARI, ROMANIA

- SYDDANSK ERHVERVSSKOLE, DENMARK

- THE ENVIRONMENTAL ACADEMY LTD., THE UK

- NORTH MATRA ENVIRONMENTAL PROTECTION ASSOCIATION, HUNGARY

- MONTE, DESENVOLVIMENTO ALENTEJO CENTRAL ACE, PORTUGAL

- MALATYA PROVINCE DIRECTORATE OF NATIOANAL EDUCATION, TURKEY

- The international Grundtvig learning partnership “Teaching recycling and Environmental

Education” is identified at the European level as 2013-1-IT2-GRU06-51838 6 and at the

national level as GRU-13-P-LP-56-AG-IT.

The purpose of this project refers to:

- Sharing experiences and opportunities by means of meetings between various countries,

- Developing a network of operators, teachers in the environmental field and reycling

methods,

- Developing various instruments which are necessary for an efficient educational process

allowing the implementation of programmes aiming at the protection of the environment.

49

INTERCULTURAL EDUCATIONAL POLICIES IN EDUCATIONAL

PROJECTS

Teacher CRUCERU LAVINIA

”Gheorghe Bibescu” Secondary School, Craiova

School is the main space of learning the cultural plurality through the appreciation of

diversity, of the distinct note brought by the culture of each participating social actor. It must form

the skill of treasuring the pluriculturality values; there are not superior and inferior values, but there

are only specific values that must be judged. The “modeling” of ethnic pride of the majority and the

consolidation of self-confidence of the minority are necessary at school.

Multiculturality is not the adversary of European universalism but a different form of it.

What unifies multiculturality with European universalism is the common will to place a culture

above the power of state or the interests of a social group.

Interculturality implies understanding, appreciation and valuation of own culture to which

the respect based on authentic information and on building curiosity towards the ethnic culture of

the other is added.

Interculturality is a process that is produced at the crossroad among cultures, not being an

aim in itself, but which can become finality when the unnatural transformations or the ill-fated

behaviors are noticed at this level of culture intersection.

All the children must be educated in order to fully participate and to contribute to a

democratic society. This means that the main democratic principles must be transmitted to them.

Thus, they engage themselves in defending the democratic values acquiring the necessary

knowledge, skills, attitudes and abilities. These include a commitment to the right and human social

order, mutual confidence, respect for the rights and identities of others, opening, analytical abilities,

interpersonal abilities.

BIBLIOGRAPHY: M. Roncoroni, Good practice in intercultural education learning from and for each other, in «Equal

Voices», Issue n. 8, EUMC.

50

SKILLS DEVELOPMENT OF FUTURE SPORTS INSTRUCTORS WITH A

VIEW TO FACILITATING THEIR INSERTION ON THE EUROPEAN

MARKET

Teacher DICĂ ALINA-MARILENA

”PETRACHE TRIŞCU” SPORTS HIGHSCHOOL, CRAIOVA

Teacher APOSTOLACHE HERMINA MARIA

”PETRACHE TRIŞCU” SPORTS HIGHSCHOOL, CRAIOVA

The Leonardo da Vinci project „The Skills Development of Future Sports Instructors with a view to

Facilitating the Insertion on the European Market” LLP-LdV/IVT/2013/RO/379 ranges among the

international projects implemented by the Sports Highschool “Petrache Triscu” in Craiova in

partnership with The Athletics Federation in Andalucia- Jaen branch, in Spain. The 20 beneficiaries,

students of 11th

and 12th

grades are going to take part in a number of theoretical and practical

activities in order to develop their skills as sports instructors. The course is completed with a

language and attendance certificate on the part of organisers.

COMMUNICATION WITH FAMILY - AN IMPORTANT FACTOR IN THE

PROFESSIONAL ORIENTATION OF STUDENTS

Ph. D teacher DODENCIU MIRELA

“Matei Basarab” Highschool, Craiova

Teacher JIANU SIMONA

“Matei Basarab” Highschool, Craiova

In today's society , counseling and guidance to students is the answer to many educational

dilemmas. Since the end of secondary school students must make important choices that will mark

the powerful way in life , teachers have the task of helping to know the real possibilities and report

high-school requirements that will continue to follow .

Advice and guidance is not only an information and guidance to students at certain schools

and professions, but also a social action discovery and implementation of human resources to

51

society.

For the good of the student , teachers and parents are forced to work together , to act responsibly ,

aware of the role it plays in career choice it.

As teenagers follow their path to finding identity , they are constantly trying to clarify what

is important to them. The teenager is very safe and also very insecure with himself , oscillating

between these two extreme choices . The right thing that we can do it for him is to help him to

structure and plan the future by taking responsibility of their own decisions .

CULTURAL DIVERSITY, EQUALITY OF CHANCES AND

INTERDEPENDENCY

-DISSEMINTION OF GOOD PRACTICES –

Deputy headmistress teacher DRAGOMIR CARMEN-MARINELA

”Gheorghe Bibescu” Secondary School, Craiova

,,ICT AS A TOOL FOR MEDIA AND INTERCULTURAL EDUCATION, organized by

CFAE Seixal - Teacher Training Centre and CREF Sesimbra, caught my attention with its highly

personalized and original character. The identification of communication channels between socio-

educational stages of a modern society such as the cultural and media impact in education is the

main challenge for educational systems both in Portugal and Romania.

Ensuring equal opportunities to education regardless of ethnicity, culture, tradition is a

challenge, but also a priority in our educational efforts as teachers and active members of the

community. Thus there are activities we have initiated and coordinated with great impact in the

local, district and national community: The debate “The European culinary art - between tradition

and taste of childhood”, the debate “Our world through the eyes of the other”, The International

Symposium “We are what we want to be”, online debate “Education - The Way to intercultural

knowledge” etc. Activities have been popularized in the school magazine, local media, TV, in the

newspapers and on-line and have materialized in a movie presentation

In personal terms, my training need is linked to what sharing best practices means. From my

experience from the participation in various activities at the national level, I concluded that the

educational system in Romania is part of a young democracy that has not yet created intellectual

52

social habitus. As in any system, I believe that in education tradition is needed too and cultural

exchange between teachers in Romania and teachers in Portugal and other EU Member States can

teach us how to create the educational precepts and values to perpetuate from generation to

generation, since education in society is a long term investment.

Interaction was the word that was at the heart of personal experience by participating in this

training programme. Also, this experience had an individual character that arose intellectual interest

to discover similarities and differences between the two nations of Latin origin. At professional

level the experience of the participation in this training activity created the premises of an open

partnership between schools in the participating countries, facilitated access to modern education

tools such as digital media, leaded to a critical understanding of the principles of intercultural

education and communication.

THE IMPORTANCE OF COUNSELING AND SCHOOL ORIENTATION IN

THE STUDENTS’ CHOICE OF CAREER

Teacher FILIP AMELIA STEFANIA

"Matei Basarab" Highschool, Craiova

Teacher CIOPONEA NICOLAIE MIRCEA OVIDIU

"Henri Coanda" Theoretical Highschool, Craiova

Romania's educational and social strategies place an important emphasis on school as a factor for

the development of social capital in its relation with the Community which it serves. One of the

problems included among the permanent priorities of our school and society is school counselling

and guidance. Its importance is set by the essential contribution that school can have in solving and

improving it. Its contribution shall not be reduced only to preparing young people to know how to

make a well-documented decision regarding their professional future, but also to preparing and

ensuring a workforce able to successfully cover all the sectors of social activity. Such training

should start early as the structure of our educational system allows choosing special classes for

highly skilled students.

While long seen as an individual problem, that each family should deal with according to their

social and professional status, guidance and counselling should not be left out of school. Since the

diversification of the field of activity and with the progress made by contemporary school,

orientation and vocational guidance have become a systematic concern of many private and state

institutions, especially schools.

53

WEB TECHNOLOGIES - INNOVATION IN THE EDUCATIONAL PROCESS

Teacher OANA SORINA RĂDULESCU

"Traian Vuia" Highschool, Craiova

The modern society tends to gradually turn into a digital one, which requires the

educational system to adapt to a new orientation of teaching strategies, the use of modern methods

of teaching, learning and assessment based on the new technologies.

Learning in the modern society stepped out of the classroom, thus allowing the extension

of the study group to a large number of students that may be geographically dispersed. In this way it

is allowed the development of learning methods focused on individual learning and collaborative

group work.

This means new paradigms of education:

- Individualization of learning

- Motivating students

- Interactive Learning

- The status of the teacher is changed

- Development of individual and collaborative learning

I considered using educational platforms in the lessons and to create a virtual environment

accessible to all students where they can exchange views, make various constructive comments on

the subject or a given topic, collaborate to solve problems or specific projects.

For this purpose I used LearningApps: ”LearningApps.org” is a Web 2.0 application, to

support learning and teaching processes with small interactive modules. Those modules can be used

directly in learning materials, but also for self studying. The aim is to collect reusable building

blocks and make them available to everyone. Blocks (called Apps) included for this reason no

specific framework or a specific learning scenario. The blocks are therefore not to be seen as

complete lessons or tasks, instead they must be embedded into an appropriate teaching scenario. “

(www.learningapps.org)

54

THE MODERN TEACHER

SUPPORT FOR TODAY’S YOUNGSTERS’ CAREER ORIENTATION AND

COUNSELING

Teacher ILIE MILICA

Automotive Technological Highschool, Craiova

The teacher who offers vocational guidance and counseling to today’s students must be not only an

involved educator, but also a character deeply rooted into the realities of the moment, who finds

himself in an evolutionary dynamic and a relentless personal progress. The professional orientation

of the youth is filtered by the teachers’ abilities and skills. Some of the skills and attitudes that a

modern teacher should possess in order to offer pertinent life counseling to the subjects of education

are mentioned below. We look at this problem from the double perspective of the teacher as

transmitter of vital information (in a certain area) and of the educator making education with means

(sometimes) exterior to information.

We conclude that high quality counseling is not the privilege of a certain type of person, with a

predetermined set of values, but the overlapping of some efforts, encompassing different forces

(community, family , school, etc.) which, nevertheless, have a well established focal point: the

trainable youth.

USEFUL TOOLS FOR INTEGRATING THE YOUNG ON THE LABOUR

MARKET

Teacher ILIESCU CAMELIA EUGENIA

”ŞTEFAN ODOBLEJA” College, Craiova

Being informed, the knowledge of the particular interest domain and of its strategies, the

school counselling and the professional guidance of youth are the main points of dicussion.

Therefore, the workplace shift has become commonplace in our society. Career guidance is the

expression of some personal talents and dominant skills. I have considered it necessary to present

55

three useful tools for obtaining a job that is at the diposal of any young person: the letter of

intention, curricullum vitae and the interview.

PERMANENT EDUCATION AS PART OF KNOWLEDGE

Primary school teacher VOICU POPESCU CORINA

NR. 5 Secondary School, Alexandria

Prof. Tataru Ioana Daniela

NR. 5 Secondary School, Alexandria

Education is a phenomenon which appeared at the same time the human society developed,

and it has evolved and changed essentially ever since. “Human beings cannot become human beings

in the real sense without education”, says Kant, in an imperative manner. Everything that refers to

humanity can only be accomplished through education, no matter if it concerns language, reasons,

feelings, art or moral values.

Learning how to learn and learning continuously are the keys to knowledge. The idea of

continuous education is not new, the necessity of continuous learning as part of education was

sustained a long time ago by the classicists of traditional pedagogy and they referred to both

individual and historical education. In the XVIIth century Jan Amos Comenius said “tota vita

schola est”, a reality which was to be later validated by scientists. It was also said that “ for each

and every person life is a school, from the moment that person is born until his/her death.” (J. A.

Comenius).

Those who educated others offered the most meaningful example of continuous education.

But this type of education has become a real necessity nowadays. The future society depends on the

present one. We have to be optimistic, although we live in a period where people doubt that

education offers real chances. But we have witnessed so many situations when education offers

solutions when or if people are confronted with crisis. In conclusion, there are many reasons for

education to be given the role it deserves.

56

EDUCATIONAL AND VOCATIONAL GUIDANCE

Teacher LUPU DOREL

”Constantin Ianculescu” Technological Highschool, Cârcea

Teacher PÎRVU DELIA

”Constantin Ianculescu” Technological Highschool, Cârcea

One of the most important and essential problems, which is also a priority for school and society

is educational and vocational guidance. Its importance and novelty is given by the contribution that

school can bring to solving and improving this matter.

However its contribution is not only to prepare youngsters for knowing how to make a free but

firm decision about their professional future but also to prepare and ensure a workforce able to

successfully cover all sectors of social activity.

School counseling consists of guiding the student in order to choose a suitable form of

education according to previous level of training and most of all according to his personality, skills

and interests.

Proffessional counseling can be described as the system that helps people understand the skills

they have so that they can improve their resources and options labor market to life in general.

EQUAL CHANCES IN CHOOSING THE APPROPRIATE CAREER

Teacher TRĂISTARU GABRIELA

”General Magheru” Technological Highschool, Râmnicu Vâlcea

Engineering teacher OLTEANU ELENA

”General Magheru” Technological Highschool, Râmnicu Vâlcea

In the context of the current period, information and couseling for a future career get

new valences in terms of methods. The need of adapting to the new requirements of

professional life involves a huge mobility and also provides the labor market with

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competent staff. Orientation is a permanent action which starts from the first day of school

and lasts throughout the school period.

This paper presents an educational project unreeled at the "General Magheru"

Technological Highschool adressed to terminal classes and the main object of which was to

inform students about the oportunites given by the studying programs in the military

education. This project contains three activities the objects of which are the indentification

of the students who want to have a military career, and the presentation of a set of rules and

opportunites of this job.

The project had a good impact and the students were informed about the educational

possibilites and about the changes in the military sistem. The studens were interested in this

job.

YOUTH AND THE CHALLENGES OF CONTEMPORARY WORLD

Teacher PAPPA DANIELA DORINA

Automotive Technological Highschool, Craiova

If we acknowledge the idea that adolescence is a period of disturbance, confusion and research,

we must also acknowledge the fact that, in this period, the adolescent’s psychic “starts from the

ground” and tries to find a “purpose”, a form of expression.

Their psychic and behavior characteristics become permanent exactly during highschool and

they might remain “linked” to their personality, determining also their future behavior in adult life.

In other words, it is possible that the pupil, who feels persecuted by his teachers or his classmates

during school life, might also develop the same reactions towards their chiefs or co-workers. The

aggressive behavior may also continue in his adult period, in society ( for instance, on football

stadiums) or, worse, in their own family, where, the former adolescent will be asked to assume a

parental task. Similarly, we may also assume that the best pupil in the class will succeed to model

his behavior and attitude towards society so that they might become a mature person with a

successful family and career.

Despite all challenges imposed by contemporary world, the teachers’ permanent concern

remains that of teaching the adolescents to think when they have to make a choice that supposes

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extreme or dangerous behavior, to understand that life is important and fragile, to give up the

principle “It’s my life and I’ll do what I want with it”.

Through good communication, through an open attitude towards their world and the problems they

face, everything becomes possible.

STIMULATION OF THE STUDYING MOTIVATION FOR CHILDREN WITH

SCHOOL ADJUSTMENT PROBLEMS

Teacher POENARU SILVIA

Automotive Technological Highschool, Craiova

Teacher DINCA SABINA

Automotive Technological Highschool, Craiova

Children with adjustment problems are ordinary people too. Most of the times, their condition does

not depend on them or their capacity of dealing with it. Thus, they need not be treated with

excessive compassion. They must be treated responsibly. According to the teacher, this

responsibility imposes an impetuous condition in the instructive-educational process. This condition

doesn’t have to consist in excessive compassion. From time to time, it has to be improved and, in

the end, to realize our final purpose: SCHOOL AND SOCIAL INTEGRATION.

In my opinion, a first step in improving the motivation of those children is the teacher-

student relationship as a consequence of the relationship process. This process stands for the final

purpose (integration) and also for the instructive-educational process. Another important

characteristic of the teacher-student relationship should be the teacher’s responsibility. He shall be a

spiritual parent of the students in general, and especially of those children dealing with this kind of

problems.

In conclusion, when it comes to children with school adjustment problems, developing

motivation for studying is a significant problem of the instructive-educational process. To produce a

proper social and professional integration, this problem should be treated responsibly by the

teachers.

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"COUNSELING AND ORIENTATION – CAREER EDUCATION"

Teacher DANIELA MARIA POPA

”Tudor Arghezi” Theoretical Highschool, Craiova

Career development is a continuous process, a series of choices, and these changes of

interests are generated by the personal and professional ones. Decision making and career planning

are part of a process which can be learnt and applied all life long, in the context of a variety of

factors, such as: interests, skills, school achievements, habits, needs, values, self image, as well as

other subjective factors.

For this reason, the current didactic material "Counseling and orientation – Career

education" targets those teenagers who are part of a certain type of education – highschool students

at any specialty: theoretical, technological, vocational, as well as professional education, thus

becoming a useful tool for the future professional path and for their insertion in the labour market,

from the point of view of self knowledge. Our students’ prior experiences influence their current

needs and interests, and thus become important references for their social and professional lives,

they influence their personal opinions, their colleagues’ expectations, as well as those of their

parents, teachers, relatives and other important people. Society can also have a significant impact on

career-related decisions.

Including the exercises enclosed below in the “Counseling and orientation” classes is a

personal advice, given in order for the head teachers to become better acquainted with the students

in the classes which they coordinate, and to fill in the students’ personal portfolio, which would be

an important step in the direction of an efficient communication between school, family and the

society as a whole.

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DIDACTIC CONDUCT IN ASSESSING LEARNING OUTCOMES

Teacher JANA POPA

”Dorin Pavel”Technical College, Alba Iulia

Assessment of the learning outcomes as an act of teaching and the teacher's main

attribute generates various attitudes from educators. They can be placed on a scale whose extreme

positions are marked, on one hand, the "fetishism" of the role of this action in the context of

teaching, assigning functions that, in fact, cannot be achieved, and on the other hand, considering it

as irrelevant for the development of teaching and learning.

In terms of a single criterion, the most important behaviors developed by educators to assess

student performance seems impossible or at least very difficult. Therefore, it is preferable to use a

multi-layered approach.

The role of evaluation in school activities. From the perspective of the place it holds in

evaluating school performance, some educators consider assessment as being critical to the

effectiveness of the educational process and for engaging students in a learning activity. As a result

there are numerous consequences. According to Ch Delorme, " evaluation is placed under the

responsibility of the adult, and the student is in a position of dependence on the appreciation of his

work. And if this attitude of the student becomes a habit, it may involve effects on motivation,

which will be reduced to the acquisition of immediate feedback, learning for examination and for a

favorable assessment. "

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WAYS TO DEVELOP ICT AND ENTREPRENEURIAL SKILLS IN YOUNG

PEOPLE

Teacher MIHAELA CARMEN POPA

“Matei Basarab” Highschool, Craiova

Between January 3rd

2011 and December 31st 2012, the "Matei Basarab" Highschool

Craiova implemented the POSDRU/17/1.1/G/30148 project, entitled Access to quality education

and key skills for students from disadvantaged groups, the financial assistance grant being of

1,441,500.62 lei and the total project value was of 1,470,919.00 lei.

Through the activities for two years, the project took into account the overall objective,

namely:

"Raising the level of education and training for 180 students in secondary, technical and vocational

education in Dolj, disadvantaged by their precarious situation by promoting entrepreneurship and

acquisition of key skills in using the computer".

The project target group had access to the latest information in the field of IT, which will

enable them to access the labor market much easier, according to the purpose of the project:

"Facilitating the transition and students' access to the labor market , aiming to create a foundation

for lifelong learning”.

The project was implemented by the "Matei Basarab" Highschool as beneficiary, in

partnership with the "Traian Vuia" Highschool and Automotive Highschool in Craiova. The target

group consisted of 180 students from the three schools of Craiova, whose net income per family

member was no more than 500 lei.

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SCHOOL, AN IMPORTANT FACTOR IN CHOOSING A CAREER

Teacher IOANA POPESCU

“Gh. Chițu”National College of Economics, Craiova

School is the place where every pupil develops their moral and intellectual abilities as well as

teamwork , so that they can easily integrate in the social and competitional enviroment.

School has a major part in preparing young people for life . But, in order to get employed ,

the pupil needs to develop certain skills for fitting in . That's why , the school , by its teachers, has

the mission to prepare teenagers for the “future world”.

The teachers’ role remains the most important part in shaping personalities . The teachers

has to mould the pupils’ characters so as to fulfil their expectations in life.

The school aims at offering services of educational and vocational training according to the

requirements of the local community and the dynamic of the free labour market.

A SUCCESSFUL CAREER

Teacher POPESCU EUGEN

”Ştefan Odobleja” College, Craiova

Each of us dreams of having a successful career, achieving our professional goals and

having the career of our dreams. As hard as we may work, we do not always succeed or achieve

job satisfaction. In the first place successful people have power and they believe in success. They

are confident, brave, optimistic. They act as if they always have luck on their side.

The road to a successful career is marked by ups and downs. Remember that success comes

to those who believe in it. There is nothing wrong in having doubts. Act in spite of them. Take

small steps every day, no matter what happens. No reason is so serious as to not have the career you

have dreamed.

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People need a career map to have the best chance to get what they have proposed. You can

draw your career map too. It will bring great benefits, regardless of your age. The Map helps you to

navigate easily when the rules of the labor market are changing. Making plans for the future is a

difficult task in our society. The process of self-knowledge brings you successful alternatives,

expands your range of choices. So you can be confident that you are on the right track. If you want

to improve your capacity, work with yourself. You will have to sacrifice a part of your time to

prepare your personal inventory. Write your answers and the conclusions you have reached in a

permanent diary of your thoughts. These data will be an important resource as long as you continue

planning your career.

BIBLIOGRAPHY: 1. Managementul resurselor umane - Dan Anghel Constantinescu, Marinica Dobrin, Stănel Niţă, Anca

Niţă; editura Tehnică, Bucureşti 1999;

2. Managementul resurselor umane - Victor Lefter, Aurel Manolescu; editura Didactică şi Pedagogică

R.A., Bucureşti 1995;

THE NATURAL SCIENCE TEACHER’S ROLE IN THE SOCIETY OF

KNOWLEDGE

Teacher POPOI LIVIU MIHAI

Automotive Technological Highschool, Craiova

Teacher ȘERBAN OANA

”Frații Buzești” National College, Craiova

The international scientific and technological development led to the appearance of the

knowledge society, but the political factor promoted the unilateral development of the humanist

culture with negative consequences regarding the promotion of science, knowledge and

professionalism. This fact has an effect on the reduction of the Romanian science contribution to the

development of the national industry.

Because of poverty continuous formation and permanent education are low, and school must

endow the student with the capacity of self instruction, a situation in which the natural science

teacher has a double role: educationist but also trainer of scientific concepts in students’ intellect.

The rigidity of the programs and text books amplifies the teacher’s role in rectifying the situation by

processing the notional material and by using the appropriate teaching methods. The teacher and the

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educational institution must determine the formation of a successful person who has the capacity to

collaborate with the others and take their wishes into consideration.

THE EUROPEAN DIMENSION OF CAREER COUNSELING AND GUIDANCE

Teacher MIHAELA POSTELNICESCU

Automotive Technological Highschool, Craiova

The changes caused by Romania joining the European Union inevitably imply changes regarding

career counseling and education as well. The particularities of the European labour force differ from

those of the Romanian one. However the efforts to make them both compatible continue, aiming at

acknowledging the different methods and the various contents and cultural contexts used to shape

an improved local, national and European labour force.

Thus, the exchange of information and data as far as counselling is concerned will hopefully reduce

the inequalities regarding the quality of the labour force. On a European level, the new political,

cultural and economic realities involve the modernisation and development of the traditional

national systems of school orientation and professional counselling.

In conclusion, the first signs of a new, modern and improved couselling system can be observed

within the European data exchange, stimulating the cooperation on an institutional scale, through

additional counselling training.

APPROACHING COMMUNICATION IN ROMANIAN FROM THE POINT OF

VIEW OF CAREER GUIDANCE AND COUNSELING

Primary school teacher RADU ADRIANA LAURA

Drăgoteşti Secondary School

In order for the children in the preparatory class to be learn effectively, we must relate to

their world, to that universe that is immediately tangible. But very often this universe is a creation

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of the child - who rarely stands still! Students are constantly using their hands - drawing, modelling,

cutting and pasting, or just humming a popular song.

I refer to the use of the use of non-verbal methods, whether names, objects, actions, or

communication filters such as speech acts . If the teacher mimics the action of standing up / sitting

down when naming these activities, the student will be more clear about what it is. In this context,

learning will be facilitated if students are encouraged to combine verbal elements (what they

perceived or what they expressed) with body language, images or music.

Another suggestion involves the playful approach: everything that happens during the

Romanian classes should be organized as a series of games and fun exercises. Classroom toys

should not lack. The teacher is able to make simple toys ( from recycled materials) with older

students in their projects. These toys can then be used for younger children, who often improve

design - kids can color, add accessories – turning into learning contexts (learning and expressing

qualities of a primary description - big letter, P is yellow, M is black ) .

ASSESSING ADULT EDUCATION

Primary school teacher MARCU DANIELA –ELENA

”N. Romanescu”Secondary School, Craiova

Teacher STANCELE MIHAELA CARMEN

Automotive Technological Highschool, Craiova

Adult education encompasses all educational processes that continue or replace initial education,

this expansion of the offer of education is carried out in order to compensate the initial insufficient

education, completion of general knowledge or training continues purely temporal; adult education

including vocational training, education, compensatory education recurrent (or, ”second chance”),

education for leisure (”leisure education”). Diffuse education (”diffuse learning environments")

refers to the cultural and social environments with emotional intrinsic values (communities, private

life, media, army, church) without having to resort to specific education programs.

Adult education is a cause of every individual and society in general, a solution for survival. Adult

learning is a matter of reorganization, restructuring, its motivation is more complex than the student

motivation, it has already formed psychical process, make more emotional associations with factual

material than the child, he has a high degree of curiosity, responsibility for the quality of

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knowledge, studying properties with more endeavor and its seductive, he knows exactly what to

learn or wants to know.

VOCATIONAL GUIDANCE AND COUNSELING

Teacher ROXANA UDREA

Automotive Technological Highschool, Craiova

Teacher IULIA CĂLINA

Automotive Technological Highschool, Craiova

Counseling is the process by which a competent person, called a specialized counselor, supports,

within a well-defined methodological framework, another person (the client), who is thus assisted in

making decisions related to their own personal and professional life. The approach is holistic, one

type being achieved by aspects pertaining to lifestyle, career, personal development, in order to

achieve a balance.

Counselors can have a lot of social roles, in schools, as practitioners in the private sector, in

industrial companies, (non) governmental organizations etc. Counselors work with individuals,

groups and administer assessment tools on the client’s personality, designs and implements

individual development plans and at the level of institutions, provides career guidance services,

consulting, training, etc., for all age ranges.

Career is a unique phenomenon and its development depends on each person's choices. It is a

dynamic construction that extends throughout life and that not includes only occupations, but

harmonious work and other social roles: family, community, free time.

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VOCATIONAL CHOICE - EXPRESSION OF ONE’S PERSONALITY

Teacher VÎRCAN CAMELIA GEORGETA

Automotive Technological Highschool, Craiova

Vocational education is part of a harmonious personality of modern-day man. The rapid

development of modern civilization requires education of all levels to prepare young generations in

order to integrate smoothly into tomorrow’s information society, which will be significantly

different today’s world.

According to John Holland, the choice of a profession is an expression of one’s personality;

professional stability and achievement depend on the congruence between their personality and the

environment in which they work.

The six types of personality are:

1. The realistic (motor) type – they like activities that require physical strength, they are aggressive,

they have a good motor organization, but they lack verbal and interpersonal skills; they prefer to

solve concrete, not abstract problems and they are unsociable.

2. The intellectual (investigating) type – task-oriented, they use reasoning in solving problems, they

try to understand and organize the world; they like ambiguous tasks and intraceptive activities, they

are oriented towards the abstract.

3. The artistic (aesthetic) type – they prefer indirect relationships and express themselves in a

specifically artistic way. Their preferences are focused on unstructured activities that involve

handling materials in order to create new artistic forms.

4. The social (supporting) type – they choose roles of teaching and / or therapeutic activities; they

like safe things; they have verbal and interpersonal skills. Their preferences move towards activities

that involve informing, training, developing and caring for others.

5. The (persuasive) enterprising type – they prefer to use their verbal skills in situations that provide

opportunities for selling them, they want to dominate and lead the others. They prefer those

activities that require other people to achieve their organizational and financial goals.

6. The (conformist) conventional type – they prefer activities that use numbers, they choose

subordinate roles, their goals are achieved by conformism. They prefer activities that require

systematic and orderly use of data.

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THE INTERCULTURAL DIMENSION IN EDUCATION

Teacher POPESCU ADINA

“Traian Vuia” Highschool, Craiova

Teacher POPESCU OANA

“Tudor Arghezi” Theoretical Highschool, Craiova

This paper aims at approaching the topic of the intercultural dimension of education, seen as

a source of motivation and autonomy for today’s students, who will be tomorrow’s European

citizens.

The promotion of educational interculturality is done within existing European priorities

related to the development of the knowledge and comprehension of cultural diversity among young

people.

A stronger relationship between school, families and the local community within a

multicultural context is a reality in today’s United Europe.

Interculturality is that “tool” that we can use within school and outside it in order to promote

respect for different aspects of life. While this is a good thing, we cannot only rely on this tool in

order to learn how to live together in harmony. Teachers are bound to be warrants of this

happening.

While we are all members of the European Union, with a common, 21st century culture, we

do have our own. It is made of our own traditions, customs, religion, ethnicity, families, social, or

political values that we share. We are therefore both united and divided, but our potential is the

same whoever we are.

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FACTORS THAT INFLUENCE THE CHOICE OF OUR CAREER

Teacher BASARAB CONSTANTIN

No. 2, ”Traian” Secondary School, Craiova

Each of us tends towards an ideal life in terms of the expectations and significance related to

existence. Everyone's life makes sense when we choose and we build a path with flexible targets

and an action plan to make a career. However, the implementation of that plan requires proper

decisions. One of the most important decisions is the choice of a future career or in other words the

choice of the future profession. Both of them are similar to the decisions involved in the process of

problem solving.

Each person is under the influence of several factors in the process of decision making:

- Interests, which are established preferences for given areas of knowledge or activity;

- Values, which are beliefs about what a person cherishes, things that matter for that person.

- Parental factors, which also have a major influence through the importance given to general

values, or through personal examples.

- School, which promotes these values through performance requirements, methods of

teaching, the teacher's attitude towards students.

- Friends also exert a major influence by the importance given to school performance and

engagement in daily school activities, time dedicated to study, expected performance level,

involvement in class activities.

- Concrete work experiences which allow students to have an insight about work and its most

important aspects.

- Skills and habits also play an important role. Thus, based on the skills of each student, he

acquires abilities that once put in practice become habits.

- Personality characteristics are important criteria in selecting the work environment and

tasks, but not in the choice of the profession.

In every profession, work environments are flexible enough so that they can adjust to the

preferences of each person. The choice becomes effective when several alternatives exist, when

the person has complete freedom of choice, when educational services are provided (psycho-

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pedagogical counseling, psychological preparation). These educational services are essential in

the training process, because they help people know what best fits, their possibilities,

capabilities and desires, and the demands of the society. In this way, a proper motivation will be

developed, that will sustain and guide the personal choices.

BIBLIOGRAPHY Gabriela Lemeni and Miclea Miclea, Educational Guide for Career, Ed. ASCR, Cluj-Napoca, 2004.

Adriana Baban, Methodological Guide for Master Classes and Counseling, Cluj-Napoca, 2001.

Ioan Alexandru Dumitru, Psycho-pedagogical Counseling. Theoretical basis and practical suggestions,

Ed. Polirom, 2008.

VOCATIONAL COUNSELING AND VOCATIONAL IDENTITY

Teacher COCOS ELENA

”Stefan Odobleja” College, Craiova

Vocational counseling is a set of actions designed, organized and conducted in the educational

process in order to identify, stimulate, structure specific capabilities and passions complementary to

these capacities. Vocation consists of aptitudes, interests, attitudes related to professional concerns.

Vocational guidance is established between 12 and 18 years old. Passions are a good predictor of a

professional future choice. Donald Super develops the self-esteem concept, which plays a major

role in choosing one’s vocation. His theory about the development of the self-esteem concept was

influenced by the research conducted by Carl Rogers and Charlotte Büller ( he considers that a

person's life is made up of four distinct stages: 1. The growing stage (up to 14 years old), 2. The

xxploration stage (up to 25 years old), 3. The stability stage (between 25 and 60 years old) and 4.

The decline stage (after 65 years old)). Vocational sources contain information about occupations,

employment trends, training institutions, vacancy announcements. Vocational identity represents

the individual clear consciousness of a person, formed by the self perception and the perception of

the expectations of others of their own person. It structures from early childhood but is in a constant

oscillation between construction and reconstruction, transforming in identity in adolescence.

Vocational identity development and preparing for a future career are major goals of the primary

education. Each of us is faced with situations where they have to make important decisions. During

the adolescence period, problems turn into identification of one’s own values. Vocational identity is

a measure of individual maturity and represents the interface between one’s work experience and

learning. Vocational identity consists of: education, decision-making style, values, interests,

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attitudes and beliefs, skills and abilities, personality characteristics, lifestyle. Characteristic periods

are:

- The fantasy period (from 3 to 10 years old) when the child imitates different people through

game play (close family, parents).

- Exploratory period (from 11 to 17 years old) is a period in which experimenting, observing,

exploring are essential.

- Realistic period (from 18 to 25 years old) when vocational identity as a sign of maturity of

the individual crystallizes.

J. Marcia (1980) believes that the main adolescent forms of vocational identity are forced identity,

identity crisis, identity diffusion, delimitated identity. The choice of the future profession is

influenced by the level of self-esteem. Those with high self-esteem tend to overestimate themselves

and look for noble professions requiring high level studies. Contrarily, those with low self-esteem

underestimate themselves. This shows why it is very important to find ways to stimulate

adolescents’ self-esteem. The role of school is crucial, being involved in improving the students’

decision-making competences and prepare them for their careers. Through counseling and

guidance, teenagers will be informed about the existing professions and they will be helped to know

more about themselves and to make the best decisions.

BIBLIOGRAPHY Elena Dumitru-Tiron, Educational Counseling, European Institute Publishing, 2005.

Ioan Al. Dumitru, Psycho-pedagogical Counseling, Ed. Polirom, 2008.

Adriana Baban, Dominica Petrov, Gabriela Lemeni, Counseling and guidance. Teacher's Guide, Ed.

Humanitas Educational, 2000 +, Bucharest.

Gabriela Lemeni and Mircea Miclea, Educational Guide for Career, Ed. ASCR, Cluj- Napoca, 2004.

PARENTAL INFLUENCE ON THE CHILDREN’S CAREER CHOICE

Teacher ZAHARIA OANA-LOREDANA

,,Tudor Arghezi”Theoretical Highschool, Craiova

Career is defined as a sequence of professions, occupations, positions and functions that a person

engages in the development of his active life.

In understanding the concept of career the following elements are essential:

- Determining the reciprocal relationship between an individual and their career, determined by the

evolution of society and professions, the disappearance of some professions and the emergence of

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others on the one hand and the evolution of the person during his active life even beyond these

limits (pupils, students, pensioners);

- Increasing the role of career in one's life. Career is not just a way to make a living but a way of

life, a social role (Super D., 1957);

- The feeling of self-fulfillment, as key to a successful career, determining the social status of a

person.

Career counseling has become a process of practical importance, particularly because of the

implications it has in different areas: education, employment, economy, health, culture, trade,

services, etc.. By default, the scientific, career counseling has an increasingly larger notional sphere

but includes other smaller areas as well. In fact, concern for career counseling has been expanding

(if it refers to the life of the individual) based on peak active period in both directions: back to

preschool and forward to old age.

It is a known fact that parents play an important role in the professional future of their children. In a

society that aims at providing equal educational opportunities for all there is a worsening gap

between children from different social and cultural backgrounds.

It is admitted the fact that education and raising children depends on the parents. Achieving the

educational function is of the essence for a family and it perfects the existence of the fundamental

core of human society.

DIDACTIC PROJECT

School counselor ELENA TONCA

”Henri Coandă” Theoretical Highschool, Craiova

Teacher CEOROIANU RALUCA

”Henri Coandă” Theoretical Highschool, Craiova

Subject: counseling

Activity type: group counseling. How to choose a career?

Theme: Modern professions and the success

School: Henri Coanda Theoretical Highschool, Craiova

Grade: XII F

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Date: 07.02.2013

Duration: 50 minutes

Teacher: school counselor Elena Tonca and teacher Ceoroianu Raluca

Reference objectives: students will get able to choose a profession corresponding to their skills and

professional goals

Operational objectives:

-getting familiar with our society‘s contemporary trends and phenomena and with the dynamic

evolution of the professions required by the work field

-understand the changes in the contemporary society as a stimulating factor in building their own

development routes

-getting familiar with the modern professions and with the main competences which are necessary

in order to perform successfully

Didactic strategies:

1. methods: interactive debate, brain-storming, comments upon trades and professions,

exercises, discussions and analysis; role-play; group debates and report sessions

2. materials: paper, duct tape, markers(bright colours), flipchart, work sheets, Internet

connection

3. organization: frontal and individual; groups of five-six students

Evaluation: direct observation of the class and self-assessment techniques.

Argument: The fact that new information, instruments and equipment appear requires new ways of

reporting to them. Technical and social competences are essential to professional accommodation

and evolution.

The continuous burst of information requires mental capacities, aptitudes, interests and specific

work motivation in order to cope with it. This is why the educators’ mobility and flexibility are

essential in the youngsters’ school and professional orientation. It is necessary for students to

perceive these new realities as an opportunity and challenge to valorize their potential, mental

capacities and becoming successful requires responsibility, flexibility, tenacity and quick adaptation

to new opportunities.

Activity aim: getting to know some phenomena and aspects of the contemporary society and

getting familiar with the dynamic world of the professions required by the working field.

Activity development: the activity begins with an ice-break exercise. In order to to getting aware of

their own personality self-knowledge, each student is asked to identify a personality feature which

begins its name capital.

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It goes on with a chain game, career feasant in order to make them familiar with the complex world

of the professions.

Identify in a chain trades/ professions that begin with the last letter of the former profession.

Example: architect -> teacher -> reporter etc

It is also important to ask the students to separate on flipcharts the obsolete professions on the left

side and of the modern ones on the right.

Some of the modern professions identified by the students will be presented analiticaly (description

of the job, important attributions and responsibility). Students will be allowed to ask questions and

to complete with information about the professions from monographies or internet.

Example: copy-writer, programme analyst, credit officer, etc.

The counselor will suggest a quick individual exercise followed by the information synthesis, by

reading the points of view or opinions regarding the students attitudes towards work, remuneration,

personal success etc.

Exercise 2. Finish the sentences

Unemployment…………………

Work…………………………….

Success………………………….

I’m optimistic about…………….

In order to get them aware to the most proper attitudes, students will be asked to form groups of five

or six and work in teams to identify some of the youngsters’ behavioural patterns in order to get

professional success, respectively to identify attitudes that conduct to failure or delay in the social

professional isertion process.

Workshop in two groups

Make lists of attitudes to get successful, respectively obstacles in the way of social and professional

success. Example:

CAREER SUCCESS CAREER FAILURE

Get aware of the whole potential of a person overestimation or underestimation

of the professional capacities

The activity ends with an exercise: make free associations, synonyms, personal meanings referring

to the significances of the “success” word. The most interesting associations and meanings will be

written down on the flipchart.

MAY YOU HAVE A SUCCESSFUL CAREER AND LIFE!

Bibliography:

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-Xxx- Conseling and orientation, methodological guide, Ministry of Education and Reserch;

National Councel for Curriculum. Bucharest 2001

-Baiasu, Nadia si Predonescu Eusebiu-School consiliation, ed. Conphis, Ramnicu Valcea, 2001

-Tomsa Gheorghe – Structures, strategies and performance in teaching, ed. Academiei, Bucuresti,

1989

FOSTERING LIFELONG LEARNING THROUGH INTERNATIONAL

EDUCATION PROGRAMMES

Teacher MARILENA CIONTESCU

“Stefan Odobleja” College, Craiova

In January 2014 I attended a study visit called "Fostering lifelong learning through international

education programmes", in Santiago de Compostela, Spain.

On this occasion we had opportunity to meet representatives of public and private intermediary

organisations. The participants came from 13 different countries from all over Europe, with

different professional backgrounds. Participants could be divided into two main groups:

representatives of schools and representatives of public/private organisations facilitating

international cooperation. We noticed that good practices exist in both categories and it is possible

to think about their transfer and further cooperation within and between these groups too.

Communication between the group members as well as with the host was very effective – during

preparation as well as the implementation of the visit itself, which made this four-day working

experience really useful and hopefully a focal point of many further common initiatives. We had

many discussions and brainstorming activities.

During the study visit the participants had the chance to learn and discuss about the importance of

international cooperation in lifelong learning – as taking part in international programmes enriches

teaching and learning approaches. The link we established will help us share ideas on common

topics of interest regarding European education and will offer an opportunity to collaborate with

future European partners.

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INDIVIDUAL GRUNDTVIG MOBILITY

LE GRAND TOUR EN EUROPE: ART, PAYSAGE, JARDINS, CREATIVITE,

INNOVATION - BERLIN

Teacher DUMITRACHE CAMELIA

”Anton Pann” Secondary School

Between the 5th and the 9th of August 2013 I attended the training course Le Grand Tour en

Europe: art, paysage, jardins, créativité, innovation, organized by Associazione Laboratorio del

cittadino Onlus,Castiglione del Lago in Italy, as recipient of a grant funding program Grundtvig-

Mobility for individual training through ANPCDEFP (www. anpcdefp.ro) The course was held in

the town of Berlin, in Germany and brought together participants from the following countries:

Romania, France, Spain, Italy and Belgium. The objective of this course, achieved by observation,

experimentation, research, and action were: upgrading and improving the teachers’ methods, during

a week of study and experiments, effective educational methods of a research-action-training within

the European tradition of the Great travellers; discovering journeys as an occasion of getting in

touch with nature and culture, transforming physical journeys into intellectual and affective ones,

combining stories with images and texts to create a thrilling experience.

THE ROLE OF ICT IN TEACHING AND LEARNING FOREIGN LANGUAGES

Teacher ARDELEAN CRISTINA IULIANA

Automotive Technological Highschool, Craiova

ICT tools are part of our culture, of our daily lives (at home or at work) . Although united in

a planetary network, there is concern about the risk of social isolation of those who spend hours in

front of the computer. Yet, the Internet should be regarded as any other modern means of

communication.

When we speak of new information technologies, we refer to the Internet and to any other

communication, either offline or online, and to various eLearning programs or to various

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possibilities that computer gives us and which we can use as a means of rendering information

( messenger, Skype, MS Office, Apple products, tables, video, audio, etc. )

Using the Internet in education, along with other auxiliary tools, promotes access to real-

time information and provides new learning and teaching opportunities.

Some of the advantages of using new technologies for training are the quality of the

materials (basically authentic ones), flexibility, students’ autonomy (the possibility of organizing

their own learning), the use of different approaches and contextual learning.

EFFECTIVE DISSEMINATION (PROMOTION AND RAISING AWARENESS)

AND EXPLOITATION OF EUROPEAN EDUCATIONAL PROJECTS

Teacher BOGDAN ILEANA ALINA

Ţuglui Secondary School

Teacher BARBU FLORENTINA IRINA

“Carol I”National College, Craiova

Between the 6th and the 10th of May 2013, I attended the training "Effective Dissemination

(Promotion and Raising Awareness) and Exploitation of European Educational Projects" held in

Athens (Greece) by the ”Andrew” Association. The course was organized by the NSF CYBERALL

ACCESS and the trainer was Mr. Nikolaos Floratos.

The training activity was conducted with the financial support received from the European

Commission, the National Agency for Community Programmes in Education and Training

(ANPCDEFP), under the Lifelong Learning (Lifelong Learning Programme) Grundtvig sectorial

program, mobility for staff involved in adult education.

The main objective of the course was learning strategies and indicators for a better

dissemination of European funded projects.

Thus, during the workshops there were discussed issues concerning the identification and

exploitation of dissemination channels, establishing a campaign to promote projects based on

ethical standards, creating press releases using free tools to promote and increase awareness of

project results through social media (like Facebook, Twitter, LinkedIn, etc).

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All participants received certificates of participation and a Europass mobility certificate.

The contents of this material are the sole responsibility of the author, and the European

Commission is not responsible for how the contents of will be used.

COMENIUS MULTILATERAL PROJECT “JUNIOR INVENTORS”

Teacher BUDA BRIGITTA DANIELA

“Vasile Alecsandri” Secondary School, Baia Mare

Junior Inventors was a Socrates Comenius 1 School project, financed by the European

Comission.

The schools involved in the project were:

PROJECT COORDINATOR:

NO 5 SECONDARY SCHOOL IN BAIA MARE , ROMANIA

PARTNERS:

75. YIL KIRKÖY PANSİYONLU İLKÖĞRETİM OKULU, KIRKÖY, TURKEY

LICEUM OGOLNOKSZTALCACE UMIEJETNOSCI TWORCZYCH

(HIGHSCHOOL OF CREATIVE SKILLS) LODZ, POLAND

“Junior inventors” (2006-2008) aimed mainly at the discovery of the games and toys

that economically disadvantaged European children invent in order to have fun, and to collect them

in a book to be published in English and the languages of the partner countries. The project’s

aim was to valorize the children’s creativity and inventiveness.

The research work and the collection of games were carried out by teams of teachers and

students from the European countries involved in the project, and the target groups for the research

consisted of groups of children aged 6/7 - 14/15. The children’s games were observed for some time

to find out what kind of games they played in the street with their friends, the materials they used in

their games. It was interesting to see if they played with ready-made materials or self-made

materials. The end products of the project are: a book containing the games collected during the

project, published in English and in the partner countries’ languages, a CD containing the video

recording of the games, and in the case of the Romanian team, an optional class “The English Club”

which was integrated in the extracurricular activity; a blog http://junior-inventors.blogspot.ro .

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The aims of this project were: To valorize the games and toys that economically

disadvantaged children invent in order to have fun, and collect these games in a book published in

English and the languages of the European partner countries; to involve children in the research

team work; to motivate children to learn foreign languages in order to communicate with their peers

in other countries; to motivate pupils and teachers to use modern information and communication

technologies; to enhance cultural exchanges among pupils and teachers using children’s favourite

leisure activities: games; to find ways of enabling the disadvantaged children to find out that other

children who cannot afford expensive toys and games will share their games with them

Expected impact: The pupils learnt how to value their creative potential. The pupils were

motivated to improve their foreign languages abilities in order to communicate with their peers. The

work on the project developed the pupils’ abilities to read, speak and write in English. Both teachers

and pupils were motivated to improve their skills in using information and communication

technologies. The pupils learnt how to work in a team and how to negotiate and co-operate within a

team. The teachers were motivated to integrate the project activities in the curriculum and to use

their creativity to enrich their teaching methods and share their innovative initiatives with other

colleagues. They also benefited from the information and experience exchanges with teachers from

the other European project partners. The inter-cultural exchanges among the pupils and teachers

helped combat racism/xenophobia and promote tolerance towards other people. On the long term,

the local community will benefit from the project by better understanding children’s needs for

communication with adults. It provided the teachers and educational communities information to

help them counsel and guide the pupils according to their interests and skills. The project helped

people realize that children can be creative enough when they want to. By opening the minds of the

present students, we can ensure the development of tomorrow’s open-minded citizens.

Our project was a very successful one, as we were presented as an example of best practice

in the National Contest “Made for Europe” in Romania, and, in 2010, we were invited by the

European Commission to participate in the international conference "EU projects in favour of Roma

communities", as an example of best practice in intercultural education projects. It was a very

exciting event, where we met interesting people and learnt about projects implemented in European

countries. “Junior inventors” was highly appreciated by those who visited our stand.

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EDUCATIONAL ACTIVITIES WITHIN THE PROJECT

”ROMANIAN CULTURE IN THE EUROPEAN CONTEXT“

Teacher MARGARETA CERCELARU

"Nicolae Romanescu" Secondary School, Craiova

In the European space characterized by the existence of multiple identities, values, traditions,

customs and a different way of relating between verious individuals or groups, there is a need to

understand other cultures in order to avoid conflicts among different cultures and civilizations. In

order to initiate students and teachers into the mysteries of other cultures and mentalities specific to

European countries and to facilitate communication and acceptance of others, we have developed

the educational project " Romanian culture in the European context " in the educational partnership

agreement between "Nicolae Romanescu" Secondary School and the "Traian Demetrescu" Cultural

Centre in Craiova. On February 21st, 2013, on the occasion of the International Mother Tongue

Day, we developed the " Albanian Friends " activity in collaboration with the League of Albanians

in Romania, which continues the cultural societies of the early XX century which aims to maintain

and promote the Albanian ethnics of Romania. We presented the following topics: Albania Travel

Reviews - ppt presentation , Editorial " The Albanian’s friend " - history, culture, literature,

spirituality, Musical audition-instrumental vocal group "Serenade”.

The activity was a beneficial opportunity for students and teachers to learn about the history,

culture, music and dance of the Albanian people.

Intercultural training should target not only all teachers because they work in multicultural

background but also because the role of teachers is that of social and cultural agents.

BIBLIOGRAPHY

Cojocariu V.M. , Sacara L.. Pedagogical project management . Methodological Guide , E.D.P.

Bucharest,2005

http://www.alar.ro/comunitatea.html

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ANIMATING READING

EXAMPLES OF GOOD PRACTICE

Primary school teacher DAN ANTOANELA SILVIA

”Constantin Ianculescu” Technological Highschool, Carcea

A reading club can help students form their taste and interest in literature. A student can

form his personality by working with a puppet theatre. Theatre can use literature to go beyond the

text and underline the reader’s feelings and thoughts. The bunny is the main character which

appeared in most of the students readings. I chose the story “The fox and the bunny” written by

Alexandru Mitru. Our puppets were the fox, the bunny and the bear. All the children were hungry

for reading when they heard the author’s saying. All plans are in vain. I asked questions such as:

What did you like about the reading? What didn’t you like and why? The role play was thought for

the students from third fourth first and second grade to work as a team. Elder students played the

author, the fox and the bunny, the bear. They were saying their parts behind the stage being helped

by their little colleagues with the puppets. The audience consisted of the smaller students who were

the first to say if our little theatre was a success, as one could see happiness and excitement on their

faces. So yes, it was a complete success. Our efforts weren’t in vain; we were recorded by the

smiles on their faces.

THE IMPORTANCE OF BECOMING FAMILIAR WITH THEATRE DURING

PRIMARY SCHOOL YEARS

Primary school teacher DINU SIMONA

“Constantin Ianculescu” Technological Highschool, Cârcea

Playing has a fundamental role in children’s development. Therefore, theatrical art

exercises, by means of dramatic and creative techniques, provide students with a new and

interesting environment in which their knowledge of the Romanian language can be used in

situations very close to real ones. The achieved aims refer to exercising memory, diction and self-

confidence, employing the children’s creativity and sense of humour, involving them actively in the

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lesson; language problems with a high degree of difficulty can be practiced in an “invisible” way,

that is the students will focus on what they do and they actually “forget” the fact that they are using

difficult language phrases.

As far as vocabulary is concerned, students are encouraged to use a wide range of words

and phrases in real-life like situations, not artificial ones, and the activities are designed so that

students of different levels can be involved. These activities develop their imagination, creativity,

adaptability and their whole personality.

The activities designed and proposed by the teacher must avoid the cliché of reciting

poems. It is not recommended to exclude expressive reciting completely, but to diversify learning

activities by placing the child in various situations, such as to create, to improvise by means of

mime games using real or imaginary objects, to present and discuss children stories, to express

feelings, actions or objects, to improvise dialogues starting form a given topic or situation.

LIFELONG LEARNING

Teacher GROZA GIORGIA-VOICHIȚA

”Horea, Cloșca și Crișan” Secondary School, Brad

The individual mobilities within the Comenius Sectorial Programme are a great opportunity

for preuniversity teachers, to benefit from longlife learning activities in a country belonging to the

European Union. Thus, they have direct contact not only with the educational system of the

countries the other attendants come from, which is an inovating element regarding the longlife

learning domain for the Romanian teachers. These training programmes are financially supported

by the European Committee through the ANPCDEFP National Agency.

Following this Comenius Programme – Individual Mobilities, I attended such a course in

Amora, Portugal, called ITC as a tool for intercultural and media education, organized by CFAE

Seixal Training Teachers, between the 23rd

– 29th

of September 2012. Eighteen teachers from

Romania, Poland, Bulgary, Croatia, Finland, Latvia and Greece were financially supported by their

National Agencies, and the course language was English.

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There were three compartments; initializing in using multi-media as a teaching – learning –

evaluating tool; intercultural education; the carrying out of intercultural educational elements by

means of the media.

Within the course, there were workshops, team work, work groups, video presentations, ICT

use and visits to different cultural and educational institutions in Seixal Provence.

DISSEMINATION OF THE GRUNDTVIG PROJECT LEARNING

PARTNERSHIP

“CAREER ASSISTANCE & SPIRIT OF ENTERPRISE"

Teacher AURORA HULUŢĂ

”Marcel Guguianu” Technical College

Getting a job is the biggest challenge for young people in the current economic context.

Generation peers in most European countries face the same situation. After having identified this

common problem with our European partners, we realized the Grundtvig project Learning

Partnerships "Career Assistance & Spirit of Enterprise” to increase young people's chances of

employment or self-employment (entrepreneurship).

The project runs from August 1, 2013 - 31 July 2015 and is conducted in partnership with

eight organizations from Spain, Austria, Italy, France, Lithuania, Turkey and Portugal.

The main objective of the project is counseling and career guidance of young adults to

facilitate the transition from school, inadequate job and unemployment, for employment in line with

their expectations and skills.

End products that will be achieved in the project are:

1. E-learning Platform (http://www.caseproject.eu)

2. Career Counselling Guide

The innovative character of the end products is given by the following elements:

- bringing together as a whole of the end products on the e–learning platform, the online

environment being very attractive to young people;

- use of a virtual work and personal marketing environment - Digital portfolios;

- use of Social Media for employment.

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The project aims to develop a European collaborative environment to prepare young adults

for a good start in social and professional integration in the context of increasing educational and

professional mobility at European and global level.

”BUILDING A BRIDGE IN EUROPE”

A MULTILATERAL COMENIUS PROJECT

Ph. D teacher LAURA-GRIGORIȚA MITRACHE-TIȚĂ

Castranova Secondary School

This is a multilateral Comenius Project started in October 2012 and which will end in July

2014. It is an international project in collaboration with 8 schools from 8 countries: Spain (the

coordinator), Romania, Turkey, Italy, England, Slovenia, Greece and Netherlands. The 8 schools

are : Şcoala Gimnazială Castranova- Romania, Adabelen İlköğretim Okulu- Turkey, CEIPS Isabel

la Católica- Spain, Osnovna šola Bistrica ob Sotli- Slovenia, Carolus Clusius College- Netherlands,

Instituto Comprensivo Petrarca- Italy, 12ο ΗΜΟΤΙΚΟ ΣΧΟΛΕΙΟ ΞΑΝΘΗΣ- Greece, Eversley

Primary School- England. The project number is 2012-1-ES1-COM06-52117. Each school has

chosen its own theme that developed during the mobility in its country. In this way each school has

done activities based on true values. The visits of the project are the following: 1. Turkey –

Headmasters` and coordinators` meeting- October 2012, 2. Italy- IT Education &Education

throughout gastronomy- January 2013, 3. England- Environment Education- March 2013, 4

Romania- Multicultural Education- May 2013, 5. Slovenia- Solving conflicts through Physics

Education- October 2013, 6. Greece- Education for Peace- February 2014, 7. Netherlands- Sexual

and Emotional Education- March 2014, 8. Spain- Equal opportunities between boys and girls

Education- May 2014.

We also did a Preparatory Visit which took place in Turkey in February 2012. The bases

were consolidated by Turkey, represented by Osman Gursory, Romania, represented by me and

Spain, represented by Inmaculada Fernandez Boy. At that time we established the objectives of the

project and the periods of the visits which could take place in each country.

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COMPUTER - ONE OF THE CHALLENGES OF THE

ROMANIAN SCHOOL IN THE 21ST CENTURY

Engineering teacher LICȘOR CIPRIAN-GABRIEL

Automotive Technological Highschool, Craiova

Teacher LICȘOR ALEXANDRU-FLORIN

Bratovoești Secondary School

The dynamics and current needs, and also the future aims of the Romanian educational

system, generated by the evolution of society and expressed in various educational policy

documents, cannot be designed without this important component of current electronic technology –

the computer.

Children’s responsiveness and openness are well known in learning the "mysteries" of the

computer from a very young age. Learning the "ABCs" of computer, the small pupil is then able to

discover " the whole world " with the computer.

School activities that can be performed using the computer are:

1. the development or the analysis of a written document, using a text editor

2. presenting information graphically

3. carrying out numerical calculations to form computational skills, data processing

4. learning a programming language

As a tool that intervenes in the educational process, there are two ways to use the computer:

1. The direct way, where the computer performs the task of teaching. In this case the computer

intervenes directly through an educational software to organize the learning situation .

2. The indirect way is to use the computer for controlling and planning the training.

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PERMANENT EDUCATION – A REQUIREMENT OF MODERN SOCIETY

Primary school teacher MARGOI ALINA

”Tudor Arghezi” Theoretical Highschool, Craiova

Education should not (cannot) stick to what the school offers at all levels, however elevated

it may be. Education must continue in school, along with other factors (family, the media)

and after leaving school and college, and continue throughout life.

Lifelong learning is an open educational system, consisting of objectives, contents, forms

and educational techniques that provide maintenance and further development of a person’s

cognitive and affective potential. Permanent education is directly related to diagnosis and

prognosis in education, innovative programming and long term education.

In order for permanent education to be valuable and effective, it must be based on education,

which requires preparation of the youth (John Bontas).

Lifelong learning has become a hope of contemporary school. Therefore, analysis of current

research in the field of lifelong learning is an objective necessity in order to promote

pedagogical thinking and action. First, because the actions in the spirit of lifelong learning

allow a synthesis of educational degrees and profiles. Second, because the concept of

permanent education provides answers to many problems of teaching-learning relationship.

E-LEARNING PLATFORMS

Teacher MUNTEANU DACIANA

Colegiul “Ştefan Odobleja”, Craiova

Current market Learning Management System (LMS) offer various eLearning platforms

with various advantages and disadvantages.

Personally, in 2012 I received a Grundtvig training scholarship in Cyprus. The course that I

attended, eLearning Go! was about lifelong learning education. Here I worked with some eLearning

platforms, such as:

Moodle

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Blackboard

Dokeos

Edmodo

Schoology

Each participant at the course in Cyprus chose one platform and we worked on that

platform. We exchanged information showing colleagues what we each managed to find: mode

platform, advantages, disadvantages.

I chose the Moodle platform, so in this paper I presented the most important features of

Moodle: communication, collaboration, organization, information management, assessment, library

resources.

COMENIUS PARTNERSHIPS – A EUROPEAN BRIDGE

Teacher NEAGOE CAMELIA

Caraula Secondary School

In the period 2012-2014 at Scoala Gimnaziala Caraula it takes place the Comenius

multilateral project "United Europe is in our eyes". The partner schools are Zile, Province Tokat –

Turkey, Povoa of Vrazim - Portugal and Pyrgos - Grecia.The project is financially supported by the

European Commission within the Comenius Programme.

This project aims that the pupils and teachers realize the diversities and similarities between their

own and each other's cultures, overcoming their prejudice and acquiring a sense of European

identity. The pupils will research and exchange information on everyday life, etiquette, traditions,

festivities, eating habits, children's games, and history of their region throughout the project. By

means of all these activities, the pupils will become aware of their own culture and develop a better

understanding of the others' cultures. Prejudice and fear of communication will be lessened, and the

pupils will acquire a common identity under the European citizenship. Also the pupils will develop

their skills such as speaking English and using information and communication technologies. In the

end of the project the pupils will draw pictures and complete a common story, which display their

thoughts and feelings about multicultural presence of Europe without borders and prejudice.

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LIFELONG LEARNING PROGRAMMES IN CONTEMPORARY EDUCATION

Teacher NEGREA TAMARA ROXANA

“General Magheru”Technological Highschool, Rm. Vâlcea

The world today is characterized by an ever growing number of contacts resulting in

communication between people with different linguistic and cultural backgrounds. This

communication takes place because of contacts within the areas of science, education, mass media,

entertainment, business and tourism.

The co-existence of different cultural and social groups in today’s societies, as well as the

increasingly rapid movement of people and information across cultural borders, offers a great

opportunity to promote dialogue. By living and working together and by jointly organising their

societies, members of different cultural groups have a chance to learn to better understand each

other and to appreciate their differences between them.

Lifelong learning programmes call for the embracing of cultural diversity as something

natural and evident. They call for mutual listening and dialogue between cultures which in turn

would lead to intercultural understanding and respect. In essence, the intercultural approach implies

the view that cultural diversity does not threaten but rather, enriches the social image of a society.

Lifelong learning programmes involve face-to-face communication between people from

different national cultures. They play a crucial role in the cultural and social development of various

European countries, as they examine how people from different cultures come together to work and

communicate with each other.

In the process of creating lifelong learning programmes, it is necessary for the individuals to

understand their own culture. This step helps the individuals to understand the features of the other

culture and then differentiate these features from their own culture.

In conclusion, regardless where we live and what we do, it is very interesting to notice

ourselves and how our culture affects our thinking and behaviour, as well as our attitudes. When we

understand the impact of lifelong learning programmes and Comenius projects on ourselves, we can

easily understand the culture of other people, especially the way they think, they way they make

their judgments and the way they behave. Thus, for intercultural communication to take place, it is

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not enough to live or read about the other culture but rather necessary to understand cultural factors

and language of other nations.

BIBLIOGRAPHY: Constantin Cucos – Education. Cultural Dimensions, Polirom, U.S., 2000

Pierre Daseu - Intercultural Education, Polirom, U.S., 1999

Liliana Ciascai - Intercultural education and multimedia, Cluj University Press, 2008

THE RIGHT TO DIALOGUE

Teacher SIMONA NEGRU

“Ghindeni” Secondary School, Dolj

Teacher DANIELA MANOLEA

”Henri Coandă” Theoretical Highschool, Craiova

The Romanian school's educational ideal is a free, full and harmonious development of

human individuality.

”Youngsters should be empowered to guarantee their own employment through education

and training in a lifelong learning context”, said Cedefop Director James Calleja.

Ghindeni School and ”Henri Coanda” Highschool made a partnership on active citizenship,

suggestively entitled "The right to dialogue" aimed at promoting a culture of participation of

students in decisions that concern them. By participating in this partnership, students will develop

competencies in the field of communication, personal and group management, innovation and

creativity. We want that students of different ages to share their ideas and experiences regarding

their role in school life, the way participation and involvement produces changes in their attitude

towards the school environment, but also to society.

The partnership started as a result of the Study Visit ”Education-Participation-Citizenship”,

attended, on January 2014, under LLP Programme, by Ms. Simona Negru, director of Ghindeni

School.

BIBLIOGRAPHY 1. On the way to 2020: data for vocational education and training policies, CEDEFOP publication

2013, http://www.cedefop.europa.eu/EN/Files/3066_en.pdf

2. http://www.ardr.ro/stiri/Participation-Standards-for-Active-Citizenship

3. Gilles Ferreol, Identitatea, cetățenia si legăturile sociale, Editura Polirom, Iași,1999

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COMENIUS MULTILATERAL PROJECT “ETHNO TREASURE HUNT”

Teacher POP OCTAVIAN

“Vasile Alecsandri” Secondary School, Baia Mare

“Ethno treasure hunt” is a Comenius Multilateral project, financed by the European

Commission, which took place in the period 2010-2012.

The European Coordinator was

Școala Gimnazială “Vasile Alecsandri” Baia Mare, Romania,

and the partners were:

Sarayköy Anadolu Lisesi, Denizli, Turkey,

Publiczne Gimnasjum Nr. 30 IM. Adama Mickiewcza W Lodzi, Lodz, Poland,

Velzys Gymnasium, Panevezys, Lithuania,

Istituto Comprensivo Santa Teresa di Riva, Santa Teresa di Riva, Italy,

Sredno obstoobrazovatelno uciliste “Vasil Levski”, Ruse, Bulgaria.

This Comenius multilateral school project is an ethno treasure hunt for the treasures that

each country has, regarding costumes and customs observed at certain religious moments (e.g.

Christmas, Easter, Ramadan, etc.) as well as at certain moments in a person's life (birth, wedding,

burial) and compare them. We believe that being different is a good thing and it makes life more

interesting. We organized intercultural activities, so that children and teachers, of different ethnicity

and religions, felt at home and valued. We also involved Rroma children in our activities.

Our project objectives were the research of the traditions, customs and traditional costumes

of the partner countries, improving the students aesthetic education and promoting their creativity,

improving their communication skills in mother tongue and foreign languages, as well as their ICT

skills. We used English as means of communication, but we also learnt or improved our use of other

foreign languages (English, Romanian, Turkish, Polish, Lithuanian, Portuguese, Bulgarian and

Italian.

We made a lot of products during the 2 years we worked as a team: the Ethno treasure

chest, which contains: the Ethno treasure hunt e-book containing the data collected about customs

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and traditions, published in English and the national languages of the partners; the Ethno treasure

hunt e-Book traditional food recipes; the blog http://ethnotreasurehunt.blogspot.ro and the website

https://sites.google.com/site/ethnotreasurehunt , our Facebook group

https://www.facebook.com/home.php?sk=group_145767862137887&notif_t=group_activity ,

where students and teachers could exchange opinions and experiences and make friends, art

exhibitions with the arts and crafts products made by our students; photo/ video albums; the

optional course “Origami – the Workshop of Imagination”, The Ethno treasure hunt Coloring book

for children, containing the drawings of traditional costumes made by the pupils; The Ethno

treasure hunt card game using the costumes of different countries; recordings on CDs/ DVDs;

project dissemination leaflets and Power Point Presentations; “What to do with a shoe? – a guide for

foreigners who visit homes abroad”, the Ethno treasure hunt Story, the project anthem, The Ethno

treasure hunt e-book of Romanian traditions, the Book of Polish traditions and many more.

Our products and results have been shared with higher education institutions and other

institutions, so that they become resources for teachers

Our project was appreciated as an example of best practice in Romania and Poland,

participating in several national contests for European projects.

We disseminated our activities and products on the project blog, website, Facebook, on the

European Shared Treasures platform, in the local mass media, in regional teachersț meetings and in

teacher-parents meeting, in the National Contest made for Europe, etc.

PARTNERSHIP WITH THE MUSEUM OF NATURAL SCIENCES

THE ECO COSTUME PARADE

Primary school teacher POPA CARMEN TITINA

”Mircea Eliade” Secondary School, Craiova

As nature, in its perfection, created the perfect environment and represents life, we, humans,

need to follow this example as much as possible. The younger the students are at the beginning of

their education, the better will their environmental awareness be rooted, leading to positive impacts

on the environment.

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While the child is still small, they come in contact with everything in nature (animals,

plants, etc.), immediate realities of the environment, the meaning of which all kids should know. At

first in the family, children learn to express their feelings in a certain way, and form their ecological

conduct enabling them to become open to interpersonal communication about everything that

surrounds them. Students should have some basic specific skills, such as:

- Fostering collaboration and their active involvement by understanding the important role that

environment has in our lives;

- Enriching the knowledge system in biology classes with new data about phenomena of the living

world, leading to deeper knowledge;

- Adopting a lifestyle that focuses on the quality of life and moderation in a world with limited

resources;

- Explaining, understanding and cultivating positive reasons to protect nature;

- Promoting and preserving cultural values in Craiova and beyond.

By partnering with the museum, the educational activities are conducted in spaces other than those

with which students are familiar. This partnership provides students with the opportunity to use the

museum space to put into practice the knowledge acquired in classroom, in their families and other

social contexts.

ART AND SCIENCE- THE BEST AMBASSADORS OF THE NATIONAL

VALUES WITHIN EUROPE

Teacher LUCIAN SANDOI

Headmaster of the “Tudor Arghezi” Theoretical Highschool, Craiova

The article submitted makes a short presentation of the multilateral Comenius Project „Art and

Science- The Best Ambassadors of the National values within Europe”, presenting the partners

involved in the project, its purpose and a description of the main activities unfolded so far within

the project. The article is an invitation addressed to the readers to access the web page and the

facebook page of the project and find out more about this very involving and demanding project

implemented and coordinated by the „Tudor Arghezi” Highschool.

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DEVELOPING CREATIVITY

IN THE TEACHING PROCESS IN PRIMARY SCHOOL

Primary school teacher SMĂRĂNDACHE IULIANA

”I. Gh. Pleșa” Secondary School, Almăj

The goal of Creative Pedagogy is to transform any subject class (course, program, school)

into a creative teaching process that would produce creative learners (life learners) – much more

efficient learners than those produced by traditional school. This transformation of the traditional

class is called “creative orientation.”

Creative Pedagogy generalizes: art (creativity) classes, technical creativity, psychology of

creativity, creative problem solving, creatively-oriented courses. I conclude with some situations of

creative pedagogy in primary school education, where not only the methodological aspect of this

pedagogy relates to creativity (which would be the case in general education in history, for

example), but also the creative activity of children.

Promoting creativity in schools involves the development of characteristics such as self-

motivation, confidence, curiosity and flexibility. It can be argued that the development of the first

three of these probably relies on the last, all of which need to be supported by a “flexible learning

context.” Such pedagogy is intricately related to the curriculum. In the context of introducing and

preparing children for an innovative life, this paper discusses the experience of an interdisciplinary

approach to pedagogy.

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”IMPROVING KNOWLEDGE AND ABILITIES

RELATED TO THE MAINTENANCE AND REPAIR OF

AGRICULTURAL MACHINERY”

Teacher RISTEA ELENA GEORGIANA

”Horia Vintilă” Technological Highschool

Deputy headmistress of the ”Tudor Arghezi” Theoretical Highschool

Between the 22nd of April and the 12th of May 2013, 20 pupils in the 10th grade at the

“Horia Vintilă” Technological Highschool, Segarcea, innitially trained as Agricultural

mechanics, level 2 qualification, took part in a 3-week training placement in mechanical

workshops in Italy, as part of the Leonardo da Vinci mobility project LLP-

LdV/IVT/2012/RO/233, funded through the National Agency for Community Programmes in

Education and Professional Training within the Ministry of National Education.

The title of the project was ” Improving knowledge and abilities related to the

maintenance and repair of agricultural machinery” with a total funding of €68650.

The general objective of the project was the development of new professional abilities

required by the labour market in the agricultural field.

The project aimed at:

- Developing the practical abilities and professional skills of the 20 participating students in

performing maintenance works, regular technical inspections of the agricultural

machinery, identifying faulty engines by using modern technologies for installing and

uninstalling, repairing and balancing the constituting parts of the engine;

- Improving cooperative abilities to be used in multicultural teams, leading to an increased

autonomy and responsibility of the 20 participating students, thus training them to work in

a European company;

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- Developing linguistic, cultural and professional communication skills and proper civic

behaviour.

For having taken part in the project, each student received a certificate of linguistic

training in English, the Europass mobility document for professional training and a certificate

of attendance.

This European project implied the promotion of discipline, rigurous results, team work and

participation, coordinated efforts, self confidence and trust in the others, and interest in human

relationships.

The project contributed to developing and diversifying the initial training offer of our

school and insured an easier transition from studies to the active life, thus meeting the national

priorities and contributing to the achievement of the objectives of the Leonardo da Vinci

programme.

For the students at the ”Horia Vintilă” Technological Highschool this project was a unique

and very enjoyable experience.

THE IMPACT OF NEW TECHNOLOGY IN THE TRADITIONAL DIDACTIC

APPROACH

Teacher ANDREEA LUCIA GEORGESCU

“Nicolae Titulescu” National College, Craiova

The spectacular development of modern information and communication has revolutionised,

in recent years, all man’s fields of activity: industry, agriculture, medicine, education, trade, etc.

Taking into account the upgrading and implementing computerised systems in all these directions,

the necessity for a restructuring of the learning process is compulsory. Thus, what is intended, in

fact, is the instruction of the students for life after school through the development of some key

skills useful in assuring their further social success.

The introduction in school of the teaching technology based on ITC can ensure an

appropriate learning environment and, in this way, the increase of access to a quality educational

process. This would not be possible using traditional teaching approaches and organizational

methods of the school activities. In this way, the result of life-long learning becomes the learner’s

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interactions not only with the teacher but also with the computer and with other sources of

information made available.

Using the new technologies, computer-assisted education brings major changes in

traditional teaching process. It improves and even restructures the teaching-learning-evaluation

methods through adapting the curriculum to the needs of a computerized society. These needs

impose the continuous improvement and adaptation to the ITC concepts as a need of the

professional development. Thus, it must be noted that current educational system performs

transition from induced learning to an interactive one, based on an intelligent dialogue with the

computer. This can boost the capacity of transformation and acquirement of information leading to

the improvement in the intellectual performance.

MODERN AND ATTRACTIVE WAYS OF LEARNING

Primary school teacher FUGACIU TASI

”Petrache Trișcu” Sports Highschool, Craiova

"Actors" on the educational stage, teachers claim a radical change in the approach to

teaching. In modern theories it is increasingly mentioned more experiential learning, the teacher

acting as a guide or facilitator of the learning processes in order to develop learning in each child at

their own pace.

The significance of experiential learning is to provide the tools and environment that can

help in understanding the information and cognitive processes by creating interaction between the

student, the teacher and within the group.

Nothing can replace your own experiences that help students understand their own

community, natural systems and environmental issues.

Children do not need too many things to create, but they just need a suitable environment in

which to develop.

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SCIENCE AND PRACTICE

Teacher ANGHEL GHEORGHIȚA

”Ion Ghica’’ College of Economics, Târgoviște

Studying in class always supposes the approach of more traditional methods and especially

of interactive methods.

However, scientific studies in the last years have proved that the didactic methods used in

the classroom are not enough.

This is why practical activities which have been lately developed in special places (such as

labs, workshops, restaurants, school, kitchen) are emphasized.

The students confirm that practical classes help them achieve the knoweledge needed to

develop the necessary skills for the chosen profession.

The teacher has a very important role in realizing the transfer of knowledge, favorizing the

developement of students’ personality by involving them actively in solving worksheets, given

tasks, curricular and extracurricular activities.

The teacher-student relationship must be based on trust, respect and should be a beneficial

relationship for a modern society.

WAYS OF IMPROVING ASSESSMENT

Teacher BĂJĂU DANA

Automotive Technological Highschool, Craiova

Evaluation is a fundamental component in the teaching-learning-assessment unit.

Evaluation enjoys special attention in the context of the current reform in the Romanian education.

This is because reform requires the functionality of a national evaluation system and the

professionalization towards the act of appreciation.

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The current evaluation system has undergone critics, being guided by the concept of the type of

success or failure and not after the prosecution focused on students ' progress.

Evaluation criteria, the same critics say, lack the necessary transparency, are hidden to students with

a care worthy of a better cause, and sometimes are inconsistently transparent. Examinations occur

and are designed based on indicators lacking unity, leading to imbalances. Technical quality of

examinations remains low, being affected the validity, the reliability and the comparability of the

results.

ASSESSMENT OF PRACTICAL TESTS BY INTEGRATING

AFFECTIVE AND PSYCHOMOTOR COMPETENCES

Teacher DOINIŢA BĂLĂŞOIU

”Ştefan Odobleja” College, Craiova

This paper presents an application of Krathwohl's taxonomy (the affective domain) and

Simpson's taxonomy (to the psycho-motor domain) in the structure of a practical assessment tool, at

one of the general technical modules that are studied in higher technical education – electrical and

electromechanical.

The performance criteria considered includes, besides the cognitive domain corresponding

performance descriptors, also descriptors which seeks to assess attitudinal and psychomotor

performance related to practical work performed in the stage.

The inclusion of these components is justified in terms of economic goals expressed about

the desirable profile of graduates seeking employment: beyond practical skills, businesses place a

high value on qualities exemplified domain, even if these tools pedagogy lacks very precise

measurement and use, yet the simple verification of their existence.

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FORMING AND ASSESSING KEY COMPETENCES

IN THE VOCATIONAL AND TECHNICAL EDUCATION

Teacher TATIANA BĂLĂŞOIU

”Ştefan Odobleja” College, Craiova

Integrating key skills in the school documents by projecting initial training (training standards - SPP

and Curriculum) represents a major objective in the restructuring of the education system as a

whole and especially for technical and vocational education.

Analysis carried out on SPP sites developed for qualifications contained in COR (Classification of

Occupations in Romania) highlights the low attention given to these skills and more, low capacity

connection to European documents counterparts.

The paper illustrates how key skills are integrated in the system design documents of technical

vocational education (SPP and curriculum) and how they are considered in evaluating students.

CREATIVITY IN TEACHING AND LEARNING, GYMNASTICS FOR THE

MIND

Teacher BĂRBOIANU DANA-CORALIA

Bucovăţ Secondary School

Teacher SANDA SIMONA

”Gh. Chiţu" College of Economics, Craiova

The crisis facing education today requires changes in the educational system. Cultivating

innovative thinking has become an important task for schools.

It is very important what attitude the teacher has in their relationship with the students. The

teacher must be close to the students, tolerant (within reasonable limits), encourage imagination.

Students with high creative potential need special conditions for their development. They can be

detected by special tests or direct observation in class.

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Teachers need to give students examples of life, telling their own experience or that of

others, resolving conflicts through kindness and surprising and unexpected reactions.

In order to develop pupils' creativity there are nonspecific means and specific methods for a

particular matter, depending on its content. For the creative spirit in school education it is necessary

to change the traditional way of thinking, the way of working in class, the attitude towards the

students.

INNOVATION AND CREATIVITY IN LEARNING

Teacher BELU ADRIANA

”Al. D. Ghica” National College, Alexandria

Teachers are highly interested in finding ways to stimulate their language learners.Teachers

who use creative teaching methods employ nontraditional and non lecture-style strategies to help

learners gain skills and access information. Giving learners something new relieves boredom and

improves learning on the part of the students.

Researching on a topic and creating a newspaper with headlines and articles based on the topic can

raise interest and develop productive skills.

Creative teachers value originality and the evaluation of the ideas.Through such practice

they try to develop the creative dispositions of their students. Innovative teaching methods allow

teachers to use the strengths and weaknesses of each student to improve their skills. Creative

teachers will use multimedia to give students an opportunity to learn in a variety of ways.

Some strategies may help to promote creative thinking, but teachers need to develop a full

repertoire of skills which they can adapt to different situations.

Creativity helps teachers deliver the curriculum in a way that appeals to their students.

Creativity brings the multi-sensory approach to education, that is beneficial to all students.

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THE COMPUTER, A GREAT FRIEND

Teacher BORANGIC DIANA

“Fratii Buzesti” National College, Craiova

The computer is a crucial component of the academic success of a student. Whether it is a

laptop or a desktop, a computer offers a unique platform to gain the most up-to-date information

and to analyze the use of that information for school projects. Additionally, computers help students

grow accustomed to writing professional material, like resumes when preparing for the workforce.

Taking notes in class is often one of the major problems for highschool and university students.

Teachers often overwhelm with pages of information during class lectures, causing students to rush

their penmanship and jot down words full of errors accidentally. Laptops can provide a better

understanding of class lectures, keeping up with the pace of note taking. Even if a student does not

own a laptop, it is best to edit and restructure notes on a desktop at home, since it can help prepare

easier and more efficient ways to study for tests later on.

Students need computers for researching material. Libraries are often extremely time-

consuming, and they are not easily accessible for every student. The Internet is perhaps the most

convenient and efficient method to browse information and analyze its usage. Additionally, most

universities allow their students free access to their Web-based archives. Asking for help from

teachers and other students through email or simply brainstorming ideas is another reason

computers are important for students.

THE VALUE OF THE NEW TECHNOLOGIES IN THE INSTRUCTIVE-

EDUCATIONAL PROCESS

Teacher CARMEN ANCA BRĂICULEANU

Automotive Technological Highschool, Craiova

The general statement is that the reasons behind the innovative teaching and learning

methods and approach are the failures and weaknesses of the traditional methods. Traditional

methods are not enough to promote proper quality of students’ learning. It tends to be teacher-

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centered, while ignoring the student-centered aspects of teaching and learning. In terms of

assessment it does not pay enough attention to students’ real knowledge and skills. On the contrary

the crucial question which has not yet been satisfactorily answered is: Why teach and try to learn

innovatively despite the risk associated with it? Adding that from the student’s perspective the

innovative methods are not welcomed in any case, situation, learning environment. It is very

interesting that however students are critical of conventional assessment methods they admit that

they appreciate safety and security comparing to the innovative methods. There is sometimes a

presumption that the reasons behind the innovative methods are to release lectures, to make

assessment easier, to reduce costs.

The main purpose was to develop and test the effectiveness of ICT-based teaching

strategies. We used ITC designs targeted at literacy, numeracy and ESOL learning objectives, and

this was followed by an evaluation of the effectiveness of the designs.

ITC can change the focus on the knowledge to be acquired. This was emphasized by tutors

talking more about managing information, and less about learning it; more about browsing and

scanning and less about reading comprehension.

Although a lot of empirical researches and studies support the idea and beneficial aspects of

innovative methods we still do not know enough about the overall success of it.

THE ROLE OF CREATIVITY IN THE TEACHING METHODS

Teacher BREZOVAN MARINA

”Stefan Odobleja” College, Craiova

The graduate of the current education system must be suitable for the specific economy of

Romanian society, and for the market economy. It should be competitive, creative, flexible, capable

of adapting to cope both with a competitive society, and with the globalization phenomenon,

knowing that many young Romanian graduates go to complete their studies abroad or even to get

employed in the labor market in countries of the European Union. Under these circumstances,

education based on creativity and inventiveness becomes a necessity.

Using methods to make students become more active is not easy, they requires exercise and

it is preferable to be carried out on all disciplines, from an early age. Methods must be selected and

used in a rigorous and creative way, according to the objectives and to the specificity of the

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educational group. An interactive, useful, and efficient method for teaching conepts of ITC is the

cluster method, a teching method that is used individually or in groups, consisting of highlighting

the links between ideas, based on finding other meanings, and on revealing new associations. This

method is a nonlinear brainstorm that stimulates students to find connections between ideas.

In conclusion, we can say that the great advantage of these methods lies in their formative

valences, and in the possibility of continuous and impartial evaluation of students.

STIMULATING EXERCISES FOR DEVELOPING CREATIVITY IN

ROMANIAN LANGUAGE AND LITERATURE CLASSES

Teacher CAP IULIANA-VALENTINA

Automotive Technological Highschool, Craiova

The study of Romanian language in school is particularly important because besides the

fact that the language of a people indentifies with a particularly way of understanding the

existence of that people, Romanian language has an official status that ensures the

acquisition of knowledge in the field of the other educational objects. The process of

studying Romanian in school is part of cultivating students’ thinking ( observational spirit,

creative ability, imagination, the ability of keeping effective interpersonal relations).

The overall objectives of studying the Romanian language require compliance with the

methodological requirements stemming from the specific discipline and institutional factors

conditioning its appropriation. So, the teaching learning process follows the language in use,

not the language as an abstract system. This means that abstract teaching of grammatical

rules is of no interest, but their functional approach is important.

Creativity has no limit, we just have to stimulate it, activate it, and thus eliminate the

descriptivist nature of teaching and adopt a new vision of language leading to the formation

of performing skills in choosing and combining the natural elements of the language system

components in a personal manner.

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CREATIVITY AND PERFORMANCE IN THE DESIGN AND USE OF

EDUCATIONAL SITES

Teacher CRĂCIUNOIU ȘTEFANIA LILIANA

“Ștefan Odobleja” College, Craiova

Each phase of completion of a lesson, regarded as the defining core of the whole process of

education requires the active involvement of the main trainer, the teacher. The preparation stage, the

activity of creating premises, includes education and training, necessary means, integrated teaching,

strategy. Computer is one of the most modern resources that can be used by any teacher. The

explosion of information technology was beneficial in terms of providing the means to reach

modern and creative teachers who want to fulfill their role successfully.

I remember the success of AEL lessons, software education learning, tutorials, free textbooks

distributed through the Internet and that the teacher can easily find and use creative print ... but

without it nothing can succeed! Thus, it may be auspicious the integration in lessons of "own

creation" of teachers as they pursue their vision of the teacher that can teach them different aspects,

emphasizing each stage of learning, synthesizing scientific issues in an attractive and modern form.

Teachers have the possibility of creating more advanced educational software, the most successful

"creators" because they possess the three of the required qualities: specialized scientific training,

methodical preparation, scientific training in designing websites and educational software .

In conclusion I would like to suggest that the innovative spirit of each teacher depends on the

evolution of society and science, and everyone has a duty of modernizing its creative mechanisms.

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COMPUTER ASSISTED INSTRUCTION

Teacher LEMENI TAMARA

"Sf. Mina" Special Secondary School, Craiova

Teacher DEACONU MIRELA

"Sf. Mina" Special Secondary School, Craiova

"Computer-assisted instruction" (CAI) refers to instruction or remediation presented on a

computer. Many educational computer programs are available online and from computer stores and

textbook companies. They enhance teacher instruction in several ways.

Computer programs are interactive and can illustrate a concept through attractive animation,

sound, and demonstration. They allow students to progress at their own pace and work individually

or solve problems in a group. Computers provide immediate feedback, letting students know

whether their answer is correct. If the answer is not correct, the program shows students how to

correctly answer the question. Computers offer a different type of activity and a change of pace

from teacher-led or group instruction.

Computer-assisted instruction improves instruction for students with disabilities because

they receive immediate feedback and do not continue to practice the wrong skills. Computers

capture the students' attention because the programs are interactive and engage the students' spirit of

competitiveness to increase their scores. Also, computer-assisted instruction moves at the students'

pace and usually does not move ahead until they have mastered the skill. Programs provide

differentiated lessons to challenge students who are at risk, average, or gifted.

An example demonstrates how a student has organized her writing. Her topic is the

Chesapeake Bay. She thinks about three main ideas for her topic: food, fun, and jobs. Next, she

adds supporting details for each of her three main ideas. Now she can compose her paragraph.

Programs like Inspiration or Kidspiration are fun because students can use pictures, change the

shape or colors of the circles, and change the chart into an outline.

Word processors are excellent tools for students who find handwriting tedious. Often,

students with disabilities have difficulty with all the requirements for the writing process. They

have trouble organizing their thoughts and then retaining those thoughts long enough to put them on

paper. Their handwriting must be neat enough and their spelling and grammar correct enough to

convey their message, tasks that they may find difficult.

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But before word-processing can save time during the actual writing process, students must

know how to type and how to use the computer. Typing speeds may be slower without proper

instruction in typing; slower typing may lead to less quality and shorter length in writing

assignments (MacArthur, 2000; MacArthur, Ferretti, Okolo, & Cavalier, 2001). If students cannot

type fluently or must search for letters and numbers, the process may be slower than handwriting.

Teachers should review the computer program or the online activity or game to understand

the context of the lessons and determine which ones fit the needs of their

Writing programs are beneficial to writing instruction because they allow students to learn in a

variety of ways and can speed up the writing process. With proper training, students can learn to

focus on the message instead of the mechanics.

BIBLIOGRAPHY C.Oprişor, Despre învăţare asistată de calculator şi softul educaţional;

Gabriela Moise, Modele de instruire asistată de calculator din generaţia a cincea

PEDAGOGICAL PRINCIPLES IN TEACHING LATIN

Teacher MINODORA DECĂ

“ Tudor Arghezi” Theoretical Highschool, Craiova

The process of education is achieved mainly through the thorough and creative application of the

educational principles.

For the study of Latin, of utmost importance is the principle of conscious and active assimilation. In the

process of learning, it is essential that the effort does not only rely on memorizing but also on understanding.

In teaching Latin, the assimilation of information and skills involves another important principle: the

principle of systematization and continuity. No lesson can be learned if it does not rely on the previous one.

Another widely used principle is that of accesibility, which implies finding the means to actively

assimilate the information.

All these principles lead to the principle of thorough assimilation of the information.

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DEVELOPING CREATIVITY IN EDUCATION

Primary school teacher MARIA- CRISTINA DOBRE

" Tudor Arghezi " Theoretical Highschool, Craiova

Pedagogical creativity defines the qualities an educator/teacher should have for the design

and implementation of effective work by valorizing their permanent renewal capabilities.

Creativity makes it possible to create real or purely mental products, representing a

breakthrough in the social field. The main component of creativity is imagination, but the really

valuable creation also requires motivation, the desire to achieve something new, something special.

And since novelty is not easy to acquire, another important component is will, perseverance in

taking many tests and checks.

The role of school in training creative behavior is very important because it remains the

main tool that society uses in order to cultivate creativity in its young members.

The purpose of generating indeendent thinking and free expression implies a connection

with the family. Parents must be convinced that excessive tutelage hinders their children’s

intellectual development and the emergence of independent thought and imagination, which are

vital to the future acquisition of authentic skills .

CASE STUDY

SCHOOL AND SOCIAL ADAPTATION DIFFICULTIES

CASE PRESENTATION

Teacher DRĂGAN AURELIA

S.C. I. E., Alexandria

Pupil B.M. was brought into the Placement Center in our town in 2005. He comes from a

disorganized family, having a circle of friends with behavior problems. He has learning problems

and argues with his colleagues and teachers.

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In this case our purposes were: finding the causes, eliminating the causes and recommending

an educational project of customized intervention.

PSYCHO-PEDAGOGIC OBSERVATIONS

The pupil is able to classify using join operations, the speech quantity is limited, forming

sentences is difficult and grammar is faulty. He has a short term memory, his attention is mobile,

focusing only when this suits his personal interest. His imagination is underdeveloped, he has a

messy work style but under educational supervision he mobilizes easily. His temper is blustering

combined with melancholic, being vigorous, vivid, sometimes impulsive. Only temporarily does he

become emotionally attached to someone or something. He shows good sporting skills.

CASE ANALYSIS

On the whole, the activity has centered on the following objectives: installing an emotional

climate that is favorable to learning, where the pupil would feel protected and helped; achieving a

good communication and understanding of the pupil’s age and personal characteristics; exercising

speech, solving problems through dialogue; involvement into relaxing activities; permanently

checking the ways of accomplishing his school duties.

In order to identify the problem, role play was used, putting the pupil in place of each and

every factor involved, one at a time: parents, children in difficult situations, friends.

The subject was actively involved into: school and extracurricular activity, educational

counseling and socialization.

The pupil was included into an interventional educational project with the purpose of

intensifying the collaboration of the school and Placement Center staff.

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RELIGIOUS EDUCATION BETWEEN THEORY AND PRACTICE. GETTING

PUPILS INVOLVED – KEY TO A SUCCESSFUL RELIGIOUS EDUCATION

CLASS

Teacher DRAGOMIR GABRIELA

Automotive Technological Highschool

Teacher TUDOR EMILIA

Automotive Technological Highschool

Best practice models in the religion classes are intended to be working tools with which the

teacher gives the student the opportunity to make full use of their potential and creative capacity.

The student will succeed, through the activities in the religion classes, to be open to knowledge, to

be sensitive and responsive to spiritual values, because religious education is an initiation that

involves the passage from knowledge to experience. It is not disregarded neither the role nor the

importance of methods and strategies used in religion classes, insisting on those allowing active-

participatory involvement of the student in their own training but also the stimulation of creativity

and interest for novelties.

Complementary to the activities in school, the extracurricular ones focus to a greater extent

on the formative side of religious education, aimed mainly to develop the students’ emotional-

religious life.

Both students' creativity developed at religion classes through various active-participative

methods and the moments of relaxation, offered by visits and excursions to churches and

monasteries, along with school celebrations and religious competitions converge to the development

of students’ religious- moral personality, to the acquisition of Christian perfection and the salvation

of the students’ soul.

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USING ICT FOR TEACHING SKILLS

IN ENGLISH LANGUAGE CLASSES

Teacher DANIELA FLORESCU

“Tudor Arghezi “ Theoretical Highschool, Craiova

The Romanian education scene has been undergoing dramatic changes in the last 15 years as

far as the learning and teaching strategies are concerned. In keeping with the demands of

globalization, there has been deliberate effort to depart from an examination oriented system to one

of creative learning, one of venturing towards advocating creative thinking skills.

Creative and innovative teachers are needed, in order to encourage students to concentrate

and participate in the class. A wide variety of materials and methods of teaching, as well as modern

technology devices should be explored, as students come in different packages with different

learning styles, capabilities and interests. The innovative teacher can extract information from texts,

audio and visual sources of information, making use of a computer, a videoprojector and internet

connection, for teaching purposes.

This paper seeks to inform, to motivate and to explore part of the many possibilities of using

ICT for teaching skills in English language classes. This paper deals with the challenges that

teachers face and provides practical classroom ideas on how to use ICT. It will focus on giving one

(out of plenty) example of good practice, with some valuable tips for teachers, based on the „Save

the white rhino” lesson in the Prospects Upper-Intermediate textbook.

USING WEB SITES FOR TEACHING BIOLOGY

Teacher ATIA FODOR

"Tudor Arghezi" Theoretical Highschool, Craiova

Information and communication technologies are changes in all fields of society, including

education. In order to benefit from the opportunities offered by ICT to improve the

quality of teaching / learning the following requirements must be met:

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• Teachers and students should have access to information technologies and the Internet in the

classroom.

• Digital content resources must be available for both teachers and students.

• Teachers must have the appropriate skills and abilities to use tools and digital content.

In biology, in order to acquire better knowledge and understanding of the living world, teachers

and students can use web sites that contain information especially images from the living world that

may othewise be inaccessible.

Also biology teachers must have the ability to create new web pages themselves with

applicability in biology, by means of which they can inform their students or colleagues about the

novelties in the field of biology.

Lessons aim at developing students’ curiosity about the world, as well as a sense of

admiration and respect for the planet's biodiversity. The integration of Web resources in teaching

such lessons enables each student to observe a multitude of photographs of exotic plants and

animals. Not using computers or the Internet would make lessons less attractive and convincing .

Images, visual simulations and videos offer important educational opportunities because

human beings often use the visual analyzer in order to explre the world. Students can spontaneously

incorporate those images into their own representation (drawing, painting, language, text) . By

making connections between the concepts taught and real life situations, students can demonstrate

their interest and involvement in this learning activity. The teacher must ensure that the binding is

possible, that the Internet web pages do not contain pictures and information that are not advisable

for underaged children. This is a very important aspect of Web integration in learning.

The teacher must carefully choose the websites that students will open. Assessment tools that

may be appropriate for such a learning activity are oral presentations, portfolios, boxes.

The teacher can use the oral presentation to assess work in teams and the representative of each

team can support the oral presentation of the results.

Bibliography Kish , V. ( 2001) Teacher's activity between curriculum and assessment , PUC Publishing House

, Cluj- Napoca

Cuilenburg van , JJ , Scholten , O. ; Noomen , GW 1998 , Science communication , Humanitas ,

Bucharest

Eager , Bill , Using Internet , Ed Theory, Bucharest, 1996 Ionescu , M. ( 2005) ,

Training and education, second revised edition , "Vasile Goldis" University Press, Arad

Jalobeanu , M. , Internet: Information and training : steps in the world of communications , Ed

Promedia Plus , Cluj- Napoca, 1995

Tutorials Microsoft Office and Microsoft Internet Explorer Udroiu , Neagu , 1999

Information technology in the trenches , Economic Publishing

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CREATIVITY IN THE EDUCATIONAL PROCESS

Teacher GEOROCEANU LAVINIA

Automotive Techological Highschool, Craiova

Teacher Paun Aurora-Mihaela

Secondary School Ion Creanga

One of the most important aspects regarding actual educational process is the stimulation

of the students’ creative capacity. In our actual context, the promotion of every person’s creativity

is very necessary ever since childhood, so the future school leavers will be able to contribute to

the progress of our country. The factors which facilitate the collective creative performances are:

the climate of freedom to put forward new ideas, the unanimous respect for value, relationships

based on trust, respect and cooperation among the members of the group, trust and attachment to

the teacher. In the process of creative education, both the used methods and the teacher-student

relationship are important, as well as the student-student one, the teacher’s attitude in front of the

students and the climate created by the teacher. The main conditions which help the students be

aware of their own creative ability, develop self-confidence and their problem solving ability are:

knowledge of the parameters of the creative act and of their success in solving the creative work.

It is also very important to transmit to the students knowledge which should be both general and

specific, both scientific and artistic, both theoretical and practical.

INNOVATION AND CREATIVITY IN THE CURRICULUM

Teacher GHIŢĂ NELUŢA

”Al.D.Ghica” National College, Alexandria

Student’s creativity and innovation is possible if some requirements are met.Thus, the

curriculum must integrate different techniques that stimulate creativity, such as brainstorming and

group work, while student feedback must be sought in a variety of ways, on a wide range of issues.

Students should be encouraged to express their view on the curriculum and the institutional

atmosphere must provide a risk-free environment for experimentation. The teacher is no longer just

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a teacher, but also a facilitator of learning and students are required to develop real solutions to real

needs in real time.

There are many factors that affect the students’ learning satisfaction and learning efficiency.

Apart from a student’s personal factors, other factors such as the teachers and the learning

environment are also important.

The constant renewal of the teaching methods, the permanent presence of the student’s

learning satisfaction and the effective development of student learning can lay the foundation for

creative learning.

STIMULATING STUDENTS’ CREATIVITY - AN IDEAL FOR THE

FACILITATING TEACHER

Teacher ILIE MONICA CEZARINA

”Vasile Cârlova” Secondary School

This paper proposes a brief approach of the problem of stimulating students’ creativity,

during the Romanian language and literature lesson. The process is not difficult because literature

itself addresses and uses the fantastic, fabulous and imaginary. A creative student who can express

their thoughts, opinions, can talk freely and thus shape their personality. As shown in the paper, the

graduate needs to fit the type of economics specific to the Romanian society respectively to the

market economy. They need to be competitive, creative, flexible, capable of adapting in order to

face a competitive society and the phenomenon of globalization. I included some examples of

activities which can be realised within the Romanian language and litterature lessons, and through

which they can develop their imagination and creativity, as each student has the possibility to

discover and use their creative and mental capacity. I also consider that taking some activities out of

the school ground has a very important role in increasing students’ creativity because they are based

on stimulation of their curiosity and on learning by discovering. In all of these activities our

students are equal partners, beneficiaries of all that we are trying to teach them.

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INTUITIVE INTERPRETATIONS OF THE ABSTRACT

Teacher IVAN MARIUS

“Mihai Viteazul” Theoretical Highschool, Visina

Mathematics are the key of science, a daily working tool, incentive of logical-deductive

thoughts, strong settler of human creation. But how many people do really understand it?

How many people have the patience to investigate it and discover its charm?

Algebra with its equations, inequalities and their system give us quick solutions in all

mathematics areas. It becomes more and more abstract. Its role is hampered by the disputed settler

of human conditions, discussions and solutions of useing inequalities.

In order to justify and sustain the use of algebric inequalities we appeal to the intuitive

illustration in class. The rezults were amazing! Most of the students have enjoyed these intuitive

events. Our performers have used virtual libraries for children with special educational needs to

develop discussion topics.

Now, I will present two exemples applied to the classes, different as difficulty:

- GEOMETRIC INTERPRETATION OF MEAN INEQUALITIES;

- GEOMETRIC APPLICATION of inequalities.

These applications were submitted to the „International Congress on Mathematics” (MICOM

2006) Cyprus in the section dedicated to course MATH.EU (SOCRATES – COMENIUS 2.1)

„Identification, Motivation and Support of MATHEMATICAL TALENTS IN EUROPEAN

SCHOOLS”

ELEMENTS OF CREATYVITY DURING THE

ROMANIAN LANGUAGE AND LITERATURE CLASSES

Primary school teacher LEULESCU CRISTIANA

Leşile Secondary School

The Romanian language constitutes the main object of study in the learning process.

Without a proper comprehension of our native tongue a future evolution of the pupils is

unconceivable.

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This subject`s express tasks are meant to develop communication and creative abilities.

The pupils learn to be creative, ever since their first grades, through wordplays which

can be organized throughout contests:

*creating sentences in which all words start with the same letter;

*finding as many words containing a certain number of letters;

*creating words by combining given letters;

A game which is skillfully used at school has a great contribution in shaping the creative

spirit, it is the most certain way to freely communicate with the students without boundaries

between reality and fiction.

It is a perfect world where everything becomes possible.

Educating creative thinking should become the main concern of a school.

DISSEMINATION REPORT ABOUT A EUROPEAN COMENIUS

TRAINING ACTIVITY

Teacher LULACHE MARIANA

Energy Technical College, Craiova

Between the 26th and the 30th of August 2013 I attended a Comenius training activity

„EDUCATION FOR SUSTAINABLE DEVELOPMENT AND ENVIRONMENT PROTECTION

AND USING INDOOR AND OUTDOOR ACTIVITIES”- financed by the European Comission

throught the Romanian ANPCDEFP.

The training course was organised by ” Quarter Mediation”, a very important NGO in the

Netherlands, in Praia da Luz, Algarve county, in Portugal.

I especially appreciated the new organisation method used to develop this training course,

the new approach for the Comenius/Grundtvig European training and the trainers from” Quarter

Mediation”.

The course provided examples of good practice regarding the new methods that can be

used to collect and select waste and also regarding the environment-centered education.

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During the course, I acquired notions of European and national legislation related to

sustainable growth and to the environment and community standards in managing home waste and

recycling materials.

The course objectives are linked with the Comenius target groups involved in general education and

in VET.

The training course advocated for :

a. Environmental education;

b. Environmental protection;

c. Nonformal education

THE USE OF PROBLEMATIZATION IN TEACHING ECONOMICS

Ph. D teacher MĂNESCU DORINA NICOLETA

”Gh. Chițu” National College of Economics, Craiova

This paper presents the role that the problem systematization method plays in teaching

economic subjects, by detailing the main steps of this method in the process of educational work

containing an example of good practice. It also presents the conditions necessary for the application

of this method as well as the advantages of its use. It stresses the formative nature of this method, as

problem systematization is considered one of the most valuable methods in modern teaching

because it guides pupils’ thinking to solve problems independently.

THE USE OF COMPUTERS IN TEACHING SOCIAL SCIENCES

Teacher MANTA LARISA

Automotive Technical Highschool, Craiova

Computers are useful tools in different fields, such as engineering and architecture especially in

aspects such as design and calculations. These machines are also beneficial for their application in

the field of business and economics as it allows users to store and retrieve large amount of data in a

less amount of time.

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Computers are now used in different fields of education. In the field of teaching in particular, the

wide use of computers is evident in different elementary schools, highschools, colleges and

universities.

The use of computers in learning has both advantages and disadvantages in the learning processes.

Computers are useful in the sense that these machines teach more effectively in the technical sense,

they can reach and teach more students and keep students more focused on the subject.

The use of computer technology in learning allows the teacher to individualize learning instructions,

while technology grants the students autonomy and makes them learn on their own. With access to

the Internet, it is also possible to teach those students or learners who are located in remote places

provided these places have Internet coverage.

THE ART OF INNOVATION IN THE INSTRUCTIVE-EDUCATIONAL

PROCESS

Teacher MIRCEA MIRELA

”Al. D. Ghica” National College, Alexandria

For students, the school of the future must promote quality education and be based on values

that studentsbelieve in, and fulfil two conditions: the school of the future must be both enjoyable

and effective.

Education is the priority of computerization, educational software, represented by software

specially dimensioned in terms of teaching specific themes.

Education is the key factor of a person’s psychological development. It synthesizes and

organizes environmental influences and develops personality. The modern educational system

consists of general and specific skills that need to be acquired by the end of a training period, a year

of study, etc. Focus on competences is a major concern in the teaching-learning process.

The new image of the teacher is to be established by taking into consideration all approaches,

from a distributor or as a source of information, up to "manager of learning".

For every teacher there are two fundamental roles, the manager and the evaluator.

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ATTRACTIVE WAYS OF UNDERSTANDING

LITERARY TEXTS

Primary school teacher NEGUŢ CARMEN MIRELA

”Tudor Arghezi” Theoretical Highschool, Craiova

Written as a plea for the need of promoting attractive ways of understanding literary texts,

the paper presents an original method, called the mouths-ears method, with reference to visual and

auditory perceptions.

As regards the applying of the method, the author refers to the following competences׃

A. For mouths- reading a text with the proper intonation, without hesitation or mistakes,

and selecting the information in the text;

B. For ears- understanding the content of the text read and the ability of answering the

questions raised by the text in detail;

C. For the other students in the class- to evaluate the accuracy of reading and of the answers

given to the questions, to round up or to present their alternatives.

The text presents in detail the way such can be taught.

LEARNING FOREIGN LANGUAGES BY MEANS OF THE NEW

TECHNOLOGIES

Teacher PANĂ MONICA – ROXANA

“Sf. Grigorie Teologul” Orthodox Theological Seminary, Craiova

With a focus on language, communication and culture in the national standards for learning

foreign languages, teachers are in a continuous search for better ways of accessing authentic

materials and providing experiences that will better develop students' skills in foreign languages .

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Technology is probably the best way to create an environment for favorable learning. ICT

can support teachers in making language learning faster, easier, more attractive and more

interesting.

The integration of the Internet in the foreign language classes allow the contact with real

documents that reflect the culture and language in an authentic way. It is not about learning a

language in the book, but a language used and practiced in a communicative purpose.

The interactive dimension of learning encourages the autonomy of learning itself. Confident,

the student will consider as a good activity the fact of viewing other websites, of discovering other

aspects of language and acquiring lexical, grammatical and civilization skills. During the search,

the student learns to select and treat information, to develop his critical thinking.

CONSTRUCTIVIST STRATEGIES IN TEACHING PAST TENSE

Teacher PASARE DENISA

”Henri Coanda”Theoretical Highschool

Constructivist strategies facilitate the acquisition of new grammar structures by actively

integrating the new information within the system of knowledge students already possess at a

certain moment of their interlanguage’s development. Aspects such as form, meaning and

contextual use of words are apprehended not as a given data, but rather as logical linguistic levels

while students discover grammar structures by themselves. This study ascertains the qualitative

improvement of teaching grammar using constructivist and active-participative strategies as

compared to teaching grammar using traditional methods. The findings of our research indicated

that teaching Past Tense resorting to constructivist strategies better helps students integrate in their

every day speech various constructions referring to past experience.

Teaching grammar is surely an essential element in assisting students to learn a foreign

language. At the same time, it has been proven to be quite a challenge for teachers since they have

to make it accessible to all learners. It is true that nowadays the learners’ linguistic knowledge is

assessed according to their ability to communicate efficiently in a foreign language. Within the

communicative framework of language teaching, the focus is no longer on accuracy but on fluency

and communicative effectiveness (Higgs,1984).

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The research was conducted targeting two groups of students. It involved the use of a

control group (Group A) and a treatment group (Group B). Both groups consisted of 30 students

being diagnosed as beginners( level of proficiency).For both groups English was the second foreign

language they studied. The two groups were taught according to the same syllabus. The teacher

used a traditional grammar syllabus with units devoted to the verb to be, the Present Simple, the

Present Continuous, the Genitive case, Countable and Uncountable nouns etc.

Key words: constructivist strategies, communicative effectiveness, logical deduction,

assessment.

HOW TO DEVELOP STUDENTS’ CREATIVITY?

Teacher OLIMPIA – ALUNIŢA POPA

“Marin Sorescu” Arts Highschool, Craiova

According to the contemporary teaching system, and its modern beliefs, every method that

stimulates the child to learn through his/her own efforts, making the most of his/her skils is

considered visionary. Thus , everything he/she learns turns into instruments and working techniques

that can be easily put into practice during the follow-up learning activities.

Romanian language and literature lessons provide a wide range of exercises that contribute

to developing students' creativity. Making up sentences, summarising an excerpt from a text, filling

the gaps, are only a few of the exercises that ask for students' creativity. But making up a

composition provides much more opportunities of making use of it.

Taking into account the new methods of avoiding memorising, in favour of developing

creative thinking, while acquiring new learning skills, the student becomes the main character in the

teaching-learning process, whereas the teacher plays the role of an assessor and guide. The students

who can successfully produce oral utterances as well as achieving successful written accounts, are

to achieve great success in their learning activity.

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INNOVATION AND CREATION IN THE TEACHING ACTIVITIES

Teacher POPESCU ALIS

Automotive Technological Highschool, Craiova

Creativity, in general terms, it is a process that allows the mental generation of new ideas and

concepts or original associations between concepts and ideas that already exist.

The process of instruction shall be so designed and conducted so as to convince the students

to treasure their own national inheritance, receive the original contributions of any nation from

modern civilization, preparing both students and teachers to understand the value of diversity and

independence of mind.

Modern world focuses on more efficient use of knowledge and innovation. It is necessary to extend

the creative skills of the entire population, especially of those that we allow people to change and be

open to new ideas in a diverse society in terms of cultural knowledge

LEARNING FRENCH BY AUDIO AND VISUAL METHODS

Ph. D teacher PURCĂRESCU OANA-ANGELA

Automotive Technological Highschool

Teacher SLĂMNOIU SORINA

Automotive Technological Highschool

For many years, the methods of teaching the French language have changed, the teacher’s role is

changing, that of the student/pupil is also changing. Nowadays students/pupils don’t want to make

efforts anymore to obtain information, they want immediate and short answers, and they are used to

spend much time in front of the computer screen. The teacher, in turn, uses the Internet to search for

information, to prepare his/her classes or to stimulate his/her pupils to work. The term „ITC” means

the ensemble of the instruments used to produce, organize, choose, change and consult information

or numeric documents in order to teach and to learn.

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The computer will never totally replace the teacher’s action, but to ignore its role and importance

means to oppose to natural things. It is obvious the necessity of the access to information, it is

obvious the need to use the computer in all schools, at least to assure equal chances in education.

The possibilities of informing, working and storage that are offered by the computer are

opportunities to improve the teaching act. New technologies radically transform the communication

ways, simplify and improve human relationships. The entire planet becomes a “family” where we

may all virtually meet. There appear communities of ideas, of creation, of work, without being

separated by distances. Globalization requires a man open to communication, because this one, the

communication, has an essential and fundamental role in the progress of humanity.

HOW TO USE ICT IN FRENCH LANGUAGE CLASSES

Teacher VIORICA RUGINĂ

“Tudor Arghezi “ Theoretical Highschool, Craiova

Since 2008, which was declared the year of intercultural dialogue, we have diversified

activities in the French classes, in the spirit of this initiative. Thus, I challenged my students to

participate in several projects on e-twinning platform with European partners, which allowed them

to use ICT in project activities and to discover aspects of European culture and civilization. I

frequently used ICT in classes, too. I am going to present you how I used the information and

communication technologies with 11 graders during a class in which my students were supposed to

do an image interpretation.

The Internet search was integrated into a set of learning activities. The starting point was a

painting of Sabin Balasa’s, intitled “The Sound of the Sea”. The students, divided into groups, had

different tasks and limited search time. We accurately established the degree of participation for

each student, using differentiated pedagogy. The proposed activities required a permanent action

among students. The lesson was conducted over 2 hours.

In a nutshell, in the first hour of the course, students discovered the Romanian artist's work

and activity. Then the class focused on the observation and interpretation of the painting "The

Sound of the Sea”, depending on the questions asked by the teacher. The assigned homework for

students was to write down their interpretation of the painting.

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In the 2nd hour, I changed the composition of the groups to establish other relations between

students. I asked my students to give another title to the painting. Among their choices, I discovered

the one I was waiting for: "The Sea Song". I suggested to my students another internet search using

this title and, thus, they found the site: http://chantsongs.centerblog.net/197298-LE-CHANT-DE-

LA-MER . Here they found the poem intitled “The Sea Song” by Bernard Pichard and a suave

melody composed by the Romanian Ariane Robresco. Besides this intercultural element, my

students’ surprise was to discover that the picture depicting the French poet lyrics was the one

belonging to Sabin Balasa. We studied the poem and we tried a translation into Romanian.

Taking all this into consideration, I would conclude that my students appreciated this kind of

lessons, which stimulated their active participation. Their creativity made its mark on the success of

the poem translation.

Using the internet and, generally, authentic documents, allows teachers to continue to learn at the

same time with students and stay motivated in their teaching activities

IMPLEMENTING CREATIVITY AND INNOVATION

IN THE INSTRUCTIVE- EDUCATIONAL PROCESS

Teacher ALINA ŞERBAN

Automotive Technological Highschool

Transformations occurring in contemporary society, and computer technical progress of

recent years have forced synchronization of traditional and modern educational process

requirements. Many things are being said about the modern methods of teaching and learning and

their adaptation to the educational process about their mission to develop critical thinking, but do

not forget that these innovations could not be achieved without alternating traditional methods .

Along with teaching methodology , educational resources is a subdivision of technology

training and self - a complex process which covers all stages of education , following the links

established between design, implementation , (self-) evaluation (self-) regulation . The means of

education are found to be useful as far as organic integrated in the context of lessons are purposeful

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pedagogical prints . Efficiency of educational means you inspiration and teaching experience of

teachers in choosing and supporting speech and technical support .

Teachers’ creative expression provides a favorable climate for their ideas, create

opportunities for self-learning, encourages divergent thinking. It stimulates children to explore new

connections between phenomena, to imagine new solutions to problems, associating images and

ideas, making bald, unusual assumptions and develop ideas.

A creative teacher masters the art of asking questions, which is a special linguistic

intelligence, they have communication skills, they are empathetic, friendly, tireless, available to

help and listen to the children.

Creative learning techniques should be a basic component in teacher training and creative

attitudes part of their personality to be permanently discovered and supported. In order to be

creative students ourselves we must strive to avoid routine, to be creative, to produce new things in

all areas of our lives, being known the trainer’s role that the teacher plays in his social environment.

We can and must do more in this area, being aware that the new school should awaken each

individual. In order to streamline the educational process, to develop students' creativity, their

ability to communicate, their imagination, the teacher should use interactive teaching methods.

They are designed to accommodate students' level and their requirements.

We found that active -participative methods determined the educational process to be more

efficient by increasing the quality of learning, the students managed to achieve better results in

school . They have helped shape certain abilities and contributed to the development of children's

mental processes.

Conclusion: The teacher's role in the current educational system is to adapt existing

educational requirements, focusing on the new, interactive teaching and learning, aimed at

improving the educational process.

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EXAMPLES OF GOOD PRACTICE IN THE EDUCATIONAL FIELD

Teacher SIMA NICOLETA

“Ion Țuculescu’’Secondary School,

Automotive Technological Highschool, Craiova

,,Creativity doesn’t mean to find something, but to do something out of it once you have found it’’.

James Russell Lowell

Creativity is a superior form of human activity, being an extremely complex phenomenon, with

multiple sides, dimensions and aspects.

In classroom, education is achieved through classical and modern methods of teaching/learning.

In order to stimulate the pupils’creativity we use different methods and materials, according to the

age characteristics and also appropriate to the children’s individual particularities.

Only the teacher’s skill can transform any particular employed method into a special moment, full

of emotions, and thus stimulate the pupil to use his/her thinking and creativity in order to discover

new things and information.

In conclusion all the activities performed by the pupils in school lead to the training and stimulation

of their creativity, and all these wouldn’t be possible without a good training as for as the teacher is

concerned.

According to A. Haven ,,people would be more creative if they were taught/told what this is all

about, as a matter of fact if the meaning of the word creativity were understood’’.

Bibliography: 1.Clegg Brian, Birch Paul, Creativitatea, Editura Polirom, Iaşi, 2003

2.Roşca Al., Zorgo B., Aptitudinile, Editura Ştiinţifică,Bucuresti1972

3.Roşca Alexandru, Creativitatea generală şi specifică, Editura Academiei Republicii Socialiste România,

Bucureşti, 1981

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METHODS USED FOR ENHANCING CREATIVITY

Teacher GABRIELA TRUŢĂ

Automotive Technological Highschool, Craiova

Teacher IONELA SMARANDACHE

“Ioan Grecescu” Secondary School, Brădeşti

The methods used for enhancing creativity are sets of rules and procedures focused towards

reaching one of the following goals:

- Researching creativity

- Stimulating creativity

- Solving problems in a creative way

- Formulating problems in a creative way

- Creative practice

The most widely used methods for enhancing creativity are:

- Analogy and extrapolation

- Inversion

- Combination

- Modification – amelioration – development

- Brainstorming

- The method of discovery matrices

- Problematisation

- Auto questioning

- Creative ideas banks

- Practising krafting.

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METHODOLOGICAL SUGGESTIONS IN PLANNING AND TAKING

LITERARY TRIPS

AN EXTRACURRICULAR PROJECT

“ON OUR GREAT WRITERS’ FOOTSTEPS"

Teacher ALINA VÎLCEANU

“Tudor Arghezi” Theoretical Highschool,Craiova

Pre-primary school teacher AURELIA BÎRȚAN

Țuglui Secondary School, Kindergarden No.1

Aim of the project:

The project aims at providing students of all ages a pleasant way of spending their spare time

and an alternative to surfing the Internet, as well as a modern educational technique enabling them

to learn about the Romanian cultural and literary values, by a general view on the Romanian

writers’ lives and works, as reflected in our current school curricula.

Objectives of the project:

- Learning about the lives and works of a series of canonical and/or representative writers in

various stages of the Romanian literature;

- Consolidating the knowledge they have acquired in school during their Romanian literature

classes;

- Developing the students’ aesthetic taste and their pleasure of reading;

- Stimulating the students’ creativity during their Romanian literature classes;

- Developing the students’ inter and intra personal communication skills;

- Developing their team spirit and promoting tolerance and favourable behavior in their

relationships with the others.

Target group/ First-hand beneficiaries of the project:

- Students in the pre-school, primary and secondary education

Description of the project

Throughout one school year the project will meet its objectives by organizing and taking 4 literary

trips.

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THE GAME AND ITS ROLE IN THE DEVELOPMENT OF CREATIVITY

Teacher VLĂDOIU RUXANDRA CRISTINA

”C.D. ARICESCU” Secondary School

Psychology proves that the child is an active participant in their own development and that,

in school they must be guided on the right way, through attractive means, which attract their

attention. And what can be more attractive than the game? Throughout my experience I could

realize how easily a child behaves during a game. They consider that they are playing, that they are

careless without any rules or homework and that they are free. But, in the same time they respect

some rules, they have to solve some tasks, which they enjoy because they are playing. I got the best

results when a lesson was projected in the shape of a game or a scene had a game. Immediately the

results were very good and I could reach my goals. It is normal that we can’t always allow to use a

game, but this is precisely why I wanted to debate this topic in this project of psyhological research,

because during Romanian Language classes there are also other exercises for developing creativity,

such as compositions or fill-in exercises.

WAYS OF STIMULATING PUPILS’ CREATIVITY

Primary school teacher ROBU DENISA

Calopăr Secondary School, Dolj

The education of creativity involves taking into account all dimensions of the personality,

the full potential intellectually, psycho motor skills , emotional and motivational pupils and

environmental factors. The Efficiency means of stimulating the creative spirit of a student's intrinsic

motivation represents support.

The main methods of stimulating creativity students are:

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Brainstorming

It is the method most commonly used on all optimization creativity students. The method

contest in separating the act of imagination phase of critical, rational thinking.

Synectics

It is based on the analogies and associations of ideas and content in combining different

elements seemingly unrelated aims to escape from thinking template for the development of

original ideas .

As a highly effective method for working in groups to form creative capacity is the teaching

game . Do not forget that the game gets in the hands of creative spirits called to form the surest way

to communicate openly , honestly with the student , no limits and no barriers between real and

imaginary . It's an ideal world where everything is possible.

Games liberating fantasies of children allow the expression of personal attitudes. This method

reveals the richness of children's vocabulary and practice memory and creative thinking.

PROMOTING EXAMPLES OF GOOD PRACTICE ON THE

ROLE OF LANGUAGE IN THE EDUCATIONAL PROCESS

Teacher BOBOLOCU VIRGINICA

”Elena Farago’’ Secondary School, Craiova

The teacher must constantly assess the educational needs of the students, in order to

discover the causes of school failure and to develop strategies and techniques to make

available teaching classes.

I noticed that the teaching of French grammar concepts such as verb conjugation for

classes in a row results in failure. Using the same verbs in the text of theater has a positive

emotional impact. Memory is an important factor in the longer retention of concepts.

Resorting to the method of learning French through theater, school success is guaranteed.

Understanding, memorizing and assimilating knowledge or lexical grammar is accompanied

by the joy of acting, creativity, affirmation of personality.

Methods and playful evidence-based teaching strategies and creativity are the keys to

good communication with students during the classes of French or any other language.

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”GHEORGHE ȚIȚEICA” SECONDARY SCHOOL AND ITS INTERESTING

EXPERIENCES IN EUROPEAN PROJECTS

Teacher CAMELIA BUZATU

”Gh. Țițeica” Secodary School, Craiova

All the tasks of the project team were treated with the utmost seriousness and commitment

by our team and we believe that through hard work we managed to pay off what I had done, I left a

positive impression both as a partner school and as a country. In fact one of our major goals was

creating a favourable image of our beautiful country, Romania.

CREATIVITY - THE PREMISE OF SCHOOL PERFORMANCE

Teacher CATRINA ANA

“Marin Sorescu" Arts School, Craiova

Modern life, socio-economic changes and decrease of the conventional resource repository requires

the development of creativity and putting it at the service of human progress and the material and

spiritual welfare of mankind. The most important role in the detection, stimulation and completion

of creativity is that of the school. Research on creativity has shown that there is a close interaction

between creativity, intelligence, school performance, learning content and learning outcomes

" Creativity is a unique learning process, the student and the teacher are one and the same

person ."

Creative thinking of students develops the educational institution by increasing their

capabilities, but without too much distance between the respective requirements and actual

possibilities. Creativity can not be achieved only through education. An important role is that of the

motivational factors. The aim of any creative education is " to give the student the opportunity to

make full use of their potential " ( Landau , E., 1979) , and " the gap between innate creative ability

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and creative performance of a student can be mitigated through better education oriented " learning

from uncreative to creative learning ( Parnes.SJ , 1962).

COMPUTERS AND THEIR ROLE IN THE INSTRUCTIVE-EDUCATIONAL

PROCESS

Teacher CIUGULIN EUGENIA

”Tudor Arghezi” Theoretical Highschool, Craiova

In this essay, I have tried to present some of the most important advantages of using of the

computer as part of the instructive-educational process.

The benefits of using the computer and the Internet have become a priority for the

educational process. I have tried to show the most representative reasons which support the

necessity of using the computer and the Internet.

First of all, the computer has changed the relationship between the teacher and the pupils,

the teacher becoming a guide. The teacher is the one who teaches the pupils to select the relevant

information and makes them develop their critical sense.

The saving of time, the interactive value of the selected information, the rapid systematizing

of a great volume of information, the individual act of education, adaptable to the pupils’ pace, all

of these are only some of the arguments of using the computer as one of the most important means

of education.

The computer and Internet are two methods of education and two sources which meet all of

the pupils’ needs and of all those people who want to continuously broaden their mind.

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THE TEACHER AS A CYBERSPACE CHARACTER

Teacher HERTZOG ROXANA-CAMELIA

"Stefan Odobleja" College, Craiova

Avatars as characters in the virtual space provide the interface for the teacher facing the

student. They provide a human element to online teaching. In addition, the use of characters

(imaginary) type has practical meanings. Along with other tools and methods, they create a

relatively simple social context. Animated characters are more efficient and easier to replicate, they

never tire and they are always available

A Voki is a speaking character, a computer-

generated version of the teacher . The generic term for a

Voki is a speaking avatar, a digital representation of a

person who wants to be the teacher who teaches. Teachers

found they could use these avatars that speak in the

distance education of students. Voki is also a great way to

engage shy students or share comments with students from

other classes or even countries. You can even have a Voki

that speaks your own voice recorded by microphone or

telephone. Avatars are excellent for online education.

They provide the human interaction that is natural in the classroom and traditional learning

environment.

Besides being attractive and suggestive, graphics software convey the idea of teachers using

an imaginary character, as a mascot that brings life to users. In specialized literature, they are called

avatars, virtual actors, or "pedagogical characters”. In general, the animations have great potential

for distance training on the Internet. Breaking the monotony makes them fun, they humanize virtual

context and you can send text messages, audio or video that have a much greater impact on learners.

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USING GRAPHIC ORGANIZERS IN SCIENCE LESSONS

Ph. D teacher FLORENTINA IOFCIU

No. 195 Secondary School, Bucharest

Ph. D teacher MARIANA LILI BADEA

“Iulia Haşdeu” National College, Bucharest

The cognitive constructivist approach of science teaching emphasizes how the construction

of knowledge is achieved. This means using some visualising, mental organising and mental

structuring strategies of knowledege.

Graphic organizers enable teachers to show and explain relationships between content and

subcontent and how they relate to other contents. Students can make more abstract comparisons,

evaluations and conclusions.

Using graphic organizers in science lessons is based on the cognitive constructivist theory,

according to the cognitive load one.

The cognitive load theory deals with two areas: the structure of human memory (cognitive

architecture) and how information is processed (cognitive load).

The structure of long term memory is that cognitve constructs allows multiple elements of

information to be categorised as a single element contending that knowledge stored in information

pockets that comprise our mental constructs.

As people have a limited working memory it is necessry to have an effective optimization

of cognitive load. If this limited capacity is overoaded schema aquisition is impaired, resulting in a

lower performance.

We can reduce the amount of load that is being placed upon the learners’ working memory

by integrating the various sources of information, rather than giving them the various sources

individually. In tasks or lessons that require problem solving skills, it is good to avoid using

activities that require a “means-ends” approach, as this will place a load upon the working memory.

It is indicated to use visual and auditory instruction techniques in order to increase the learners’

short term memory capacity, particularly in situations where both types of instruction are required.

For these reasons it is a good practise to use graphic organizers in science lessons.

We designed a learning pathway for the study of Electrolyses. Mind maps, cognitive maps

and conceptual maps are also succesfully used in science teaching.

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CREATIVITY AND INNOVATION IN THE INSTRUCTIVE-

EDUCATIONAL PROCESS

Primary School Teacher IORDACHE LEONORA TAMARA

”Traian Demetrescu” Kindergarden

According to the creative approach of the educational process, the student should be

encouraged to think independently, to take risks and responsibility in his approach of intellectual

training. Quality assurance and evaluation results must broaden our perspective on the real situation

in schools, in order for us to identify our students level of preparation and help us find the

components that need support.

The modern world focuses on the more efficient use of knowledge and innovation. It is

necessary to extend the creative skills of the entire population, especially those which allow people

to change and be open to new ideas in a diverse society in terms of cultural knowledge.

It is also necessary to use a higher frequency of self-assessment and evaluation methods

through consultation, in small groups, aiming at verifying how students express their own opinions

or accept other people’s opinions, the ability to support and motivate their own suggestions etc.

THE IMAGE OF THE MAGUS IN MIHAI EMINESCU’S WORK

Teacher NEAGOE LOREDANA-EMILIA

“Tudor Arghezi” Theoretical Highschool, Craiova

Any people’s cultural identity can be reflected in the myths and legends it has had

throughout its development. This is why it is very important to learn about folk literature and old-

times myths and legends.

In Mihai Eminescu’s work there is a mythical space. The character enters a space that is

fundamentally different from anything they had ever known. In the poet’s view there is a world of

the living as well as a world of the dead. Between them, as purgatory, there is the realm of the

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living dead. Arald and Maria (The werewolves) are, as Algiradas Julien Greimas would put it, “

dead souls who live at the same time as the living endowed with a bodily presence “.

The story of the star traveller magus reveals an earthly divinity, apparently as old as

the entire mankind. This is why he is often characterized using the adjective “old” – expressing the

passage of time.

The magus is time itself, as reported to the fleeting mankind. However, as compared to

divinity, he still belongs to the sphere of the short-lived, while endowed with the power to aspire

towards Infinity. The magus’ status implies the need to know the Word, its sacred original value.

The magus lives far from the world, in isolation from short-lived thinking, frozen in time, by the

power of his superior thoughts. The magus’ dwelling, “the black cave”, is that solitude which is

necessary for detaching himself from the short-lived ordinary people.

In his travel among the stars, the magus in The story of the star traveller magus

meets, on a seashore, a lonely monk wondering the world playing a brass harp with rusty strings. It

is the harp that Orpheus wanted to play to the gods of Walhalla. There is a deserted temple, drown

in water, where the monk’s footsteps sound as if he were in a grave. This is the vision in the poem

The Northern Diamond: deserted temples and long-gone gods. The lonely monk is another version

of Orpheus, a hieratically handsome young man, playing a song that is as bitter as the sea which

quenches his thirst and that invites the entire universe to grieve with him.

CREATIVITY AND INNOVATION IN TEACHING

EXACT SCIENCES

Teacher NICA AUGUSTINA MARIANA

”Tudor Arghezi” Theoretical Highschool,Craiova

Teacher IAGĂRU FLORENTINA

”Tudor Arghezi” Theoretical Highschool,Craiova

The teaching methods (“odos” = way, path; “metha” = towards) are the means that a

teacher uses in order to support their students in discovering life, nature, the world, the things

around them and in using specific terms related to physics, biology, or chemistry. They also aim at

forming and developing skills, habits and abilities so that the students may act upon nature and use

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their knowledge by turning the exterior into interior facilities. Modern and improved teaching

methods are to be desired in order to make them more active and more training-oriented, so that

they may be used in order to make the most of the new teaching technologies (e-learning), thus

helping the students achieve their potential.

According to Jean Piaget, the most important requirement of progressive education is to

ensure the use of various teaching methodology based on a combination of teaching activities and

independent work, cooperative activities, group learning and interdependent work.

While it is true that learning is someone’s own activity, given the individual effort put to

understanding and becoming aware of the meanings of science, it is also true that interpersonal,

group relationships are indispensable for generating and supporting personal and collective

learning. “Group learning practices one’s decision-making and initiative abilities, it makes work

more personal, and it ensures greater complementarity of skills and talents, leading to a more lively,

more active participation, supported by many elements which stimulate learning.

ENSEIGNER LE FRANÇAIS AVEC LA VIDÉO

Professeur ELENA-ALINA OPREA

Lycée Traian Vuia

Apprendre une langue étrangère signifie acquérir une compétence de communication, être

en contact avec elle dans son authenticité.

Les méthodes audiovisuelles apportent le concret, la vie dans la classe de langue. Elles

s’inscrivent dans un concept pédagogique global, en changeant le rôle et la manière de travail du

professeur. C’est pourquoi le professeur se transforme dans un vrai animateur. On doit préciser que

la conséquence immédiate de l'emploi de la vidéo en classe de français langue étrangère vise la

modification du rôle de l'enseignant. Celui-ci se libère d'une partie de sa tâche d'informateur pour se

consacrer avec plus d'attention au travail de comprehension et de fixation des nouvelles

connaissances. Il a la tâche de modérateur, car le document s'offre à la compréhension et à la

critique de tous.

Il faut remarquer également que les moyens visuels ne peuvent et ne doivent pas se

substituer au professeur de français. Ils ne sont que des instruments, des auxiliaires qui aident

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l'enseignant à augmenter la motivation de élèves, le plaisir de lire, de parler, de découvrir une

langue étrangère.

INTERACTIVE METHODS FOR GROUP LEARNING/TEACHING

Teacher OLTEANU AURORA

Automotive Technological Highschool, Craiova

Group learning practices the capacity of decision and initiative, gives a more personal

touch to work, but also a greater complementarity of skills and talents, which provides a more living

participation, more active, supported by many elements of emulation, of mutual stimulation, of

fruitful cooperation.

Specific to group interactive methods is the fact that they promote the interaction

between the participants’ minds, between their personalities, leading to a more active learning with

obvious results. This type of interactivity determines "the identification of the subject with the

learning situation in which he is involved", which leads to the transformation of the student in the

master of his own transformation and training. "Interactive methods aim at optimizing

communication and at noticing inhibitory trends that may arise within the group."

COMPUTERS-A USEFUL COOPERATIVE TOOL FOR STUDENTS AND

BIOLOGY TEACHERS

Teacher ROSCA CAMELIA

”Tudor Arghezi” Theoretical Highschool, Craiova

The computer can be a tool for student and biology teachers by:

- Presenting information in graphical form (tables, charts) or by making drawings;

- Preparation and use of "data base" storage of information in biology (genetics, ecology,

comparative anatomy, etc.) so as to allow later retrieval of information data that meet certain

conditions;

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- Learning a programming language;

- Computer-aided biology laboratory.

Your computer may help with the educational process in two ways:

One, directly, when it can perform the task of organizing the educational process.

Two, indirectly, when the computer is the training manager. In this case, the student is presented

with attainable goals, assigned work tasks, administered tests to determine their progress as

compared to the established objectives.

Making software is the result of the work of a team of computer scientists and biologists.

Given the fact that students are very receptive to visual images, such activities greatly facilitate

work, helping us in the teaching-learning process. Such activities are very attractive to students and

ensure their active participation. If all this happens frequently especially in urban areas, rural

children are slightly disadvantaged because the computer is not an object which is frequently found

in their homes. With new trends in teaching methodology, it aims to achieve its optimal

instrumentalization by integrating the appropriate educational ways.

Computer use in the educational process facilitates the teaching goals and ideals of

education:

1. Making students react to teaching;

2. Communicating, transmiting, demonstrating and illustrating new things;

3. Understanding the new notions;

4. Applying and practicing new theoretical and practical knowledge;

5. Consolidating new knowledge and skills;

6. Assessing students’ knowledge and skills.

THE ROMANIAN EDUCATIONAL SYSTEM BETWEEN TRADITION AND

MODERNITY

Teacher VÎNĂTORU MARIANA

Automotive Technological Highschool, Craiova

New pedagogies and educational science aim at the critical thinking of students, using active

-participative methods and techniques : the cube, brainstorming, the method of dials, the reporting

story, technic of cluster, mosaic method, the method SINELG, double-entry journal , Venn diagram,

the quintet .

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The application of these methods is not easy and requires time, patience, practice, and it is

preferable to be done at an early age, in all subjects. They must be selected and used rigorously,

creatively, depending on objectives, the specific of the educational group, and should not constitute

a trend or a fad of the teacher.

Active and interactive methods actively involve students in learning, putting them in a

position to think critically, to make logical connections, to produce their own ideas and reasoned

opinions, to communicate them to others, to rely on independent and cooperative learning, it is

based on respect for the views of others.

In a successful lesson there are used multiple teaching materials, which are selected and used

together, depending on the content .

In choosing the means we must take into account the subjective factors, namely classroom

psychology, personality and teacher’s training level .

Applying modern methods of teaching and assessment does not mean giving up systematic

teaching of knowledge. During the relocation of the Romanian education on new basis, we need to

find a middle line between the overly information that was specific to the old system, and the too

small amount of information that could be transmitted (there is a discussion to put a mix between

the traditional media, the most effective traditional methods with the modern ones to obtain the best

possible ends ) .

MATHEMATICS-BASED INFORMATICS

Teacher ZAMFIR LIDIA

Automotive Technological Highschool, Craiova

The oldest known mechanism which seems to have worked as a calculating machine is

considered to be Antikythira mechanism, dating back to 87 b.C. and apparently used for the

calculation of the planets movement. The technology that was the base of this mechanism is

unknown.

Along with the revival of mathematics and sciences during the European Renaissance, a

sequence of mechanical devices were invented for calculation, based on the clock principle, for

example - the machine invented by Blaise Pascal.

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MOTIVATION AS THE KEY TO OLD-AGE SCHOOLING

Primary school teacher BADEA TITINA

”Tudor Arghezi” Theoretical Highschool, Craiova

1. The need for permanent education

2. Types of learning

3. Institutions providing adult education

4. Personal experience

5. The actual social context

WAYS OF STIMULATING CREATIVITY THROUGH INTERACTIVE AND

GROUP METHODS

Teacher DAVID LUMINIŢA

Nanu Muscel Secondary School

Teacher DAVID ANDREEA

Câmpulung Technical College

Creativity learning is when the student gets a new experience through their own powers.

Lately, the development of the innovative thinking has become a new task for modern school.

Interactive group methods are modern ways of simulating learning, from younger ages,

they are didactical instruments which support the exchange of ideas. Interactive methods

stimulate communication, they activate all the pupils and develop some skills such as spiritual

and critical ones, freedom in thinking and acting, finding creative ideas for solving learning

tasks.

The pupil must not be a memorizing machine, but a creator. The teachers must provide

the good mood for this wave of personal ideas, they must give the pupils the chance to stand up

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for themselves and show the new things that they have discovered (even when it is the case of a

rediscovery) .

SELF-KNOWLEDGE

THE FIRST STEP IN CAREER EDUCATION

Teacher STĂNCULESCU MARINELA ALINA

Dolj County Centre for Educational Assistance and Resource–

County Centre for Psychopedagogical Assistance

Career planning is the process by which a person outlines a career direction, he sets out for his own

career and initiates actions to achieve those goals. Career planning does not mean making a plan

for the whole life, but is a continuous process of adjustment to the career goals of the personal

characteristics and occupational and educational offer that is in a continuous development.

Career planning involves taking several steps:

1. Self-knowledge. In order to choose the most suitable profession, first you have to know very

well the personality attributes, skills, abilities, skills, interests, values, we need to know what we

need to do to grow into the desired direction (it's about education, training, competence).

2. Exploring the professions is a particularly important stage. We must have as much information

about the existing professions, to find a profession that is in line with our interests and skills, with

the qualities of personality that characterizes us.

3. Deciding on a particular profession, will be followed by the admission and attendance at school

courses that form the specialists in this field.

4. Looking for a job, hiring and career development (and, if necessary, resumption of previous

stages).

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CAREER PLANNING

Teacher STĂNCULESCU GEORGE LEONARD

Automotive Technological Highschool, Craiova

Trades and the labor market are in a permanent change, so it is always necessary to

learn new things and adapt to changes in society, but it is also important to know your

priorities and career planning activities.

This assumes responsibility and a new attitude to work. One of the basic conditions for

ensuring success is planning your career. Therefore, feel free to design your own career plans.

Career planning is not an activity that should be submitted once, but it can be initiated

at an early age, and under the present circumstances, it is desirable to be extended throughout

life (lifelong career planning). Planning your career may have multiple benefits from goal

setting to a life full of success.

Rather, career planning is an activity which only has the desired effect if it is carried out

on a regular basis, especially due to the fact that, as it has been demonstrated, an employee

changes his career (not just jobs) several times. And it is never too early or too late start

planning your career!

THE PROBLEM OF PERMANENT EDUCATION - FROM THE

PERSPECTIVE OF SCHOOL MANAGEMENT

Teacher PRODESCU MARIUS-CRISTINEL

”Tudor Arghezi” Theoretical Highschool, Craiova

Teacher GHEORGHIŢOIU MARIA

”Tudor Arghezi” Theoretical Highschool, Craiova

Adult education is defined as a participation in systematic learning activities for the purpose

of acquiring new knowledge or skills by persons who have assumed adult social roles. In that

perspective, to learn is to participate. A lot of terms are used to describe adult education: basic

education, leisure education, diffuse learning environments, life long learning.

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The teacher is also taught, by the specified programms. In Romania, the postgraduation

training system for teachers is based on the methodical and scientific exams. The major changes in

education and the social impact of e-learning methods became very important factors for interactive

programms for teachers. Online courses, seminars, e-conferences, workshops are also professional

development programs for a modern teacher.

School management is a complex process, as school is committed to creating an

environment for the development of its staff’s didactic careers. All these measures are applied

within the framework of a reform of the educational system, at differents levels.

THE ROLE OF TEAM-WORKING IN BUILDING A CAREER

Teacher TĂNEAŢĂ-MIREA LILICA,

”Tudor Arghezi” Theoretical Highschool, Craiova

Teacher ION MIREA

Văleni Technological Highschool

Team building is a continuous process and the changes of interests of its members are

generated by their personal and professional aims. Decision making and career planning both

influence human behaviour.

The access to the job market may be initiated in school by school projects, so team building

is very important for teachers and their students. Self knowledge is also an important step in the

direction of an efficient communication between the team members. The students have

responsabilities and common objectives, but they play different roles and they have different

personal interests.

Thus, training in a team is an opportunity for a better professional life, because it enables

students to acquire relevant practical skills according to the modern qualification.

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VOCATIONAL COUNSELING AND GUIDANCE SEEN FROM A MODERN

PERSPECTIVE

Teacher IONESCU BIANCA

“Nicolae Romanescu” Secondary School, Craiova

Teacher FERA MARIOARA

“Gheorghe Braescu” Secondary School, Calafat

Educational and professional counseling represents a complex process used by young people

to receive information about and choose a future educational route, the concepts and the main

theories of educational counseling followed an ascendant development from the general theories of

psychological counseling, bordering a certain domain within counseling.

The experiences of some countries in this domain as well as the contemporary realities of

school counseling prove the acute necessity of a systematic organization of the young people’s

educational and professional school counseling.

A very important role in choosing the young people’s career is held by the parents. The

teachers, friends and colleagues are at the same level in the option hierarchy, but with a smaller

influence than the parents have. These issues sustain the necessity of designing and applying the

curriculums designed for parents, meant to help them familiarize with the necessary skills which

will make them able to advise their children when choosing a good educational and professional

route.

EDUCATION AND CAREER GUIDANCE –

LET'S HELP THE STUDENTS CHOOSE A RIGHT CAREER!

Diana Brătucu – assistant manager

President of EduFor Craiova Association

"Education and Career Guidance - Let's help the students choose a right career!", Reference

No: 13-PR-04-DJ-RO,TR, is a Comenius Regio Partnership co-financed by the European

Commission throught Lifelong Learning Programme implemented by Casa Corpului Didacic Dolj

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(Regional Center for Teachers' Trainining from Dolj County - Romania) and Mersin İl Milli Eğitim

Müdürlüğü (Mersin Provincial Directorate of National Education - Turkey), between 1st August

2013 – 31st July 2015 with their regional partners:

DOLJ, ROMANIA:

• ”Traian Vuia” High Schol – Craiova

• “Traian” Secondary School – Craiova

• EduFor Craiova Association

MERSIN, TURKEY:

• Yahya Akel Science High School

• Mezitli Vocational School for Girls

• Provincial Employment Agency

• Bozyazı County Office of Education

The project aims to improve the services for students' education and career guidance

(students' education and career guidance) in schools, in order to facilitate students' transition to

higher levels of education or the labour market. The main category of the target group is teachers,

but there will also be involved: directors, parents, students, representatives of the local/regional

community.

The general objective is the improvement of education and career guidance services for

students from Dolj county – Romania and Mersin - Turkey to facilitate their transition to higher

levels of education or labour market

GRUNDTVIG WORKSHOP “BASIC SKILLS FOR LIFE IMPROVEMENT:

ANDRAGOGY METHODS, ACTIVITIES AND CHALLENGES” – ROMANIAN

GOOD PRACTICES IN INTERNATIONAL SETTINGS

Inspector ISJ, Prof.Ani Draghici,

Prof. Patru Silvia

Dominou Association

European background: Today the meaning of literacy has changed to reflect changes in

society and the skills needed by individuals to participate fully in society. One in five 15 year old

and many adults in Europe cannot read properly. A study published by the European Commission

shows that 31 countries are implementing many projects to improve reading literacy.

Local background:

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In Romania, there is an emphasis on the long life learning, especially for disadvantaged

groups. Dominou Association has experience in international programs, but we want to extend our

network of adult education organisations. We want to promote the Romanian system of fighting

illiteracy and to acquire, through exchange of good practices, new ways of improving the current

situation.

We consider the work done by adult education trainers and counsellors against illiteracy

very important, in order to improve the life quality of their trainees, who usually come from

disadvantaged groups. Some of them are reconverted professionally, and need specific

competences in working either with adults or with disadvantaged groups.

So, we decided organizing a Grundtvig workshop, to reunite specialists from European

countries fighting against illiteracy.

The workshop received a grant through the Lifelong Learning Program, and was registered

with the number GRU-13-GRAT-29-DJ. It was held between 26.10-2.11. 2013, in Herculane,

Romania an reunited 15 specialists in education from 5 countries (Lithuania, Norway, Cyprus,

Greece, Croatia, Italy, Bulgaria).

The target group was composed from teachers, trainers, advisors, mediators and other

educational categories involved in adult education, with focus on literacy issues for disadvantaged

adults; also personnel in adult education planning to be involved with persons needing

development of literacy and numeracy competences.

The aims of the workshop were:

• To contribute to the quality of the process of adult education by development of new

competences of the target group

• To enrich literacy-related curricula with at least 5 improvements proposed by the

participants, published in the form of an on-line guide

• To increase participants’ confidence in working with adult learners.

• To seek and utilise new ways of improving motivation and improve the life quality of

disadvantaged learners.

• To enable participants to find at least 5 activities and techniques for their own teaching

context.

• To encourage participants to develop oral and written educational materials for their own

teaching contexts.

• To provide the opportunity for participants to meet at least 15 other adult trainers from

different European countries for networking and collaboration purposes.

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• To exchange experiences and good practices among people coming from at least 5

different countries who work in the same field.

• To help participants understand how they can benefit from their own qualities, talents,

differences, as well as the collective intelligence of the team they are educating

• To learn new methodologies and tools that can be transferred to their home institutions

We had a varied activity, which combined on-site activities with visits to partners, such as

Craiova Penitenciary, the Dolj County Library, “Tudor Vladmirescu” Kindergarten, The Turnu-

Severin County Library, Romanian Association for counseling and support Turnu-Severin NGO.

The activities were:

Day 1. Intercultural exhibition; Welcome dinner

Day 2. Adult education in Europe, good practice examples, SWOT analysis

European dimension in literacy – debate; Pedagogy and andragogy differences

Day 3. Personal challenges in adult training; Learning personalized experiences for adult

learners; Basic skills in adult education for disadvantaged groups; Active methods for the auto

evaluation of adult learners involved in the literacy process; The personalized plan for adult literacy

Day 4. Study visit in Craiova remedial education centre, County Library; Literacy in prison

education. Motivating adult learners – case study

Day 5. Autobiographical method – debate about trainer competences, personal competences

teaching qualification; Role play – Common personal educational objectives planning;

Quality assurance of the process of alphabetization; Participants’ elected topic

Day 6. Study visit in Turnu Severin literacy centre – adult education management; Role

play in numeracy – treasure hunt; Romanian cultural immersion.

Day 7. Presenting the LLP program ERASMUS+; adult education opportunities;

Evaluation: proposals for the curricula for adult education (after the workshop experience)

Day 8. Smile evaluation. Workshop certification festivity.

The workshop was a successful activity and had as results:

- intercultural exchanges between participants;

- good practice exchanges;

- European methods, values applied to literacy;

- better communication, interpersonal skills;

- a personalized plan for adult literacy;

- andragogy methods and tools;

- opportunities for adult education through European programs;

- competences, objectives and management and quality assurance issues regarding literacy;

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- cooperation between the participants’ organizations;

- enriching the home organizations’ curriculas;

- increasing the European dimension of the participants’ organizations, reflected on local

communities

COMPUTATIONAL INTELLIGENCE TECHNIQUES

Drd. Petrescu Mary

Universitatea din Craiova

Prof.Gabriela Florescu

Colegiul Tehnic “Costin D. Nenițescu”, Craiova

Artificial Neural Networks (ANNs) are algorithms and techniques that can be used to

perform nonlinear statistical modeling. The ability to accurately predict the future is fundamental in

every functional areas of business, because the prediction is very important in business planning.

ANNs offer a number of advantages, including requiring less formal statistical training, ability to

implicitly detect complex nonlinear relationships between dependent and independent variables,

ability to detect all possible interactions between predictor variables, and the availability of multiple

training algorithms.The major advantage of neural networks is that they are data driven and does

not require restrictive assumptions about the form of the basic model.

VET GUIDANCE IN LATVIA

Agris Ruperts, Daina Vanaga

Profesionalas Izglitibas Kompetences Centrs “Liepajas Valsts Tehnikums”, Letonia

HISTORY

Accordingly the change of the political system in 1991 and the transition from a planned

economy to a market economy, as well as the change of guidance paradigm, in Latvia

conceptually developed also support from "professional orientation" to "career guidance."

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During the Soviet-era in Latvia professional orientation questions in the education system

were carried out with activities that focused on student promotion and orientation to action

in a given profession. The evaluation of results of professional activities associated with the

implementation of plans, i.e., how the demand is fulfilled and how the redirection of

graduates to certain areas of employment is accomplished.

Since 2005th the main concept is “career development support system” which consists of

three key building blocks: Information, Career Education, Career counselling

The political responsibility for the implementation of the concept delegated to the Ministry

of Welfare and the Ministry of Education and Science according to the Cabinet Order No.

214.

In 2010 the Cooperation Council of Guidance and Counseling began to work, that is

interdisciplinary consultative and coordinating institution which aims to developing and

promoting quality of career development support service, to enhance each individual's skills

and interests adequate development direction (direction of education, occupation) choice in

context of lifelong learning. Council's main tasks are to develop proposals in development

of legislative and policy planning documents, recommend concrete steps for the

implementation of inter-institutional cooperation, to provide exchange of information , make

proposals for the representatives of the Council institutions in accordance with public

interest. The Cooperation Council fulfills the functions of information exchange, and its

decisions are recommendatory in nature.

Ministry of Education set up a working group to develop a concept new career

development support system - deadline 01.08.2013

The deadline of development of the new concept was extended to 2014

LEGAL FRAMEWORK/LEGISLATION

The Vocational Education Law (1999) determines the competence of those institutions

responsible for the organization of VET

The Cabinet of Ministers: determines the state’s political and strategic areas in VET; it

funds VET providers according to criteria established by the Ministry of Education and

Science; it sets the framework for issuing state-recognised qualifications and determines the

recognition of qualifications obtained in other countries.

13% of specialists in schools have a career consultant professional qualification.

In schools career support personnel is assigned from 0.2 to 0.5 rates.

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Availability of career support in schools is variable, because it is up to the individual school

management decisions and certain local government decisions.

Individual and group consultations are carried out at schools, meetings with employers, the

identification of information materials for education and careers.

ORGANIZATION OF VET GUIDANCE:

Till August 2013 the working group of Ministry of Education has to develop a concept of

new “Career development support systems” with three key building blocks: Information,

Career education, Career counselling

At national level, guidelines and recommendations are recommendatory in nature.

Decisions on funding for the providing guidance counselors are taken at the local level.

Decisions on the planned guidance are made by each school, up to it career planning support

through different regions and different schools is different.

Consultations also provide guidance counselors who work individually (paid service).

Consultations are also provided by State Employment Agency guidance counselors, but they can be

used for the registered unemployed only.

ACTIVITIES

Information (preparation and presentation)

Career Education (services, courses, programs)

Career counselling (assistance in career planning, professional suitability of work trials, job

search, and remaining at work skills)

Each school’s and the municipality's situation is different, because the suggestions are

recommendatory in nature.

PROVIDERS

Operational level:

Career consultants in schools

Career consultants in State Employment Agency

Individual private consultants – for charge

Policy level:

The Ministry of Education and Science (MoES) – framework and regulations for VET,

accredits providers, organizes guidance and counseling service and research demands on the

labor market

The Department of Vocational and Continuing Education

The State Education Development Agency (SEDA)

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Ministry of Welfare (MoW)

The State Employment Agency

EXAMPLES OF GOOD PRACTICE

National data base for chances: www.nidl.lv

The World of Professions: www.profesijupasaule.lv

www.prakse.lv possibility to assess virtually their knowledge about the profession

www.nva.gov.lv possibility to identify their individual strengths and relevance of the profession

completing the tests in the virtual environment.

VET GUIDANCE IN TURKEY

Yalçin Yavuz Bellikli, Kazim Baran

Seyhan Ilce Milli Egitim Mudurlugu, Turcia

HISTORY

The first guiding system started in 1950 in Turkey by the effect of politics, economics and

social problems in the world. First it started as the guiding system at schools and then at

universities. The graduaters started to work at schools and departments of guiding.

In 1951-and 1952 professor Rus from The USA came to Turkey and gave seminars to

teachers and directors. We can say that the first guiding system started with this conference.

During these years in 1955 the Ministry of Education adopted the guiding system into the

curriculum to Atatürk Girls Vocational high school in Istanbul and in 1956 to Ankara

Deneme high school and started to apply the lessons.

LEGAL FRAMEWORK/LEGISLATION

On 5/6/1986 with the law number 3308 it was called as “apprenticeship and vocational

training law” but with the date 29/6/2001 and law number 22 it has been changed as

“Vocational Education Law”

On 17.4.2001 published on the official journal with the number 24376, it is added as

MINISTRY OF NATIONAL EDUCATION GUIDANCE AND COUNSELING

SERVICES REGULATION - It will be applied at the first grades and after 5th

grade in the

secondary schools after the year 2012-2013.It will not be applied as a lesson but will be

applied separately from the schedule.

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20.07.2010 number 75 board of education and discipline

ORGANIZATION OF VET GUIDANCE:

1 hour in elementary school as guiding and the following week as social activities and

following like that applied by the class teacher.

In secondary schools it is one hour per week and it is named guiding/counselling and

planning career applied by the class teacher and help of the guiding teacher of the school.

ACTIVITIES

Different activities regarding:

self-knowledge (characteristics, interests and expatiations)

recognition of professions (professional environment sectors, areas and professions and

learn about the features of professional staff)

determination of characteristics and expectations of the person with the overlap of

spots crafts

OKS / SBS - a student selection and placement exam

Pre-registration Form, Orientation Recommendation Form (9th grade students)

PROVIDERS

Operational level:

Class advisor

School guidance counsellor

Introduction and Orientation teachers

National vocational information centre of national Ministry of Education

Counselling services in every national educational directorate

Policy level

Ministry of Education and it’s directorates for education

EXAMPLES OF GOOD PRACTICE

http://mbs.meb.gov.tr/

National vocational information centre of National education ministry where you can find all the

relevant information of Vocational education.

Every students and counselling teachers are registered on this web link and have a password and

user name and have to do it online.

Also in every national education directorate there is a counselling service for the students and they

can get benefit from these centres for free.

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VET GUIDANCE IN ROMANIA

Prof. Chirca Mihaela Rodica

Liceul Tehnologic de Transporturi Auto

Prof. Florenta Avram

Liceul Teoretic Tudor Arghezi

HISTORY

The beginning of career counselling was set by the foundation of the Institute for

Experimental, Compared and Applied Psychology in Cluj in 1922 and by the activities of

the first Psycho technical Laboratory within the Tram Company in Bucharest in 1925.

After the 50s there is evidence of serious concern with school counselling and guidance,

with an uncertain evolution by 1989.

After 1989, a new institutional mechanism - the Psycho pedagogical Assistance Centres -

is founded

During the last decade of the 20th century, school and professional guidance has been

influenced by:

o The re-foundation in 1990 of the Institute for Educational Sciences,

o The creation in 1995 of the National Agency for School and Professional Guidance;

o The establishment of Information and Professional Guidance Offices by the National

Employment Agency in every county;

o The creation of the National Centre for Resources in Professional Guidance in 1999.

In 1997 the Romanian Government started a project related to career information and

counselling

The year 2005 witnessed the creation of the County Centers for Psycho pedagogical

Resources and Assistance.

LEGAL FRAMEWORK/LEGISLATION

law no. 1/2011of the Romanian national education. It stipulates in some articles (350, 351,

352 and 353) that career counselling should be a lifelong activity;

the order of the Ministry of education, research, youth and sports no. 5555/2011- The

regulation related to the organization and functioning of the county centres for resources and

educational assistance and for the similar centre in Bucharest. Guidance is just a part of a

counsellor’s activity. It also includes individual and group counselling sessions. These

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specific activities take place mainly in the counsellor’s office, which is coordinated by the

County Centre for Psych-pedagogical Resources and Assistance.

the order of the Ministry of education, research, youth and sports no. 6552/2011 related to

the assessment, psycho-educational assistance, school and professional guidance for

children, students and young people with special educational needs;

law no. 76/2002 related to the system of unemployment insurances and stimulation of the

work force

the legal framework regarding the lifelong career orientation issued in 2012 regulates how

the lifelong career counselling should be performed, how the counselling services should be

organized and what exactly these activities should be and what abilities a career counsellor

should have.

ORGANIZATION OF VET GUIDANCE:

Guidance is an educational activity performed:

Within curriculum, executed by head/form/class teachers during their counselling and

guidance classes. Each class teacher has one class a week with their own students. There are

generally approximately 36 school weeks, therefore that teacher will have 36 hours a year,

during which they have to cover five different modules. Career guidance is just one of those

modules, and the teacher doesn’t have a clear order of the topics or a specific topic-related

number of classes. All class teachers have taken career guidance classes themselves, so they

have acquired the necessary skills to cover this topic. Additionally they can also enlist the

assistance of the school career counsellor or other specialist in order to provide relevant

information to their students.

In the psycho-pedagogical assistance offices (individual and group sessions) located in

some schools

Career information and counselling centres like Employment services

Trough projects in partnership with the community aiming at counselling young people

concerning their career.

ACTIVITIES

Individual counselling – it takes place in the school counsellor’s office or in specialized

centres and it is based on volunteering. The student cannot be forced to have individual

counselling.

Group counselling – it can be done by the school counsellor either during a class teacher’s

class (whole-class activity: 25-30 students or half of the class, which can prove more

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efficient) or in the students’ free time. It is also based on volunteering. Students cannot be

forced to attend group counselling sessions.

Psychological Assessment, ability tests – they can only be done by those school counsellors

who are trained and certified to apply and interpret ability tests. Should they not have the

necessary training and certification, they must enlist the help of their certified colleagues in

the county centres.

Self-help guidance tools – they can be used either during individual or group counselling

sessions.

Visits of companies – they can be done either by the class teachers or by the counselling

teacher. They aim at making the students familiar with the respective company and its

activities, in order for them to make sure that their preferences about working in that

company are based on true facts or that they would really like working there in the future.

School Project work – they can be either personal portfolios or school projects. Students

may conceive their own CVs or cover letters. On the other hand, the students can get

involved in school projects along with local partners, such as companies or work force

agencies.

Traineeships – they take place in technological high schools, wherein students have

traineeships in local companies the activity of which has something to do with the profile of

that school.

Team sessions with parents, teachers, counselors and students – they can be either lectures

during parents’ meetings, especially in the final year of study, consisting of various

information about the way the students can evolve in their professional life, or other

meetings related to career counselling topics held by the school counsellors and/or a

specialized person. School counselors themselves are offered training courses related to

career guidance, so that they get the necessary abilities in order to conduct career guidance.

PROVIDERS

Operational level:

Head teachers

School counsellors form school Psycho-Pedagogical Assistance Offices

Career information and counselling centres

Counselling Offices and the County Educational Resource Centres in each county

NGO’s

Policy level:

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Ministry of Education trough County Psycho-pedagogical Resources and Assistance Centres

National Employment Agency

EXAMPLES OF GOOD PRACTICE

1. ”Informing and counselling high-school students as for their career”, a project

coordinated by the Dolj County Centre for Educational Resources and Assistance.

2. “Job Shadow Day”, a project aimed at students in the final years of high school,

coordinated by Junior Achievement Romania, the Dolj County School Inspectorate and

other local, national and multinational companies;

3. “CONSEL– counselling students for an easier transition from school to an active life”,

a project which was co-financed by the European Social Fund POSDRU

VET GUIDANCE IN SLOVENIA

Maruša Goršak

KADIS, Slovenia

HISTORY

In year 1938 the first Vocational counselling centre and agency was established, with two

main functions: they offered counselling service and as an “agency” it took care of the

rational distribution of professions.

After the Second World War the Vocational counselling centres and agencies were closed

down and were only restored in 1951

In 1956 first school counsellor was employed. In the 60’s and 70’s counselling services

were introduced in primary and secondary schools.

After 1960 career guidance rapidly developed in the Employment services,

In the 70’s the Slovenian Employment service prepared a uniform program of vocational

guidance which predicted activities for the whole generation of pupils in primary schools

(tests for intellectual abilities, survey on their occupational choice, individual

counselling, team conferences...

In 1996 new school legislation was accepted and in the same year the curriculum committee

has prepared and adopted official National Guidelines for Schools Counselling Service.

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The current state of vocational guidance in Slovenian schools: Counsellors in schools

provide a broad range of counselling services; they also work with others, including

teachers, parents and school management.

National Guidelines for School Counselling Services define the guidance programmes in

primary and secondary schools. The national programme is largely implemented by school

counsellors with the assistance of the Employment Service of Slovenia (ESS), providing

guidance services through Centres for Information and Vocational Counselling.

LEGAL FRAMEWORK/LEGISLATION

There is no explicit coordinated policy for career guidance and its providers in Slovenia,

and no cross-sectorial coordination body exists.

Some of the rare laws that tackle guidance are:

The Organization and Financing of Education Act says that school guidance service and

ESS should be connected when performing career counselling and guidance. One of the

goals of this act is also gaining the possibility for further educational and professional path

with the emphasis on qualifications for LLL. The Act states that school counsellors can only

become specialists who have graduated from university studies: psychology, pedagogy and

andragogy, social work, social pedagogy and defectology (children and youth with special

needs)

The Vocational Education Act mentions that social partners and ministries should

cooperate with schools when dealing with guidance and planning the curriculum.

Nationally defined minimal standards for guidance in schools declare what activities

regarding career guidance should be executed in every elementary and secondary schools.

ORGANIZATION OF VET GUIDANCE:

Nationally defined minimal standards for guidance in primary and secondary schools.

Every school has at least one school counsellor but usually there are two (psychologist and

pedagogue or social worker).

Career education in primary schools (ISCED 2) is a cross-cutting subject that can be

executed within basic subjects, class teacher’s lectures or as an after school activity. School

counsellor are encouraged to cooperate with other organizations when organizing job

shadowing visits in companies, working experiences, presentations of different vocations

and other activities. Team meetings are also taking place where Slovenian Employment

Services’ counsellors, school counsellors and teachers and sometimes even school doctor

discuss educational-vocational intentions of pupils.

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Guidance is an activity with limited hours per year but career education is formally

defined as a cross-cutting subject. Some schools have extracurricular actives regarding

career guidance;

In VET (ISCED level 3) we have a cross-cutting subject called Career planning skills

that states learning objectives but not implementation procedure.

Schools also cooperate with Information and vocational counselling Centre which

operates under Slovenian Employment Service.

Some schools execute guidance activities within international projects or in cooperation

with local organizations/companies.

A lot of vocational secondary schools are included in a project called Learning

Achievements portfolio run by Institute of Republic of Slovenia for Vocational Education

and Training.

ACTIVITIES

ISCED 2:

National Guidelines for Schools Counseling Service in primary education defines vocational

guidance as a process in which teachers, pupils, parents, school counselors and school management

cooperate with the aim to facilitate pupils’ educational and career decision making. National

guidelines also state that every school counselor should set their priorities and prepare their work

plan according to their professional capacity as long as they carry out guidance according to

Minimal standards. Guidance activities include information, assessment, counseling, career

education, placement, advocacy, feedback/follow up. According to Minimal Standards every school

should:

ensure all pupils have access to the information they need to decide on further education

and career choices trough different information sources, such as school libraries, boards,

boards, as well as personally from school counselors and teachers;

execute 2 hours long lecture/workshop per year for pupils in last two grades in primary

schools

provide access to at least one individual counseling session for each pupil before they

finished primary school wherein pupils can decide whether they wish to have counseling;

collect data on pupils for the purpose of career guidance: in 8th

grade psychological

testing with multifactor battery was applied till 2012, pupils also fill in the Questionnaire

on learning habits (VUN). In the 9th grade pupils fill in the Questionnaire on vocational

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path (SDS-R – Holland) and try to find more career options with the help of an e-tool Where

and how.

execute at least one lecture for parents of children in last two grades of primary school

(children being 13, 14 years old) regarding their role and influence on children’s’

educational and vocational choices. Beside that school counselors should provide access to

individual counseling for parents where they can discuss pupil’s career choices.

All schools provide group session to help pupils filling in the application forms for secondary

schools. Beside that schools organize a visit to local Vocational Information and Counseling

Centre.

ISCED 3:

National Guidelines for Schools Counseling Service in secondary education state that school

counselors should provide:

Group lessons on career guidance (1st and 2st year = 2 hours, 3rd year = 3 hours, 4th year =

4 hours)

at least one individual counseling session for each student in the last grade

up to date materials in the library with cooperation with other relevant institutions

Minimal Standards for Guidance in Secondary Schools define guidance program in secondary

schools in Slovenia which should include:

various information activities

lessons on career-related issues (such as career development, further education and

employment possibilities)

work with self-help guidance tools

psychological testing

individual career counselling

visits to employers

In the past (till 2012) students of primary and secondary school were able to participate in job

shadowing activities (presentations of certain vocations and professions on sight), financed by

Employment Service and organized by Kadis.

Within “Information days” organized by all secondary schools and Universities in February pupils

and students can visit different secondary schools/universities and familiarize with educational

programs. Some secondary schools especially those offering three years vocational programs

organize additional presentations and practical activities with the aim to attract more students.

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Some more enthusiastic school counsellors organize additional activities like portfolios, summer

camps, company visits and workshops, beside that some VET schools participate in

international projects.

Learning Achievements Portfolio (Mape učnih dosežkov) is a national project run by Institute RS

for Vocational Education and Training in which many vocational secondary schools are included.

PROVIDERS

Operational level:

Primary schools, secondary schools, high schools all have guidance counsellors.

University career centres offer their service not only to students but more and more often

also to secondary schools’ graduates who wish to gather more information about certain

faculty/educational program.

Employment service of Slovenia - 12 regional offices and in the Information and Vocational

Counselling Centre (CIPS).

HRM private providers and employment agencies – for charge

Policy level:

Ministry of Education, Science and Sport

Ministry of work, family and social affairs

National Education Institute of the Republic of Slovenia

Institute of Republic of Slovenia for Vocational Education and Training (CPI)

EXAMPLES OF GOOD PRACTICE

1. Web page: www.mojaizbira.si (my choice)

It was started as a project founded by EU commission and Slovenian Ministry of Education

in 2008. The target group are pupils, students, school counsellors, parents, participants in

adult education. CONTENT of the webpage mojaizbira.si: CAREER SIGNPOST:

information and presentation of educational programs on secondary level (more than 300

formal and non-formal programs) and schools, presentation of more than 428 occupations

(343 even with video), presentation of Slovenian system of APL (accreditation of prior

gained knowledge), materials for counsellors, legislative and useful links, presentation of

different projects in the area of career guidance and VET

2. INTERACTIVE COMPUTER PROGRAM KAM IN KAKO – WHERE AND HOW

which is an interactive computer program that helps users when choosing their

profession/occupation. Target group are pupils and students making their first career

decision, as well as those who are looking for new ideas regarding their careers. Program

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originates from the UK and was adapted to Slovenian conditions in 1998/99 during the

PHARE project Experimental Centre for Vocational Guidance. Nowadays more than 400

primary and secondary schools, Employment services and other institutions are using it to

help their students to make optimal career choices. Content: job descriptions, possibilities

of researching specific occupations, photos, interviews with individuals engaged in a

particular profession, self-evaluation of skills, which occupations are not appropriate when

having certain health problems...

3. Learning Achievements Portfolio which supports the process of collecting evidence for the

purpose of identification of knowledge acquired through formal or non-formal education

and work experience. In learning Achievements Portfolio, the students store their products

and supporting documents showing the acquired knowledge and skills acquired in school

and outside of school or other documents which show the development of personality and

skills of lifelong learning, personal learning plan, monitoring progress, career guidance, and

the like. It is an interactive tool consisted out of different worksheets which enable students

to create their own individual portfolio.

4. Career Centre in schools (School Center Celje): Project Career Centre in schools

(2011/2012) is an ACES (Academy of Central European Schools 2006) project. Students

participated in different workshops: How to write an application form and CV, Job

Interview, Job seeking skills, Information seeking, Informal ways of job searching

(network), Which are our values and why are they important, Identification of personal

characteristic, Individual career plan – portfolio Volunteering as a successful career start.

They have also created a short movie with a simulation of a job interview.

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VET GUIDANCE IN BULGARIA

Pepa Golemanova, Lyudmila Georgieva

Professional High School of Electronics and Electrical Engineering "Marie Curie", Bulgaria

HISTORY

The establishment of a Career Guidance System in school education was started in 2011,

under the Operational Program „Human Resources Development” of the Ministry of

Education, Youth and Science.

Since October 2012 were opened career guidance centers in all district towns in Bulgaria.

This is a Project called “Career Guidance System in School Education”. The project is

implemented with the financial support of the Operational Program "Human Resources

Development" and the European Social Fund of the European Union. Twenty-eight regional

career guidance centers, with 150 career consultants, were established.

The main providers of career guidance at school level should be the school counselors. In

the 90’s the first school counselors were employed. But only one third of the Bulgarian

schools have a school counselor. The number of the students in the school should be up to

500, to be appointed a school counselor. There are no legal requirements for this job and the

schools have to decide whether to appoint counselors within the delegated budget.

Currently, the school counselors are engaged in other issues and less with career guidance.

The current state of vocational guidance in Bulgaria: Lack of a national system for VET

guidance. Lack of enough coordination between the official institutions, providers of and

those in need of vocational guidance. At this stage there are some attempts and initiatives

under different projects but it is still too early to talk about a unified system for VET

guidance.

LEGAL FRAMEWORK/LEGISLATION

Vocational Education and Training Act. It is the act of providing advice to students and

other persons with regard to the choice of profession and career development. According to

the Vocational Education and Training Act the system for vocational guidance is ratified as

part of the vocational education system. It is stated that: „Vocational guidance is the act of

providing advice and counseling to students and other persons with regard to the choice of

profession and career development”. The main task defined by the law is providing

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assistance to trainees in their free choice of education, training and vocational qualification

for the acquisition of the required knowledge and skills, corresponding to the requirements

of the labor market.

National Lifelong Learning Strategy (2008 – 2013). A unified national lifelong guidance

system should be implemented for the period up to 2013. It is also required to develop

programs for education and qualification of the personnel engaged with vocational guidance

related services. The provision of accessible and high quality services for vocational

guidance to all students in Bulgaria is defined as a key priority. The national strategy aims to

assist/enable individuals in/to better plan and manage their own career path and skills, to

further develop their knowledge and skills, and to improve their employability.

ORGANIZATION OF VET GUIDANCE:

There is no unified national system for VET guidance, only some attempts under different

projects.

Since October 2012, schools cooperate with Career guidance centres which are

established under the project “Career guidance system in school education”. The centres

organise training courses in vocational guidance for the school counsellors. The

participation in the courses is optional and there isn’t a law that determines the duties and

competences of the school counsellors.

At the moment a network of 28 regional career guidance centres is launched. All young

people have the opportunity to receive free career guidance services. The schools are visited

by the career counsellors from the centres. This is an extracurricular activity, which is

supported by the school management and school counselors.

ACTIVITIES

The career guidance centers provide:

Group and individual counseling.

Lectures and workshops.

Team sessions with students, teachers and counselors.

Psychological tests for diagnostics of interests, attitudes and reasons for choice of

profession.

Interactive methods and training on skills for decision-making.

Skills for making a portfolio and work application /CV, a cover letter, a behavior job

interview /.

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Relationships between schools and labor market.

The time spent for group VET guidance is 4 hours per year for the students who finish

elementary /7, 8 grades – ISCED 2/ and secondary /11, 12 grades – ISCED 3/ education.

The rest of the Bulgarian students have group VET guidance 1 hour per year.

The schools provide:

Visits of companies.

Practical training classes.

School Project work.

Information days.

PROVIDERS

Operational level:

Schools – teachers, class advisors and school counselors.

28 Regional Career Guidance Centers, which work under a project.

The National Employment Agency and its local subdivisions: the Labor offices.

Private advice centers, which provide paid vocational guidance services.

Web-based services for vocational guidance and advice, established in 2011, which receive

their financing from European projects.

Specialized literature – books, manuals, reference books and brochures containing

information about the process of career development.

Policy level:

Ministry of Education, Youth and Science. /The Euro guidance Centre functions within the

Human Resource Development Centre of the Ministry of Education, Youth and Science and

provides information and services for career guidance in the field of education/.

Education Inspectorates.

The National Agency for Vocational Education and Training (NAVET). A road map called

“Development of career guidance in Bulgaria 2009 – 2013” was created and aims to

facilitate the interaction between the different sectors. This is a national document, which

identifies the main objectives and key priorities for the development of the policies and the

practices in the field of vocational guidance and career development in Bulgaria for a time

period of 5 years.

EXAMPLES OF GOOD PRACTICE

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1. Innovative web-site for on-line career guidance, which has been functioning since 2011. It

contains exercises, useful tips and instruments for self-assessment of those looking for a job

or those choosing a profession: http://www.zakarierata.com

2. Information on how to choose the right profession; career guidance toolkits; links to career

centers: http://www.kakvidastanem.bg

3. On-line test МАРР for vocational motivation and self-assessment: http://www.mappbg.com

Private organisation for career advice. Individual advisory sessions to choose a profession and

on career development; Information workshops at schools providing career guidance:

http://selfinvest.eu

BULGARIA

SELFINVEST КАРИЕРНО КОНСУЛТИРАНЕ

Pepa Golemanova, Mariyana Angelova

Professional High School of Electronics and Electrical Engineering "Marie Curie", Bulgaria

Official site of the producer:

http://www.selfinvest.eu/index.html

Producer:

Selfinvest is a private organization for career counseling and career development,

established in 2009 in Sofia. It offers individual career counseling and group programs to develop

skills for career management. Selfinvest, over the years, actively initiated various socially

responsible campaigns aimed primarily at students. The initiatives mainly support young people in

their first steps towards career development. The Website is owned by "Selfinvest" LTD.

Contact:

Telephones: +359 887 09 80 09, +359 2 483 19 61

Skype: selfinvestcareerconsulting

E-mail: office@selfinvest.eu

tanya@selfinvest.eu

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How does Selfinvest work? :

Working with the clients starts from the initial and completely free first meeting. The

collaboration begins with an analysis of the situation and clarifying the desired target of the

customers. Then an action plan and scheduled meetings are prepared. During the meetings, the

consultant talks, discusses, analyzes the situation with his client, a variety of tests and international

methodologies are used.

Short description:

1. Career counseling: http://www.selfinvest.eu/career-counseling.html

The career counseling is a service which is performed

individually between a specially trained consultant and a client who

has difficulty or needs support in order to decide on his career.

It aims to help people of all ages and stages of their career, as

very often making these decisions is accompanied by fear, insecurity or just need of additional

information.

Stages of life and career development of the individual, when he may be needs of guidance:

• Choosing a school or university;

• Choosing profession;

• Changing profession;

• Career development within the structures of the same company;

• Changing the workplace;

• Returning to work after maternity leave;

• Retirement.

2. School for a career: http://www.selfinvest.eu/school-

career.html

School for a career is a specialized service for the

acquisition of skills to select, develop and manage the personal

career.

School for a career is a system of interactive and simulated trainings to prepare young

people in mastering the necessary skills. Through the program, they learn about the nature of the

working environment, to be able to make an appropriate choice of profession and to succeed in the

personal development.

The objectives of the school for a career are:

167

• To support and facilitate the students in making the transition from school to professional

life;

• To support students to cope with the new and unfamiliar challenges related to the choice of

appropriate career;

• To provide an opportunity to master and improve new skills to manage life and career;

• To learn about and prepare for the responsibilities and the nature of working life.

3. Latest news and events: http://www.selfinvest.eu/blog/category /

4. Video presentations and trainings: http://www.selfinvest.eu/video.html

The team of Selfinvest works actively on the development of a variety of video resources of

presentations and trainings on topics related to personal development and effective career planning.

Among the videos there are topics that focus on skills development. Others present

interesting ideas and initiatives in the field of career counseling and guidance.

Time management

5. Guide to a successful career:

http://www.selfinvest.eu/guide-successful-career.html

The “Guide to Successful Career" is named after a campaign in February, 2010. It contains

exercises and tasks to identify the best career opportunities for each active seeker of professional

success and personal satisfaction.

The publication aims to help students and young people in the

difficult task of drawing up a personal career plan and identify goals that

they would like to achieve.

6. The program "Journey Through Indian Lands" is specially designed for students

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aged from 16 to 18 years. The training is aimed at developing skills for selecting, planning and

career management. http://selfinvest.eu/jurney.html

Learning Objectives:

• Developing skills for planning long-term, specific and measurable professional purposes;

• Teamwork;

• Acquiring and developing skills for flexible behavior in dynamic, rapidly changing

environment and changes in the personal strategy;

• Acquisition of basic knowledge about labor market and its opportunities;

• Strategy for personal and professional development;

• Distinguishing the types of factors influencing the successful professional development;

• Setting goals for the realization of a successful career.

SLOVENIA – E.GUIDE Maruša Goršak

KADIS, Slovenia

Official site:

Slovenian site: http://sl.eguide-project.eu/

Languages: Slovene, French, Swedish

Producer: Kadis d. o. o. with project partners: FH JOANNEUM (AT), Association Regionale Des

Cibc Nord-Pas-De-Calais (FR), Centre for Flexible Learning (SE), Employment Service of

Slovenia (SI).

Contact: Kadis d.o.o.

Address: Koprska 72, 1000 Ljubljana, Slovenija

Tel.: +386 1 200 81 80

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Fax: +386 1 200 81 99

Email: kadis@kadis.si

Short description:

E.guide is an integrated system with a selection of tools for identification and adaptation of

competences, necessary for the job seeking process.

It is separated into two coherent parts (counsellors

and counselees) that are connected through different

communication tools (messages, chat).

It offers reliable tools and methodological

approaches that enable efficient work with the

users. With the permission of the counselee, the counsellor has access to the individual’s data. The

counsellor has the ability to help user’s trough a modular and individual approach that answers their

specific needs and bridges the identified competence gaps.

The portal also contains many useful links not only for the users but also for the counsellors.

E.guide as it appears to the counsellors:

Here you can change

and edit your own profile.

Within the profile you can also

write some information about yourself

(section “About the counsellor”), which

is also the only publicly published data

seen by the counselees, when they wish

to register. All other information is

confidant.

In the tutorial you can

see video presentations of

certain functionalities on the portal and

learn how to use them.

Here you can find requests for the counselling. One person equals one request for

the counselling.

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Here you can edit and change your current status and personal message. Status

stands for chat availability (available/unavailable) and a personal message informs your

counselees, for example, about your longer absence. Your personal message also appears on their

profile as a notice.

Counselling tools will help you with your work. Here you can find definitions of

competences, questionnaires and quizzes and interesting links as well.

Here you can see the list of your active counselees and the list of those, with whom

you have already concluded counselling (“Concluded counselees”).

Here you can write messages to your counselees and also see the number of your

new messages.

In the notices you can see the number of new messages (option also listed in

communication tools), edit your action plan and check which actions are still on yours to

do list.

E.guide as it appears to the counselees:

With E.guide you can:

If you are a counsellor:

have an online profile, where people in need can find you (you can decide which part of the

information is available to public),

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have a list of all counselees in one place with authorised access to their profile (filed in

questionnaires, CVs, job applications …) where you can assist them with useful tips and

comments right away,

offer individual counselling through usage of communication tools (messages, chat),

have a status box (red unavailable, green available and the possibility to write short status

comments), yellow notification board,

access to different counselling tools (questionnaires, quizzes, different useful information),

…

If you are a counselee:

have an online access to your counsellor through different communication tools,

access to different competence questionnaires, quizzes and information regarding labour

market and employability,

plan your activities with the help of Action plan (future activities appear on the yellow

notification board as a reminder and you can always see past activities),

have the possibility to upload documents (CVs, application letters, job ads, pictures and

other files) and for each of them you decide whether your counsellor can access them or not,

if you allow access he/she can write comments, tips in the description part of the document

…

ROMANIA COGNITROM CAREER PLANNER PLATFORM ( CPP ONLINE )

Prof. Chirca Mihaela Rodica

Liceul Tehnologic de Transporturi Auto

Prof. Radu Laura

Liceul Tehnologic de Transporturi Auto

Official site of the producer:

Romanian site: www.cognitron.ro

English Information http://www.cognitrom.ro/en/prezentare_ccp.html

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Producer: SC Cognitrom SRL is a research-development company, accredited by

The National Authority for Scientific Research,according to law 324/2003 and H.G. no 551/2007,

Decision no 9688/30.06.2008.

Social headquarters: F. Liszt str. no. 12, Cluj-Napoca

Office: 14th of July Square, no. 18, Cluj-Napoca

Fiscal code: RO14033431

Account no. RO53BRDE130SV08100381300, at BRD - GSG Cluj-Napoca

Contact:

Adress: Piața 14 Iulie, Nr. 18. Cluj Napoca, Romania

Telephone: 0040745808216 Email contact: ccp@cognitrom.ro,

Contact form: http://ccponline.ro/Contact.aspx

TAXE FEE:

Romanian schools: 20RON (4,5E)/student/1 year pass ( including the account of counseling

teacher of the school and Mentor teacher or each class) or 4800 RON (1100E)

Other organisations and schools from Europe: On request by a contract

Demo accounts in Romanian language: www.ccponline.ro,

-teacher user: profesor 2331, password:12345

-student user: elev2332, password:12345

Short description:

COGNITROM CAREER PLANNER (CCP) is a multi-user platform designed for career

counselling, information and management, which can be used by: pupils, parents, teachers,

counsellors and experts (Psychologists).

The platform offer ( www.ccponline.ro):

A self-report of abilities, interests and values students as a vocational profile (profile model

vocational);

Access 1050 occupational profiles (text and video presentation in English language);

http://www.ccponline.ro/exemplu/video/

Possibility of automatic comparison to 3 occupational profiles;

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Automatically display "fit" between the student's vocational profile and occupational profiles

(list of occupations which fit);

Access to resources useful in the theoretical and practical career guidance to students. Practical

resources were constructed for each type of customer targeted: student (practical resource

model), teacher-counselor (practical resource model), parent (activities).

The platform was so constructed that: student access to practical resources for this type of user,

parent to have access to practical resources for both students and those for parents, teacher-advisor

has access to the resources of students, parents, and the resources teachers, psychologists have

access to resources all users of the platform. Also, there is the possibility of storing the personal

portfolio outcomes questionnaire occupational profiles showing the most interest, and other

information deemed relevant or material.

With CCP you can: If you are

a PSYCHOLOGIST:

• do career counselling and career management

for your clients

• identify his/hers vocational psychological

profile and digitally archive it

• analyse the occupational profiles of

the most wanted jobs • beneficiate from all the

specific resources which are necessary for your

vocational counselling (lesson plans, activities,

etc) • assist the pupil and the

parent in making a career decision

If you are a TEACHER (SCHOOL COUNSELLOR)

• do vocational, individual or group counselling for your pupils, in a quick and efficient manner

• use and personalise lesson plans already designed for every one of the career counselling

hours/classes

• assist your pupils in career decision

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• access working sheets, video materials, assessment questionnaires which are essential for your

activities

If you are a PARENT:

• know your child better and find out what jobs better suit him/her.

• have resources, ready at hand, which will improve your relationship with your child

• help your child to develop his/hers personality

If you are a PUPIL:

• know yourself better, on account on psychological questionnaires

• make an informed choice regarding your future job

Example from the platform:

This is what the home page looks like when the student is logged

into his / her account:

This is how one of the questionnaires in the platform looks like:

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PRAKSE.LV

Agris Ruperts, Daina Vanaga

Profesionalas Izglitibas Kompetences Centrs “Liepajas Valsts Tehnikums”, Letonia

Prakse.lv is the largest career and education portal Latvian

The portal allows young people to choose the most appropriate profession, to choose an educational

institution acquisition of the profession and, of course, find a job and work practices. Entrepreneurs

have the ability to find themselves targeted trainees and employees. Available on the website:

virtual practice, consultations and career activities overview, career tests, etc.

Purpose

Prakse.lv goal is to prepare the next generation of contemporary Latvian labour market, there by

contributing to their successful and rapid integration into the regional and global labour market.

Mission

Prakse.lv mission is to help young people discover their vocation and to show them the

opportunities to develop and practice applying their talents to launch a successful career.

For young people

See more than 780 friendly business- recommendations for future studies. Company, recommended

the higher education institutions and study TOP.

For businesses

Affect 32,850 young people graduate, study and future job choice, recommending what and where

to study.

Contacts

Jānis Logins : Chairman of the Board, E-mail: janis@prakse.lv Phone: 29 540 182

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Annemarī Šperliņa: Marketing Project Manager, E-mail: anne@prakse.lv Phone: 22 029 481

PROFESIJU PASAULE

Ligita Reimane, Iveta Lace – Lacekle

Profesionalas Izglitibas Kompetences Centrs “Liepajas Valsts Tehnikums”, Letonia

In profession world you can see 14 houses with 81 different professions, as well as home

"Become an entrepreneur" and "Discover the profession itself". Profession world is a virtual

city that presents a variety of professions. This portal provides useful information for anyone

who wants to choose the most suitable future profession as well as to successfully choose a

course of study. Professions world began their activities in virtual environment 2012th in

late November.

Intention

Professions World aims to expand students' perceptions of the profession /job diversity and

provide information on the content and requirements for these professions or positions of

workers as well as students to create interest and desire to explore more the world of work

and their personal career opportunities.

Appearance

Profession world is shaped like a virtual city consisting of objects-businesses, which can be

found in this type of business typical of the profession. For each profession there is available

occupation description, interview of occupation, photo gallery, professional training and

educational opportunities and in the future section of the video scenes.

Contacts

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It is possible to communicate with the Professions world, using the contact form located on

the website.

TURKEY, ISKUR

Semra Köroğlu, ESMA Aydın

Avanos Kiz Teknik Ve Meslek Lisesi, Turcia

Web link of the institution:

http://www.iskur.gov.tr/en-us/homepage.aspx

Producer: Ministry of labor and social security

History:

The first legal regulation regarding public employment services in our country is Labour Law with

the date 1936 and the number 3008 which is our first law. Said Law had set forth forbidding private

offices executing agency business for seeking jobs and employees and establishing the Institution of

Providing Jobs and Employees in three years which could enable that this service would be

executed by the government. Since the Institution could not be founded within three years, it was

determined that law draft of the Institution would be reported to TBMM (Grand National Assembly

of Turkey) through the Law with the date 1939 and the number 3612 in two years. However, owing

to the interruption caused by 2nd World War, this time span passed and eventually the Institution

for Providing Jobs and Employees was established by the Law with the number 4837 in 21st

January of 1946 in order to deliver public employment services. In 15.03.1946 the Institution of

Providing Jobs and Employees (IPJE) came into operation. The Law with the number 4837

determined the mission of the Institution as agency business for finding jobs and employees, that is,

“for employees finding jobs suitable to their qualities and for employers finding employees having

suitable qualities for the job.

IPJE began to deliver agency business for finding jobs and employees in labour market and to fulfil

the mission to meet labour force need of developing industry and to provide sectoral and

geographical mobilisation of labour as of 1946. Together with the developed countries, primarily

Germany, needed more labour force and began to fill this gap via foreign workers; IPJE

concentrated on sending workers abroad. Stagnation and increasing unemployment in industrial

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countries after 1973 Oil Crisis caused labour force demand to cease. This development had been the

beginning of decline process for IPJE and public employment services focusing on the activity of

sending workers abroad. The Institution couldn’t renew itself in delivering the services needed by

changing labour market and the role of public services in the labour market increasingly

diminished.

Fundamental duties of the Institution of Providing Jobs and Employees was determined in the Law

with the date 25.08.1971 and the number 1475; even though, ILO contract with the date 1919 and

the number 2 related to unemployment which is determinant for the activities of the Institution was

approved in 16.02.1950, ILO contract with the date 1933 ant the number 34 related to liquidating of

paid employment agencies was approved in 30.11.1949, ILO contract with the date 1949 and the

number 96 related to private unemployment agencies was approved in 08.08.1951, and ILO contract

with the date 1964 ant the number 122 related to the employment policy was approved in

9.11.1976.

Regulation of labour market materialized before the planned period and approval of said contracts.

Accordingly, the Institution could not possess a modern and dynamic structure that could enable

labour market be designed within a specific plan and programme at national level. Thus,

development of our Institution in our country mostly fell behind the needs, particularly in terms of

legal regulations, and individual changes rendered occasionally could not provide activity

demanded.

As a natural consequence, the Institution could not go beyond having an appearance of body which

tried to fulfil the formalities regarding only the activities of agency of finding jobs and employees,

since it could not develop its organizational structure, legal status and personnel regime in

accordance with said International Contracts.

As from 1980s globalization, technological improvements and information society raised the

importance of employment institutions and extended their functions. In order the Institution to have

a structure that could follow the developments occurring in technology and labour force in the

world as well as in our country, fulfil the missions delivered by modern employment institutions,

and implement active labour force programmes; IPJE was abolished and Turkish Employment

Agency (İŞKUR) was founded by the Statutory Decree with the date 4.10.2000 and the number

617.

Nevertheless, the Constitutional Court abrogated the Statutory Decree with the number 617 through

its verdict with the date 31.10.2000, the docket no: 2000/63 and the decree no: 2000/36 and gave a

ruling that abrogation verdict would come into force nine months after it was published in the

Official Gazette. Nine months duration ended 08.08.2001. Since a new legal regulation could not be

179

made within this duration, the Institution had to deliver its activities without a legal basis.

Eventually, the Institution obtained its establishment law through Turkish Employment Agency

Law with the number 4904 which was adopted by Grand National Assembly of Turkey in

25.06.2003 and came into force by being promulgated in the Official Gazette with the date

05.07.2003 and the number 25159.

By the new law;

• Turkish Employment Agency established for aiding activities of protecting, improving,

generalizing of employment and preventing unemployment, and for executing unemployment

insurance services has obtained a structure that enable it to implement active and passive labour

force policies alongside its classical services of finding jobs and employees within an extended

mission area.

• A General Council, in which social parties have a majority and representatives of public and

universities can also participate, has been formed in order to aid creating the employment policy of

Turkey, by adopting an organization model open to participative and social dialogue.

• Executive Board including representatives of workers, employers, merchants and craftsmen has

been formed as the organ of the institution which possesses the supreme administration and

decision-making abilities, authority and responsibility.

• Provincial Employment Boards have been formed so as to improve local initiative in regional

development and determine local employment policies in provinces.

• Establishment of Private Employment Agencies has been permitted so that they render both

domestic and overseas activities of finding jobs and employees, and the monopolistic authority of

the Institution in this field has been abolished.

• In order to deliver active services in provinces, Regional Directorates have been abrogated and

Provincial Directorates have been constituted.

• As career vocation, Employment and Vocational Expert has been generated in order the missions

of the Institution to be delivered actively and to provide qualified personnel employment.

VISION:

To become a respected and leader organisation that plays an effective role in service quality and

diversity and also in tackling unemployment via adaptation to changes and innovations.

MISSION:

In accordance with the needs of labour market; providing the service of job and employee agency

effectively; enabling, maintaining, developing, diversifying the employment and providing a

temporal income support to people who have lost their jobs via implementation of active labour

market policies aimed at enhancing the employability of workforce.

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CONTACTS:

Turkish Employment Agency Directorate General

Dr. Nusret YAZICI

Director General

Phone Number: +90 (312) 216 30 00 - 216 30 01

Fax Number : +90 (312) 435 29 27

Address: Emniyet Mahallesi Mevlana Bulvarı (Konya Yolu) No:42 Yenimahalle / ANKARA

Department of Foreign Relations and Projects

Aşkın TÖREN

Department Head

Phone Number: +90 (312) 216 39 27 - Fax: +90 (312) 418 05 63

Address: Emniyet Mahallesi Mevlana Bulvarı (Konya Yolu) No:42 Yenimahalle / ANKARA

E-mail: int.branch@iskur.gov.tr

TURKEY, MBS

Yalçin Yavuz Bellikli, Kazim Baran

Seyhan Ilce Milli Egitim Mudurlugu, Turcia

Official site of the producer:

http://www. mbs.meb.gov.tr Producer: National education ministry

MBS(Vocational information center) is set up for students’ to find out their self-knowledge, the

things they love doing, finding out their abilities and to help them to choose the right vocation for

them.

How does MBS work?

181

It helps people choose the right vocation and how to improve themselves and adopt them to their

life. It serves them as a guide in their future. It is open to everybody who is over 13 and it is very

easy to get registered in the web link. There are several questionnaires for the people that helps

them to find out their abilities and which vocation is suitable for them. The web link also gives

them opportunities about the

vocation via videos to be

watched and know it closely.

In which cities the vocation

is popular and how many

professions are needed in

that area.

The web link also gives your

tests’ results in pdf file to be

downloaded so you can save

it on your computer.

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CONTENT

Argument ................................................................................................................................... 3

The role of the blog http://www.leonardovocationalguide.blogspot.ro/..................................... 4

In the Leonardo Da Vinci international multilateral partnership .................................................. 4

„Development of guidance and counseling instruments in vocational education” ....................... 4

Teacher GEORGETA MANAFU ............................................................................................................. 4

“Tudor Arghezi” Theoretical Highschool, Craiova ...................................................................................................... 4

Synchronous and asynchronous in e-Learning ............................................................................. 6

Teacher DRAGOMIR ILEANA ............................................................................................................... 6

Automotive Technological Highschool, Craiova ......................................................................................................... 6

E –LEARNING in the TECHNICAL training educational PROCESS.................................................... 6

Engineering teacher STAN CARMEN .................................................................................................... 6

"Traian Vuia" Technical College, Galați ...................................................................................................................... 6

Building a Career using Computers ............................................................................................. 7

Teacher AGAPIE MINODORA LUCIEA ................................................................................................... 7

"Dimitrie Filişanu" Technological Highschool, Filiaşi .................................................................................................. 7

THE INTERCULTURAL DIMENSION OF THE PROCESS OF E-LEARNING .......................................... 8

Primary school teacher BUTOI MIRELA RODICA ................................................................................... 8

”Tudor Arghezi”Theoretical Highschool , Craiova ...................................................................................................... 8

E-learning – the most complex form of integrating informal education into the formal one ......... 9

Ph. D teacher BUZULOIU DOINA ......................................................................................................... 9

“GH.CHITU” College of Economics, Craiova ............................................................................................................... 9

ICT tools in the teaching-learning-evaluation process of modern languages .............................. 10

Teacher CĂPINARU ILONA-MIHAELA ................................................................................................. 10

Automotive Technological Highschool, Craiova ....................................................................................................... 10

THE SECOND WORLD WAR. THE BATTLE OF KURSK ................................................................... 10

Multimedia presentation used in the teaching process.............................................................. 10

Teacher CĂPRĂRESCU IULIANA ALINA ............................................................................................... 10

“HORIA HULUBEI” THEORETICAL HIGHSCHOOL ....................................................................................................... 10

Internet education ................................................................................................................... 11

Teacher COJOCARU SORINA VIRGINIA ............................................................................................... 11

“Ştefan Odobleja” College, Craiova ......................................................................................................................... 11

E -learning in counseling and career guidance .......................................................................... 12

183

Primary school teacher DIMA LILIANA SIDONIA ................................................................................. 12

Castranova Secondary School, Puţuri branch .......................................................................................................... 12

Using Multimedia Software in the Educational Process ............................................................. 13

Teacher DOBRE LUCIA CARMEN ........................................................................................................ 13

Railway Technological Highschool, Craiova ............................................................................................................. 13

The importance of using multimedia methods in the teaching of English ................................... 14

English/French teacher DUMITRAȘCU RALUCA .................................................................................. 14

Pleșoi Secondary School........................................................................................................................................... 14

English/French teacher TORIȘTE ADINA ELENA .................................................................................. 14

Automotive Technological Highschool, Craiova ....................................................................................................... 14

INTERACTIVE TRAINING OR e-LEARNING ................................................................................... 15

Teacher ILIUŢĂ MARIANA ................................................................................................................. 15

”GH.CHIŢU” College of economics, Craiova ............................................................................................................. 15

E-LEARNING AND PERFORMANCE IN THE EDUCATIONAL SYSTEM ............................................. 15

Teacher ION MARIA-ADELINA ........................................................................................................... 15

“General Magheru” Technological Highschool Rm. Vâlcea ..................................................................................... 15

The advantages of distance learning ....................................................................................... 16

Teacher MARINESCU CORNELIA ........................................................................................................ 16

Automotive Technological Highschool, Craiova ....................................................................................................... 16

The current context and the need for e-learning ....................................................................... 18

Teacher MARINESCU IONUŢ CĂTĂLIN ............................................................................................... 18

Automotive Technological Highschool, Craiova ....................................................................................................... 18

Modern methods and means used in the instructive-educational process .................................. 18

Teacher ELENA MARINICĂ ................................................................................................................ 18

“C.D. Nenitescu” Technical College Craiova ............................................................................................................. 18

E-learning and performance in computer science ...................................................................... 19

Teacher CARMEN-NICOLETA MINCĂ ................................................................................................. 19

“Tudor Vianu” National College of Informatics, Bucharest...................................................................................... 19

Information technology in education ........................................................................................ 19

Teacher IRINA MORĂRAŞU ............................................................................................................... 19

”Matei Basarab” Highschool, Craiova ...................................................................................................................... 19

E-learning in the educational process ....................................................................................... 20

Teacher CLAUDYA MARIA NEACŞA .................................................................................................... 20

”Nicolae Titulescu” National Vocational College, Slatina......................................................................................... 20

E- learning in our schools .......................................................................................................... 21

Teacher NICĂ CRISTINA .................................................................................................................... 21

184

“Ştefan Odobleja” College, Craiova ......................................................................................................................... 21

INTERCULTURAL EDUCATION - NECESSITY AND UTILITY ............................................................ 22

Teacher NICOLAE MARIANA ............................................................................................................. 22

Automotive Technological Highschool, Craiova ....................................................................................................... 22

EDUCATIONAL SOFTWARE – an EFFICIENT MEANS TO ACHIEVE a "different" teaching .............. 23

Primary school teacher NICOLAESCU GEORGETA ............................................................................... 23

Dudaşu-Cerneţi Primary School, Mehedinţi............................................................................................................. 23

The Project Method – A New Approach .................................................................................... 24

Teacher NICOLIN CARMEN ................................................................................................................ 24

“General Magheru” Technological Highschool, Râmnicu-Vâlcea ............................................................................ 24

Teacher IOVA ALINA IONELA ............................................................................................................. 24

“General Magheru” Technological Highschool, Râmnicu-Vâlcea ............................................................................ 24

VIRTUAL TRAINING ENVIRONMENTS –THE MOODLE PLATFORM ............................................... 26

Teacher PĂTRAȘCU COSTELA ............................................................................................................ 26

”Matei Basarab” Highschool, Craiova ...................................................................................................................... 26

L’UTILISATION DE L’INTERNET EN COURS DE FLE ...................................................................... 27

Teacher EUGENIA PĂUN ................................................................................................................... 27

Collège „Ştefan Odobleja”, Craiova ......................................................................................................................... 27

The use of educational software in teaching mathematics ........................................................ 28

Teacher OTILIA PÎNTEA ..................................................................................................................... 28

Holboca Technological Highschool .......................................................................................................................... 28

COMPUTER - THE STUDENT HANDBOOK AND ELECTRONIC TENDER .......................................... 28

Teacher POENAR FLORELA ................................................................................................................ 28

“Dragomir Hurmuzescu” Energy Technical Highschool, Deva ................................................................................. 28

THE IMPORTANCE OF USING ICT IN ........................................................................................... 29

THE INSTRUCTIVE- EDUCATIVE PROCESS ................................................................................... 29

Primary school teacher POPESCU GEORGIANA .................................................................................. 29

Automotive Technological Highscool, Craiova ......................................................................................................... 29

eLearning Blog ......................................................................................................................... 29

Teacher PROCOP MARCIANA ............................................................................................................ 29

”Carol I”National College, Craiova .......................................................................................................................... 29

Teacher VIŞAN-DIMITRIU DANIEL...................................................................................................... 29

.“Ştefan Odobleja”National College, Craiova ........................................................................................................... 29

THE USE OF MULTIMEDIA IN E-LEARNING ................................................................................. 30

Teacher RUICU DELIA MAGDALENA .................................................................................................. 30

Railway Technological Highschool, Craiova ............................................................................................................. 30

185

The importance of eLearning platforms in the educational process .......................................... 31

Teacher TRANDAFIR ILEANA ............................................................................................................. 31

”Matei Basarab” Highschool, Craiova ...................................................................................................................... 31

TOOLS FOR EDITING DOCUMENTS ONLINE ................................................................................ 32

Teacher TROANȚĂ NICOLETA ............................................................................................................ 32

Automotive Technological Highschool, Craiova ....................................................................................................... 32

AN E-LEARNING PLATFORM– www.jeparlefrancais.com ........................................................... 32

Teacher IULIAN UNTARU .................................................................................................................. 32

“I. C. Brătianu” National College, Pitești .................................................................................................................. 32

USING the NEW TECHNOLOGIES IN TEACHING FRENCH ............................................................. 33

Methodology teacher ADINA CAMELIA VOICULESCU ......................................................................... 33

Olt County Teacher Training Center ........................................................................................................................ 33

E-Learning - overview, advantages, disadvantages ................................................................... 34

and applicability in Romania .................................................................................................... 34

Teacher ZARAGIU MILENA-EUGENIA ................................................................................................. 34

”Gh. Chițu” National College of Economics, Craiova ............................................................................................... 34

Teacher SILAGHI DANIELA ................................................................................................................. 34

”Gh. Chițu” National College of Economics, Craiova ............................................................................................... 34

The Factors of Counseling and Vocational Guidance: School, Family, Society ............................. 35

Teacher ANDREEA MINEA ................................................................................................................. 35

“Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................... 35

Teacher ANDREEA SĂNDOI ............................................................................................................... 35

“Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................... 35

THE Leonardo da Vinci International Multilateral PARTNERSHIP “Development of guidance and

counselling instruments in vocational education” ..................................................................... 36

DISSEMINATION ....................................................................................................................... 36

Teacher GEORGETA MANAFU ........................................................................................................... 36

”Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................... 36

Teacher FLORENTA AVRAM .............................................................................................................. 36

”Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................... 36

The Importance of an Economic Operator ................................................................................. 37

In Professional Orientation ....................................................................................................... 37

Teacher SESCIOREANU MARIA .......................................................................................................... 37

”General Magheru” Technological Highschool, Râmnicu-Vâlcea ............................................................................ 37

Teacher IOVA ALINA IONELA ............................................................................................................. 37

”General Magheru” Technological Highschool, Râmnicu-Vâlcea ............................................................................ 37

186

”STEPS TO A SUCCESSFUL CAREER”- a COUNSELING PROGRAM ................................................. 40

School counselor NICOLETA-ADRIANA FLOREA .................................................................................. 40

County Centre for Resources and Educational Assistance and Pedagogical Assistance Dolj County ..................... 40

THE ROAD TO PROFESSIONAL SUCCESS ..................................................................................... 41

Ph.D teacher MARIANA LILI BADEA ................................................................................................... 41

”IULIA HASDEU” National College, Bucharest .......................................................................................................... 41

Ph. D teacher FLORENTINA IOFCIU .................................................................................................... 41

195 Secondary School, Bucharest ............................................................................................................................ 41

Creativity in counseling and guidance ....................................................................................... 42

of professional school students ................................................................................................. 42

Teacher ECATERINA BOARNĂ ........................................................................................................... 42

”Ştefan Odobleja” National College, Craiova ........................................................................................................... 42

the INTERNATIONAL GRUNDTVIG learning partnership “Teaching recycling and Environmental

Education” ............................................................................................................................... 43

Teacher MANAFU GEORGETA ........................................................................................................... 43

”Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................... 43

Teacher LULACHE MARIANA ............................................................................................................. 43

Energy College, Craiova ............................................................................................................................................ 43

School Guidance- A determining factor in shaping human personality ...................................... 44

Teacher BOŢA ANA ........................................................................................................................... 44

”Ştefan Odobleja” Highschool.................................................................................................................................. 44

SELF-AWARENESS, THE WAY TO PROFESSIONAL SUCCESS ......................................................... 45

Teacher ENE İOANA .......................................................................................................................... 45

Automotive Tehnological Highschool, Craiova ........................................................................................................ 45

INFORMATION AND COMMUNICATION TECHNOLOGIES IN CAREER COUNSELLING .................... 46

Teacher MONICA CEUCĂ-DIACONESCU ............................................................................................. 46

“Ştefan Odobleja” College, Craiova ......................................................................................................................... 46

Teacher ADINA DEMETRIAN ............................................................................................................. 46

“Ştefan Odobleja” College, Craiova ......................................................................................................................... 46

Education and Counseling to Students with Disabilities ............................................................. 47

Teacher CHIAR CARMEN – IULIANA ................................................................................................... 47

School Centre for Inclusive Education, Alexandria .................................................................................................. 47

the INTERNAtIONAL GRUNDTVIG learning partnership “Teaching recycling and Environmental

Education” ............................................................................................................................... 48

Pre-primary school teacher GAVAN CAMELIA .................................................................................... 48

”Nicolae Velea” School, Cepari, Arges ..................................................................................................................... 48

187

Teacher GAVAN NICOLAE ................................................................................................................. 48

”Nicolae Velea” School, Cepari, Arges ..................................................................................................................... 48

INTERCULTURAL EDUCATIONAL POLICIES IN EDUCATIONAL PROJECTS ...................................... 49

Teacher CRUCERU LAVINIA ............................................................................................................... 49

”Gheorghe Bibescu” Secondary School, Craiova ..................................................................................................... 49

Skills development of future sports instructors with a view to facilitating their insertion on the

european market ..................................................................................................................... 50

Teacher DICĂ ALINA-MARILENA ........................................................................................................ 50

”PETRACHE TRIŞCU” SPORTS HIGHSCHOOL, CRAIOVA ............................................................................................ 50

Teacher APOSTOLACHE HERMINA MARIA ......................................................................................... 50

”PETRACHE TRIŞCU” SPORTS HIGHSCHOOL, CRAIOVA ............................................................................................ 50

Communication with family - an important factor in the professional orientation of students ... 50

Ph. D teacher DODENCIU MIRELA ..................................................................................................... 50

“Matei Basarab” Highschool, Craiova ...................................................................................................................... 50

Teacher JIANU SIMONA .................................................................................................................... 50

“Matei Basarab” Highschool, Craiova ...................................................................................................................... 50

Cultural diversity, equality of chances and interdependency ..................................................... 51

-Dissemintion of good practices – ............................................................................................. 51

Deputy headmistress teacher DRAGOMIR CARMEN-MARINELA ......................................................... 51

”Gheorghe Bibescu” Secondary School, Craiova ..................................................................................................... 51

THE IMPORTANCE OF COUNSELING AND SCHOOL ORIENTATION IN THE STUDENTS’ CHOICE OF

CAREER .................................................................................................................................... 52

Teacher FILIP AMELIA STEFANIA ....................................................................................................... 52

"Matei Basarab" Highschool, Craiova ...................................................................................................................... 52

Teacher CIOPONEA NICOLAIE MIRCEA OVIDIU .................................................................................. 52

"Henri Coanda" Theoretical Highschool, Craiova ..................................................................................................... 52

Web Technologies - innovation in the educational process ........................................................ 53

Teacher OANA SORINA RĂDULESCU .................................................................................................. 53

"Traian Vuia" Highschool, Craiova ........................................................................................................................... 53

THE MODERN TEACHER ............................................................................................................ 54

SUPPORT FOR TODAY’S YOUNGSTERS’ CAREER ORIENTATION AND COUNSELING...................... 54

Teacher ILIE MILICA .......................................................................................................................... 54

Automotive Technological Highschool, Craiova ....................................................................................................... 54

USEFUL TOOLS FOR INTEGRATING THE YOUNG ON THE LABOUR MARKET ................................. 54

Teacher ILIESCU CAMELIA EUGENIA .................................................................................................. 54

”ŞTEFAN ODOBLEJA” College, Craiova ..................................................................................................................... 54

188

Permanent Education as Part of Knowledge ............................................................................. 55

Primary school teacher VOICU POPESCU CORINA .............................................................................. 55

NR. 5 Secondary School, Alexandria ........................................................................................................................ 55

EDUCATIONAL AND VOCATIONAL GUIDANCE ........................................................................... 56

Teacher LUPU DOREL ........................................................................................................................ 56

”Constantin Ianculescu” Technological Highschool, Cârcea ................................................................................... 56

Teacher PÎRVU DELIA ........................................................................................................................ 56

”Constantin Ianculescu” Technological Highschool, Cârcea ................................................................................... 56

EQUAL CHANCES in CHOOSING THE APPROPRIATE CAREER ....................................................... 56

Teacher TRĂISTARU GABRIELA .......................................................................................................... 56

”General Magheru” Technological Highschool, Râmnicu Vâlcea ............................................................................. 56

Engineering teacher OLTEANU ELENA ............................................................................................... 56

”General Magheru” Technological Highschool, Râmnicu Vâlcea ............................................................................. 56

Youth and the Challenges of Contemporary World .................................................................... 57

Teacher PAPPA DANIELA DORINA ..................................................................................................... 57

Automotive Technological Highschool, Craiova ....................................................................................................... 57

stimulation of the Studying motivation for children with school adjustment problems .............. 58

Teacher POENARU SILVIA ................................................................................................................. 58

Automotive Technological Highschool, Craiova ....................................................................................................... 58

Teacher DINCA SABINA ..................................................................................................................... 58

Automotive Technological Highschool, Craiova ....................................................................................................... 58

"Counseling and orientation – Career education" ..................................................................... 59

Teacher DANIELA MARIA POPA ......................................................................................................... 59

”Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................... 59

didactic conduct in assessing learning outcomes ....................................................................... 60

Teacher JANA POPA ......................................................................................................................... 60

”Dorin Pavel”Technical College, Alba Iulia ............................................................................................................... 60

Ways to develop ICT and entrepreneurial skills in young people ................................................ 61

Teacher MIHAELA CARMEN POPA ..................................................................................................... 61

“Matei Basarab” Highschool, Craiova ...................................................................................................................... 61

School, an important factor in choosing a career ...................................................................... 62

Teacher IOANA POPESCU .................................................................................................................. 62

“Gh. Chițu”National College of Economics, Craiova ................................................................................................ 62

A SUCCESSFUL CAREER ............................................................................................................. 62

Teacher POPESCU EUGEN ................................................................................................................. 62

”Ştefan Odobleja” College, Craiova ......................................................................................................................... 62

189

The natural science teacher’s role in the society of knowledge .................................................. 63

Teacher POPOI LIVIU MIHAI .............................................................................................................. 63

Automotive Technological Highschool, Craiova ....................................................................................................... 63

Teacher ȘERBAN OANA ..................................................................................................................... 63

”Frații Buzești” National College, Craiova ................................................................................................................ 63

THE EUROPEAN DIMENSION OF CAREER COUNSELING AND GUIDANCE ..................................... 64

Teacher MIHAELA POSTELNICESCU ................................................................................................... 64

Automotive Technological Highschool, Craiova ....................................................................................................... 64

Approaching Communication in Romanian from the point of view of career guidance and

counseling ................................................................................................................................ 64

Primary school teacher RADU ADRIANA LAURA ................................................................................. 64

Drăgoteşti Secondary School ................................................................................................................................... 64

assessing adult education ......................................................................................................... 65

Primary school teacher MARCU DANIELA –ELENA.............................................................................. 65

”N. Romanescu”Secondary School, Craiova ............................................................................................................ 65

Teacher STANCELE MIHAELA CARMEN .............................................................................................. 65

Automotive Technological Highschool, Craiova ....................................................................................................... 65

Vocational guidance and counseling ......................................................................................... 66

Teacher ROXANA UDREA .................................................................................................................. 66

Automotive Technological Highschool, Craiova ....................................................................................................... 66

Teacher IULIA CĂLINA ...................................................................................................................... 66

Automotive Technological Highschool, Craiova ....................................................................................................... 66

VOCATIONAL CHOICE - EXPRESSION OF one’s PERSONALITY ...................................................... 67

Teacher VÎRCAN CAMELIA GEORGETA ............................................................................................... 67

Automotive Technological Highschool, Craiova ....................................................................................................... 67

The intercultural dimension in education .................................................................................. 68

Teacher POPESCU ADINA .................................................................................................................. 68

“Traian Vuia” Highschool, Craiova ........................................................................................................................... 68

Teacher POPESCU OANA ................................................................................................................... 68

“Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................... 68

Factors that influence the choice of our career .......................................................................... 69

Teacher BASARAB CONSTANTIN ....................................................................................................... 69

No. 2, ”Traian” Secondary School, Craiova .............................................................................................................. 69

Vocational counseling and vocational identity .......................................................................... 70

Teacher COCOS ELENA ...................................................................................................................... 70

”Stefan Odobleja” College, Craiova ......................................................................................................................... 70

PARENTAL INFLUENCE ON THE CHILDREN’S CAREER CHOICE ..................................................... 71

190

Teacher ZAHARIA OANA-LOREDANA ................................................................................................. 71

,,Tudor Arghezi”Theoretical Highschool, Craiova .................................................................................................... 71

Didactic Project ........................................................................................................................ 72

School counselor ELENA TONCA ........................................................................................................ 72

”Henri Coandă” Theoretical Highschool, Craiova .................................................................................................... 72

Teacher CEOROIANU RALUCA ........................................................................................................... 72

”Henri Coandă” Theoretical Highschool, Craiova .................................................................................................... 72

FOSTERING LIFELONG LEARNING THROUGH INTERNATIONAL EDUCATION PROGRAMMES ........ 75

Teacher MARILENA CIONTESCU ........................................................................................................ 75

“Stefan Odobleja” College, Craiova ......................................................................................................................... 75

Individual Grundtvig mobility ................................................................................................... 76

Le Grand Tour en Europe: art, paysage, jardins, créativité, innovation - Berlin .......................... 76

Teacher DUMITRACHE CAMELIA ....................................................................................................... 76

”Anton Pann” Secondary School .............................................................................................................................. 76

THE ROLE OF ict IN TEACHING AND LEARNING FOREIGN LANGUAGES ....................................... 76

Teacher ARDELEAN CRISTINA IULIANA .............................................................................................. 76

Automotive Technological Highschool, Craiova ....................................................................................................... 76

EFFECTIVE DISSEMINATION (PROMOTION AND RAISING AWARENESS) AND EXPLOITATION OF

EUROPEAN EDUCATIONAL PROJECTS ........................................................................................ 77

Teacher BOGDAN ILEANA ALINA ....................................................................................................... 77

Ţuglui Secondary School .......................................................................................................................................... 77

Teacher BARBU FLORENTINA IRINA .................................................................................................. 77

“Carol I”National College, Craiova ........................................................................................................................... 77

COMENIUS MULTILATERAL PROJECT “JUNIOR INVENTORS” ...................................................... 78

Teacher BUDA BRIGITTA DANIELA ..................................................................................................... 78

“Vasile Alecsandri” Secondary School, Baia Mare ................................................................................................... 78

Educational activities within the project ................................................................................... 80

”Romanian Culture in the European context“ ............................................................................ 80

Teacher MARGARETA CERCELARU .................................................................................................... 80

"Nicolae Romanescu" Secondary School, Craiova ................................................................................................... 80

ANIMATING READING .............................................................................................................. 81

EXAMPLES OF GOOD PRACTICE ................................................................................................. 81

Primary school teacher DAN ANTOANELA SILVIA ............................................................................... 81

”Constantin Ianculescu” Technological Highschool, Carcea .................................................................................... 81

THE IMPORTANCE OF BECOMING FAMILIAR WITH THEATRE DURING PRIMARY SCHOOL YEARS 81

Primary school teacher DINU SIMONA .............................................................................................. 81

191

“Constantin Ianculescu” Technological Highschool, Cârcea .................................................................................... 81

Lifelong learning ...................................................................................................................... 82

Teacher GROZA GIORGIA-VOICHIȚA .................................................................................................. 82

”Horea, Cloșca și Crișan” Secondary School, Brad ................................................................................................... 82

Dissemination of the Grundtvig Project Learning Partnership ................................................... 83

“Career Assistance & Spirit of Enterprise" ................................................................................. 83

Teacher AURORA HULUŢĂ ................................................................................................................ 83

”Marcel Guguianu” Technical College...................................................................................................................... 83

”BUILDING A BRIDGE IN EUROPE” ............................................................................................ 84

A Multilateral Comenius Project ............................................................................................... 84

Ph. D teacher LAURA-GRIGORIȚA MITRACHE-TIȚĂ ............................................................................. 84

Castranova Secondary School .................................................................................................................................. 84

Computer - one of the challenges of the.................................................................................... 85

Romanian school in the 21st century ........................................................................................ 85

Engineering teacher LICȘOR CIPRIAN-GABRIEL................................................................................... 85

Automotive Technological Highschool, Craiova ....................................................................................................... 85

Teacher LICȘOR ALEXANDRU-FLORIN ................................................................................................ 85

Bratovoești Secondary School.................................................................................................................................. 85

PERMANENT EDUCATION – A REQUIREMENT OF MODERN SOCIETY .......................................... 86

Primary school teacher MARGOI ALINA ............................................................................................. 86

”Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................... 86

e-Learning Platforms ................................................................................................................ 86

Teacher MUNTEANU DACIANA ......................................................................................................... 86

Colegiul “Ştefan Odobleja”, Craiova ........................................................................................................................ 86

Comenius Partnerships – a European bridge ............................................................................. 87

Teacher NEAGOE CAMELIA ............................................................................................................... 87

Caraula Secondary School ........................................................................................................................................ 87

LIFELONG LEARNING PROGRAMMES IN CONTEMPORARY EDUCATION ..................................... 88

Teacher NEGREA TAMARA ROXANA .................................................................................................. 88

“General Magheru”Technological Highschool, Rm. Vâlcea .................................................................................... 88

The right to dialogue ................................................................................................................ 89

Teacher SIMONA NEGRU .................................................................................................................. 89

“Ghindeni” Secondary School, Dolj .......................................................................................................................... 89

Teacher DANIELA MANOLEA ............................................................................................................. 89

”Henri Coandă” Theoretical Highschool, Craiova .................................................................................................... 89

192

COMENIUS MULTILATERAL PROJECT “ETHNO TREASURE HUNT” ............................................... 90

Teacher POP OCTAVIAN .................................................................................................................... 90

“Vasile Alecsandri” Secondary School, Baia Mare ................................................................................................... 90

Partnership with the Museum of Natural Sciences .................................................................... 91

the ECO costume parade .......................................................................................................... 91

Primary school teacher POPA CARMEN TITINA .................................................................................. 91

”Mircea Eliade” Secondary School, Craiova ............................................................................................................. 91

Art and Science- The Best Ambassadors of the National values within Europe ......................... 92

Teacher LUCIAN SANDOI................................................................................................................... 92

Headmaster of the “Tudor Arghezi” Theoretical Highschool, Craiova ..................................................................... 92

Developing creativity ............................................................................................................... 93

in the teaching process in primary school.................................................................................. 93

Primary school teacher SMĂRĂNDACHE IULIANA .............................................................................. 93

”I. Gh. Pleșa” Secondary School, Almăj .................................................................................................................... 93

”Improving knowledge and abilities ......................................................................................... 94

related to the maintenance and repair of ................................................................................. 94

agricultural machinery”............................................................................................................ 94

Teacher RISTEA ELENA GEORGIANA .................................................................................................. 94

”Horia Vintilă” Technological Highschool ................................................................................................................ 94

Deputy headmistress of the ”Tudor Arghezi” Theoretical Highschool .................................................................... 94

The impact of new technology in the traditional didactic approach ........................................... 95

Teacher ANDREEA LUCIA GEORGESCU ............................................................................................... 95

“Nicolae Titulescu” National College, Craiova ......................................................................................................... 95

MODERN AND ATTRACTIVE WAYS OF LEARNING ...................................................................... 96

Primary school teacher FUGACIU TASI ............................................................................................... 96

”Petrache Trișcu” Sports Highschool, Craiova ......................................................................................................... 96

SCIENCE AND PRACTICE ............................................................................................................ 97

Teacher ANGHEL GHEORGHIȚA ......................................................................................................... 97

”Ion Ghica’’ College of Economics, Târgoviște ......................................................................................................... 97

Ways of improving assessment ................................................................................................. 97

Teacher BĂJĂU DANA ....................................................................................................................... 97

Automotive Technological Highschool, Craiova ....................................................................................................... 97

ASSESSMENT OF PRACTICAL TESTS BY INTEGRATING ................................................................ 98

AFFECTIVE AND PSYCHOMOTOR COMPETENCES ....................................................................... 98

Teacher DOINIŢA BĂLĂŞOIU ............................................................................................................. 98

193

”Ştefan Odobleja” College, Craiova ......................................................................................................................... 98

FORMING AND ASSESSING KEY COMPETENCES ......................................................................... 99

IN THE VOCATIONAL AND TECHNICAL EDUCATION .................................................................... 99

Teacher TATIANA BĂLĂŞOIU ............................................................................................................. 99

”Ştefan Odobleja” College, Craiova ......................................................................................................................... 99

Creativity in teaching and learning, gymnastics for the mind .................................................... 99

Teacher BĂRBOIANU DANA-CORALIA ................................................................................................ 99

Bucovăţ Secondary School ....................................................................................................................................... 99

Teacher SANDA SIMONA .................................................................................................................. 99

”Gh. Chiţu" College of Economics, Craiova .............................................................................................................. 99

Innovation and creativity in learning ...................................................................................... 100

Teacher BELU ADRIANA .................................................................................................................. 100

”Al. D. Ghica” National College, Alexandria ........................................................................................................... 100

The computer, a great friend .................................................................................................. 101

Teacher BORANGIC DIANA.............................................................................................................. 101

“Fratii Buzesti” National College, Craiova .............................................................................................................. 101

THE VALUE OF THE NEW TECHNOLOGIES IN THE INSTRUCTIVE-EDUCATIONAL PROCESS .......... 101

Teacher CARMEN ANCA BRĂICULEANU ........................................................................................... 101

Automotive Technological Highschool, Craiova ..................................................................................................... 101

The role of creativity in the teaching methods ........................................................................ 102

Teacher BREZOVAN MARINA .......................................................................................................... 102

”Stefan Odobleja” College, Craiova ....................................................................................................................... 102

Stimulating exercises for developing creativity in Romanian language and literature classes .. 103

Teacher CAP IULIANA-VALENTINA ................................................................................................... 103

Automotive Technological Highschool, Craiova ..................................................................................................... 103

CREATIVITY AND PERFORMANCE IN THE DESIGN AND USE OF EDUCATIONAL SITES ................. 104

Teacher CRĂCIUNOIU ȘTEFANIA LILIANA ......................................................................................... 104

“Ștefan Odobleja” College, Craiova ....................................................................................................................... 104

COMPUTER ASSISTED INSTRUCTION ....................................................................................... 105

Teacher LEMENI TAMARA ............................................................................................................... 105

"Sf. Mina" Special Secondary School, Craiova ....................................................................................................... 105

Teacher DEACONU MIRELA ............................................................................................................. 105

"Sf. Mina" Special Secondary School, Craiova ....................................................................................................... 105

Pedagogical principles in teaching Latin ................................................................................. 106

Teacher MINODORA DECĂ .............................................................................................................. 106

“ Tudor Arghezi” Theoretical Highschool, Craiova ................................................................................................. 106

194

DEVELOPING CREATIVITY IN EDUCATION ............................................................................. 107

Primary school teacher MARIA- CRISTINA DOBRE ............................................................................ 107

" Tudor Arghezi " Theoretical Highschool, Craiova ................................................................................................ 107

CASE STUDY ........................................................................................................................... 107

SCHOOL AND SOCIAL ADAPTATION DIFFICULTIES .................................................................... 107

CASE PRESENTATION .............................................................................................................. 107

Teacher DRĂGAN AURELIA ............................................................................................................. 107

S.C. I. E., Alexandria ................................................................................................................................................ 107

RELIGIOUS EDUCATION BETWEEN tHeorY AND practicE. GETTING PUPILS INVOLVED – KEY to A

SUCCESSFUL religiOUS EDUCATION CLASS ............................................................................... 109

Teacher DRAGOMIR GABRIELA ....................................................................................................... 109

Automotive Technological Highschool ................................................................................................................... 109

Teacher TUDOR EMILIA .................................................................................................................. 109

Automotive Technological Highschool ................................................................................................................... 109

USING ICT FOR TEACHING SKILLS ............................................................................................ 110

IN ENGLISH LANGUAGE CLASSES ............................................................................................. 110

Teacher DANIELA FLORESCU ........................................................................................................... 110

“Tudor Arghezi “ Theoretical Highschool, Craiova ................................................................................................ 110

Using Web sites for teaching biology ...................................................................................... 110

Teacher ATIA FODOR ...................................................................................................................... 110

"Tudor Arghezi" Theoretical Highschool, Craiova .................................................................................................. 110

CREATIVITY IN THE EDUCATIONAL PROCESS ........................................................................... 112

Teacher GEOROCEANU LAVINIA ...................................................................................................... 112

Automotive Techological Highschool, Craiova ....................................................................................................... 112

INNOVATION AND CREATIVITY IN THE CURRICULUM .............................................................. 112

Teacher GHIŢĂ NELUŢA .................................................................................................................. 112

”Al.D.Ghica” National College, Alexandria ........................................................................................................... 112

StimulaTING STUDENTS’ CREATIVITY - An IDEAL FOR THE FACILITATING TEACHER ................... 113

Teacher ILIE MONICA CEZARINA ..................................................................................................... 113

”Vasile Cârlova” Secondary School ........................................................................................................................ 113

INTUITIVE INTERPRETATIONS OF THE ABSTRACT ..................................................................... 114

Teacher IVAN MARIUS .................................................................................................................... 114

“Mihai Viteazul” Theoretical Highschool, Visina .................................................................................................... 114

ELEMENTS OF CREATYVITY DURING THE .............................................................................. 114

ROMANIAN LANGUAGE AND LITERATURE CLASSES ............................................................. 114

195

Primary school teacher LEULESCU CRISTIANA .................................................................................. 114

Leşile Secondary School ......................................................................................................................................... 114

DISSEMINATION REPORT ABOUT A EUROPEAN COMENIUS .................................................... 115

TRAINING ACTIVITY ................................................................................................................ 115

Teacher LULACHE MARIANA .......................................................................................................... 115

Energy Technical College, Craiova ......................................................................................................................... 115

The use of problematization in teaching economics ................................................................ 116

Ph. D teacher MĂNESCU DORINA NICOLETA .................................................................................... 116

”Gh. Chițu” National College of Economics, Craiova ............................................................................................. 116

The use of computers in teaching Social Sciences .................................................................... 116

Teacher MANTA LARISA.................................................................................................................. 116

Automotive Technical Highschool, Craiova ............................................................................................................ 116

The art of innovation in the instructive-educational process ................................................... 117

Teacher MIRCEA MIRELA ................................................................................................................ 117

”Al. D. Ghica” National College, Alexandria ........................................................................................................... 117

ATTRACTIVE WAYS OF UNDERSTANDING ................................................................................ 118

LITERARY TEXTS ..................................................................................................................... 118

Primary school teacher NEGUŢ CARMEN MIRELA ............................................................................ 118

”Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................. 118

Learning foreign languages by means of the new technologies ............................................... 118

Teacher PANĂ MONICA – ROXANA ................................................................................................. 118

“Sf. Grigorie Teologul” Orthodox Theological Seminary, Craiova .......................................................................... 118

Constructivist Strategies in Teaching Past Tense ..................................................................... 119

Teacher PASARE DENISA ................................................................................................................. 119

”Henri Coanda”Theoretical Highschool ................................................................................................................. 119

How to develop students’ creativity? ...................................................................................... 120

Teacher OLIMPIA – ALUNIŢA POPA ................................................................................................ 120

“Marin Sorescu” Arts Highschool, Craiova ............................................................................................................. 120

INNOVATION AND CREATION IN the TEACHING ACTIVITIES .................................................... 121

Teacher POPESCU ALIS ................................................................................................................... 121

Automotive Technological Highschool, Craiova ..................................................................................................... 121

Learning French by audio and visual methods ......................................................................... 121

Ph. D teacher PURCĂRESCU OANA-ANGELA .................................................................................... 121

Automotive Technological Highschool ................................................................................................................... 121

Teacher SLĂMNOIU SORINA ........................................................................................................... 121

Automotive Technological Highschool ................................................................................................................... 121

196

HOW TO USE ICT IN FRENCH LANGUAGE CLASSES ................................................................... 122

Teacher VIORICA RUGINĂ ............................................................................................................... 122

“Tudor Arghezi “ Theoretical Highschool, Craiova ................................................................................................ 122

IMPLEMENTing CREATIVITy and InNOVAtion .......................................................................... 123

iN the INSTRUCTIVe- EDUCATIonal process ............................................................................. 123

Teacher ALINA ŞERBAN................................................................................................................... 123

Automotive Technological Highschool ................................................................................................................... 123

examples of good practice in the educational field ................................................................. 125

Teacher SIMA NICOLETA ................................................................................................................. 125

“Ion Țuculescu’’Secondary School, ........................................................................................................................ 125

Automotive Technological Highschool, Craiova ..................................................................................................... 125

METHODS USED FOR ENHANCING CREATIVITY ........................................................................ 126

Teacher GABRIELA TRUŢĂ ............................................................................................................... 126

Automotive Technological Highschool, Craiova ..................................................................................................... 126

Teacher IONELA SMARANDACHE .................................................................................................... 126

“Ioan Grecescu” Secondary School, Brădeşti ......................................................................................................... 126

Methodological suggestions in planning and taking literary trips ........................................... 127

An extracurricular project ....................................................................................................... 127

“On our great writers’ footsteps" ........................................................................................... 127

Teacher ALINA VÎLCEANU ............................................................................................................... 127

“Tudor Arghezi” Theoretical Highschool,Craiova ................................................................................................... 127

Pre-primary school teacher AURELIA BÎRȚAN .................................................................................. 127

Țuglui Secondary School, Kindergarden No.1 ........................................................................................................ 127

THE GAME AND ITS ROLE IN THE DEVELOPMENT OF CREATIVITY............................................. 128

Teacher VLĂDOIU RUXANDRA CRISTINA ......................................................................................... 128

”C.D. ARICESCU” Secondary School ....................................................................................................................... 128

Ways of stimulating pupils’ creativity ..................................................................................... 128

Primary school teacher ROBU DENISA ............................................................................................. 128

Calopăr Secondary School, Dolj ............................................................................................................................. 128

Promoting examples of good practice on the .......................................................................... 129

role of language in the educational process ............................................................................ 129

Teacher BOBOLOCU VIRGINICA ....................................................................................................... 129

”Elena Farago’’ Secondary School, Craiova ............................................................................................................ 129

”Gheorghe Țițeica” Secondary School and its interesting experiences in european projects ..... 130

Teacher CAMELIA BUZATU .............................................................................................................. 130

”Gh. Țițeica” Secodary School, Craiova .................................................................................................................. 130

197

CREATIVITY - the premise of school performance .................................................................... 130

Teacher CATRINA ANA .................................................................................................................... 130

“Marin Sorescu" Arts School, Craiova .................................................................................................................... 130

COMPUTERS AND THEIR ROLE IN THE INSTRUCTIVE-EDUCATIONAL PROCESS .......................... 131

Teacher CIUGULIN EUGENIA ........................................................................................................... 131

”Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................. 131

The TEACHER as A CYBERSPACE CHARACTER .......................................................................... 132

Teacher HERTZOG ROXANA-CAMELIA ............................................................................................. 132

"Stefan Odobleja" College, Craiova ........................................................................................................................ 132

USING GRAPHIC ORGANIZERS IN SCIENCE LESSONS ................................................................. 133

Ph. D teacher FLORENTINA IOFCIU .................................................................................................. 133

No. 195 Secondary School, Bucharest ................................................................................................................... 133

Ph. D teacher MARIANA LILI BADEA ................................................................................................ 133

“Iulia Haşdeu” National College, Bucharest ........................................................................................................... 133

Creativity and innovation in the instructive-educational process ............................................. 134

Primary School Teacher IORDACHE LEONORA TAMARA ................................................................... 134

”Traian Demetrescu” Kindergarden ....................................................................................................................... 134

THE IMAGE OF THE MAGUS IN MIHAI EMINESCU’S WORK ...................................................... 134

Teacher NEAGOE LOREDANA-EMILIA .............................................................................................. 134

“Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................. 134

CREATIVITY AND INNOVATION IN TEACHING .......................................................................... 135

EXACT SCIENCES ..................................................................................................................... 135

Teacher NICA AUGUSTINA MARIANA ............................................................................................. 135

”Tudor Arghezi” Theoretical Highschool,Craiova ................................................................................................... 135

Teacher IAGĂRU FLORENTINA ......................................................................................................... 135

”Tudor Arghezi” Theoretical Highschool,Craiova ................................................................................................... 135

Enseigner le français avec la vidéo .......................................................................................... 136

Professeur ELENA-ALINA OPREA ..................................................................................................... 136

Lycée Traian Vuia ................................................................................................................................................... 136

INTERACTIVE METHODS FOR GROUP LEARNING/TEACHING .................................................... 137

Teacher OLTEANU AURORA ............................................................................................................ 137

Automotive Technological Highschool, Craiova ..................................................................................................... 137

COMPUTERS-A USEFUL COOPERATIVE TOOL FOR STUDENTS AND BIOLOGY TEACHERS ............ 137

Teacher ROSCA CAMELIA ................................................................................................................ 137

”Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................. 137

The romanian educational system between tradition and modernity ...................................... 138

198

Automotive Technological Highschool, Craiova ..................................................................................................... 138

Mathematics-based informatics ............................................................................................. 139

Teacher ZAMFIR LIDIA .................................................................................................................... 139

Automotive Technological Highschool, Craiova ..................................................................................................... 139

MOTIVAtion as the key to old-age schooling ........................................................................... 140

Primary school teacher BADEA TITINA ............................................................................................ 140

”Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................. 140

Ways of stimulating creativity through interactive and group methods .................................. 140

Teacher DAVID LUMINIŢA ............................................................................................................... 140

Nanu Muscel Secondary School ............................................................................................................................. 140

Teacher DAVID ANDREEA ............................................................................................................... 140

Câmpulung Technical College ................................................................................................................................ 140

Self-knowledge ...................................................................................................................... 141

The first step in career education ............................................................................................ 141

Teacher STĂNCULESCU MARINELA ALINA ........................................................................................ 141

Dolj County Centre for Educational Assistance and Resource– ............................................................................. 141

County Centre for Psychopedagogical Assistance ................................................................................................. 141

CAREER PLANNING ............................................................................................................... 142

Teacher STĂNCULESCU GEORGE LEONARD ...................................................................................... 142

Automotive Technological Highschool, Craiova ..................................................................................................... 142

THE PROBLEM OF PERMANENT education - FROM THE PERSPECTIVE OF SCHOOL management

.............................................................................................................................................. 142

Teacher PRODESCU MARIUS-CRISTINEL........................................................................................... 142

”Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................. 142

Teacher GHEORGHIŢOIU MARIA ..................................................................................................... 142

”Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................. 142

THE ROLE OF TEAM-WORKING IN building A CAREER .............................................................. 143

Teacher TĂNEAŢĂ-MIREA LILICA, .................................................................................................... 143

”Tudor Arghezi” Theoretical Highschool, Craiova .................................................................................................. 143

Teacher ION MIREA ........................................................................................................................ 143

Văleni Technological Highschool ............................................................................................................................ 143

Vocational counseling and guidance seen from a modern perspective..................................... 144

Teacher IONESCU BIANCA ............................................................................................................... 144

“Nicolae Romanescu” Secondary School, Craiova ................................................................................................. 144

Teacher FERA MARIOARA ............................................................................................................... 144

“Gheorghe Braescu” Secondary School, Calafat .................................................................................................... 144

EDUCATION AND CAREER GUIDANCE – ................................................................................... 144

199

LET'S HELP THE STUDENTS CHOOSE A RIGHT CAREER! ............................................................. 144

Diana Brătucu – assistant manager ................................................................................................. 144

President of EduFor Craiova Association ............................................................................................................... 144

GRUNDTVIG WORKSHOP “BASIC SKILLS FOR LIFE IMPROVEMENT: ANDRAGOGY METHODS,

ACTIVITIES AND CHALLENGES” – ROMANIAN GOOD PRACTICES IN INTERNATIONAL SETTINGS 145

Inspector ISJ, Prof.Ani Draghici, ...................................................................................................... 145

Prof. Patru Silvia ............................................................................................................................. 145

Dominou Association ............................................................................................................................................. 145

COMPUTATIONAL INTELLIGENCE TECHNIQUES ....................................................................... 148

Drd. Petrescu Mary......................................................................................................................... 148

Universitatea din Craiova ....................................................................................................................................... 148

Prof.Gabriela Florescu .................................................................................................................... 148

Colegiul Tehnic “Costin D. Nenițescu”, Craiova ..................................................................................................... 148

VET guidance in Latvia ........................................................................................................... 148

Agris Ruperts, Daina Vanaga ........................................................................................................... 148

Profesionalas Izglitibas Kompetences Centrs “Liepajas Valsts Tehnikums”, Letonia ............................................. 148

VET guidance in Turkey .......................................................................................................... 151

Yalçin Yavuz Bellikli, Kazim Baran .................................................................................................... 151

Seyhan Ilce Milli Egitim Mudurlugu, Turcia ............................................................................................................ 151

VET guidance in Romania ....................................................................................................... 153

Prof. Chirca Mihaela Rodica ............................................................................................................ 153

Liceul Tehnologic de Transporturi Auto ................................................................................................................. 153

Prof. Florenta Avram ...................................................................................................................... 153

Liceul Teoretic Tudor Arghezi ................................................................................................................................ 153

VET guidance in Slovenia ........................................................................................................ 156

Maruša Goršak ............................................................................................................................... 156

KADIS, Slovenia ...................................................................................................................................................... 156

VET guidance in Bulgaria ........................................................................................................ 162

Pepa Golemanova, Lyudmila Georgieva .......................................................................................... 162

Professional High School of Electronics and Electrical Engineering "Marie Curie", Bulgaria ................................. 162

BULGARIA .............................................................................................................................. 165

SELFINVEST кариерно консултиране.................................................................................... 165

Pepa Golemanova, Mariyana Angelova ........................................................................................... 165

Professional High School of Electronics and Electrical Engineering "Marie Curie", Bulgaria ................................. 165

Slovenia – E.guide .................................................................................................................. 168

Maruša Goršak ............................................................................................................................... 168

200

KADIS, Slovenia ...................................................................................................................................................... 168

ROMANIA .............................................................................................................................. 171

Cognitrom Career Planner Platform ( CPP online ) ....................................................... 171

Prof. Chirca Mihaela Rodica ............................................................................................................ 171

Liceul Tehnologic de Transporturi Auto ................................................................................................................. 171

Prof. Radu Laura ............................................................................................................................. 171

Liceul Tehnologic de Transporturi Auto ................................................................................................................. 171

Prakse.lv ................................................................................................................................ 175

Agris Ruperts, Daina Vanaga ........................................................................................................... 175

Profesionalas Izglitibas Kompetences Centrs “Liepajas Valsts Tehnikums”, Letonia ............................................. 175

Profesiju pasaule .................................................................................................................... 176

Ligita Reimane, Iveta Lace – Lacekle ................................................................................................ 176

Profesionalas Izglitibas Kompetences Centrs “Liepajas Valsts Tehnikums”, Letonia ............................................. 176

TURKEY, ISKUR ....................................................................................................................... 177

Semra Köroğlu, ESMA Aydın ........................................................................................................... 177

Avanos Kiz Teknik Ve Meslek Lisesi, Turcia ............................................................................................................ 177

TURKEY, MBS ......................................................................................................................... 180

Yalçin Yavuz Bellikli, Kazim Baran .................................................................................................... 180

Seyhan Ilce Milli Egitim Mudurlugu, Turcia ............................................................................................................ 180