Page 1 TITLE: “High transferable skills-teaching and learning ...

ABOUT

TITLE: High transferable skills-teaching and learning perspectives Magazine

The High transferable skills-teaching and learning perspectives Magazine focuses on

publishing the abstracts of the papers about the theory, practice, concepts, methods and

different models of practice of successful initiatives that attempt to integrate high

transferable skill development into the everyday teaching and learning process.

AIM AND EDITORIAL CONTENT

Published under the Erasmus+ project 2014-1-RO01-KA201-002736_1 Hard-Soft

Skilling -Charting your career path, funded in Erasmus+, Key action: Cooperation

for innovation and the exchange of good practices, Action: Strategic Partnerships, Field:

Strategic Partnerships for school education, the magazine aims at ensuring long-term

perspectives of including high transferable skills into teaching on a larger scale,

highlighting the importance of the issue.

All the abstracts of the conference papers are translated into English and published in

the present conference magazine (book of abstracts), the full version of the papers being

freely accessible to all the materials at the following address:

http://hardsoftskilling.charleslaugier.ro/index.php/multiplier-event

ANNOTATION

The abstracts and contact information are submitted by the main authors. Each author

explicitly confirms that the abstract meets the ethical standards for authors and coauthors.

http://hardsoftskilling.charleslaugier.ro/index.php/multiplier-event

TABLE OF CONTENT

HARD-SOFT SKILLING-CHARTING YOUR CAREER PATH ..................... 15 Olivia Nicolae

Liceul Charles Laugier Craiova, Romania

EXCELLENCE IN EDUCATION ......................................................................... 15 Merc Trav Albert Vitri

Departament dEnsenyament Generalitat de Catalunya, Spain

TRANSFERABLE SKILLS IN SECONDARY EDUCATION .......................... 16 Pilar Belloc

Institut Europa, Lhospitalet Del Llobregat, Barcelona, Spain

COMPARATIVE STUDY ON THE USE AND NEED OF TRANSFERABLE

SKILLS IN SECONDARY EDUCATION............................................................ 17 Christian Altmann,

Berufliche Oberschule Erlangen, Germany

EMOTIONAL INTELLIGENCE IN THE WORKPLACE ............................... 18 Phd. Lus Nunes

Agrupamento De Escolas Do Fundo, Fundo, Portugal

TEACHING STUDENTS TO DECODE EMPLOYERS REQUIREMENTS

USING HIGH TRANSFERABLE SKILLS .......................................................... 18 Olivia Nicolae


WHAT YOU WANT/ ASSESS YOURSELF ........................................................ 19 Aye Musaolu

Gmpala Mesleki Ve Teknik Anadolu Lisesi, Istanbul, Turkey

TOOLS FOR AN EFFECTIVE JOB SEARCH ................................................... 20 Nadya Milusheva

Profesionalna Gimnazia Po Ikonomika "Ivan Iliev", Blagoevgrad, Bulgaria

THE IMPORTANCE OF A CURRICULUM VITAE ......................................... 21 Carla Sbarbati Antonella Lai

Institute of Higher Education Charles Darwin, Rome, Italy

USING SMARTPHONES IN CLASSROOMS .................................................... 21 Daniel Matkovic

Lycee Clos Maire, Beaune, France

TRANSVERSAL SKILLS FOR STUDENTS FROM WEST UNIVERSITY OF

TIMISOARA ............................................................................................................ 22 Gabriela Grosseck

West University of Timisoara, Faculty of Sociology and Psychology, Romania Laura Malita

West University of Timisoara, Faculty of Political Sciences and

Communication, Romania

ACQUIRING PROFESSIONAL COMPETENCES THROUGH ERASMUS

PROJECTS .............................................................................................................. 22 Ludmila Panea

Liceul Charles Laugier, Craiova, Romania

CAREER PLANNING STRATEGIES ................................................................. 24 Diana Elena Sandu,

Liceul Teoretic Tudor Arghezi, Craiova, Romania

SKILLS FOR LIFE ................................................................................................. 24 Oliver Radoi,

Liceul Charles Laugier, Craiova, Romania Dinca Hermina,

Scoala Gimnaziala Mircea Eliade, Craiova, Romania

TRANSFERABLE SKILLS AND SELF-ESTEEM ............................................. 25 Mihaela Ionescu

coala Gimnazial "Mihai Eminescu" Craiova, Romania

CULTIVATING COMMUNICATION SKILLS OF FUTURE EUROPEAN

TEACHER ............................................................................................................... 26 Andreea-Mihaela Artagea

Casa Corpului Didactic Constana, Romania

THE ART OF COMMUNICATING ..................................................................... 27 Mihulescu Angela-Cristina

Colegiul Tehnic de Industrie Alimentara, Craiova, Romania

COMMUNICATION SKILLS DEVELOPMENT IN PRIMARY CLASS ....... 27 Fera Marioara

coala Gimnazial "George Brescu" Calafat, Romania

ADAPTABILITY AND COMMUNICATION DURING SCHOOL YEARS ... 28 andru Valeria,

Casa Corpului Didactic Vlcea, Romania

INTERCULTURAL APPROACH IN LANGUAGE TEACHING .................... 29 Simona PISOI

Colegiul National Carol I,Craiova, Romania

THE WORLD IS IN YOUR HANDS HOW TO SUCCEED IN THIS

CHANGING WORLD ............................................................................................ 29 Dinca Georgeta

Liceul Teoretic Tudor Arghezi Craiova, Romania

CRITICAL THINKING: SOFT SKILLS FOR THE FUTURE ........................ 30 Stncu Ioana


ERASMUS+ PROJECT: YOUNG CITIZENS OF EUROPE-OUR FUTURE . 30 Emanuela Ciolacu, Liliana Diaconu

Liceul de Arte Marin Sorescu, Craiova, Romania

AMBASSADOR- EUROPE OUR HOME ........................................................ 31 Barbu Nicoleta

coala Gimnazial Mihai ViteazulCraiova, Romania

TRAINING FIRMS -THE FIRST STEPS TOWARDS

ENTREPRENEURSHIP ......................................................................................... 32 Marica Mariana

Colegiul Energetic, Rmnicu Vlcea, Romania

TRANSDISCIPLINARITY - A MODERN CURRICULUM PERSPECTIVE . 32 Daniela Samoila

Valcea Teacher Training, Romania

DEVELOPMENT OF AGRICULTURAL COMPETENCES THROUGH

PRACTICAL TRAINING AT EUROPEAN STANDARDS ............................... 33 Smcea Nicoleta-Cristina Vida Claudia Lucia

Liceul Tehnologic Horia Vintil, Segarcea, Romania

PROFESIONAL TRAINING AT EUROPEAN LEVEL IN AGRICULTURAL

MECHANICS .......................................................................................................... 34 Gavril Claudiu-Marcel Ghenea Alina-Georgiana


TEACHING BIOLOGY FROM AN INTERDISCIPLINARY PERSPECTIVE-

EFFICIENT MODALITY FOR EXPRESSING THE FUNDAMENTAL

UNITY OF SCIENCE ............................................................................................. 35 Diana Maria Ciorbagiu Naon

Liceul ,,Charles Laugier, Craiova, Romania

THE TEACHING EXPERIMENT -MODERN METHOD USEFUL FOR

DEVELOPMENT OF MOTOR SKILLS HANDLING OF THE UTENSILS

OF THE LABORATORY....................................................................................... 36 Cluaru Florentina Claudia

coala Profesional Valea Stanciului, Romania

NZEB FOR ENHANCING STEM SKILLS AND MOTIVATING

STUDENTS .............................................................................................................. 37 Anca Brbulescu


CROSS-CURRICULAR APPROACHES TO MATHEMATICS AND

SCIENCES IN FORMAL AND INFORMAL CONTEXTS ............................... 37 Maria-Cristina Rotaru


TEACHING MATHEMATICS AND ENVIRONMENT EXPLORATION

THROUGH INTERDISCIPLINARY ACTIVITIES ........................................... 38 Simona Grujdin

coala Gimnazial Sf. Gheorghe Craiova, Romania

COOPERATIVE LEARNING ............................................................................... 39 Mariana Croitoru

Grdinia "Csua cu poveti" Craiova, Romania

E-LEARNING - USEFUL FOR EVERYBODY'S EDUCATION ...................... 40 Roxana Tmplaru

Colegiul tefan Odobleja, Craiova, Romania

LEARNING SKILLS DEVELOPMENT - A RETHINKING OF THE

TEACHER-STUDENT RELATIONSHIP. AUTONOMOUS LEARNING ...... 41 Beju Nelida Margareta,

coala Gimnazial Drnic, Romania

USING EDUCATIONAL PLATFORMS TO OBTAIN PERFORMANCE IN

SCHOOLS ................................................................................................................ 41 Ceauu Geta Cristina

Colegiul Energetic, Rm. Vlcea, Romania

BEST PRACTICE EXAMPLES IN USING E-LEARNING PLATFORMS .... 42 Phd. Ana-Maria Udrescu


MOODLE (MODULAR OBJECT-ORIENTED DYNAMIC LEARNING

ENVIRONMENT)-ONLINE LEARNING PLATFORM- .................................. 43 Chisr Gheorghe,

Colegiul Tehnic Energetic, Craiova, Romania

THE ROLE OF MOODLE PLATFORM IN THE DEVELOPMENT OF SOFT

SKILLS NEEDED AT THE WORKPLACE ....................................................... 44 Dogaru Ileana

Colegiul tefan Odobleja Craiova, Romania

EVALUATION OF THE COMPUTER ASSISTED LEARNING- PRIMARY

SCHOOL PRACTICAL APPLICATIONS .......................................................... 44 Mirela Popescu

coala Gimnazial Mircea Eliade Craiova, Romania

MANAGEMENT DECISIONS LEAD TO HIGH QUALITY EDUCATION .. 45 Georgeta Vulea

Colegiul Naional Carol I, Craiova, Romania

HOW TO BECOME A TEACHER ....................................................................... 46 Ioana Genoveva-Mihaela

coala Gimnazial Mircea Eliade Craiova, Romania Vlad Ida

coala Gimnazial Alexandru Ioan Cuza Bacu, Romania

TEACHERPRENEURS OR INNOVATIVE TEACHERS ................................. 46 Lidia Cazacu


TEACHING METHODS AND DEVELOPMENT OF STUDENTS

LEARNING SKILLS .............................................................................................. 47 Brezovan Marina

Colegiul tefan Odobleja", Craiova, Romania

MEASURES TO IMPROVE THE CHANCES OF YOUNG LABOUR

MARKET ................................................................................................................. 48 Claudia Caraveteanu

coala Profesional Constantin Argetoianu, Argetoaia, Romania

CAREER ORIENTATION METHODS AND TECHNIQUES .......................... 48 Ionelia iirig

Colegiul Naional Carol I Craiova, Romania

ENTREPRENEURIAL SKILLS TRAINING FOR STUDENTS ....................... 49 Ciobnelu Mihaela

Colegiul Tehnic Nicolae Blcescu Bal, Romania

THE STUDENTS INSERTION INTO THE LABOR MARKET ..................... 50 Balteanu Corina

Colegiul Tehnic Nicolae Blcescu Bal, Romania

DEVELOPING LIFE SKILLS FOR YOUTH USING MODERN TEACHING-

LEARNING METHODS ........................................................................................ 50 Gurgui Maria Dana

Liceul Tehnologic Petrache Poenaru, Blceti, Vlcea, Romania

THE DEVELOPMENT OF THE FIRST PROFESSIONAL SKILLS TO

PUPILS FROM THE FORM OF PART-TIME EDUCATION THROUGH A

THEMATIC PROJECT ......................................................................................... 51 Georgescu Mioara,

coala Gimnazial Anton Pann, Craiova, Romania

CAREER OPPORTUNITIES ................................................................................ 51 Florea Ionela

Colegiul Tehnic Bal, Romania,

EXPLORING POSSIBILITIES ............................................................................. 52 Roca Luiza

Colegiul Tehnic Bal, Romania,

METHODS AND TECHNIQUES FOR DEVELOPING STUDENTS

CREATIVE THINKING FOR SPECIFIC TECHNOLOGICAL

EDUCATION ........................................................................................................... 53 Stncele Mihaela Carmen,

Liceul Tehnologic de Transporturi Auto Craiova, Romania

DEVELOPING SOCIAL AND EMOTIONAL SKILLS IN PRESCHOOL ..... 54 Murgil Cristina Georgeta

coala Gimnazial Gheorghe Brescu Calafat, Romania

CULTIVATING PRIMARY STUDENTS CREATIVE SKILLS ..................... 54 Iordache Constantina

coala Gimnaziala Breasta, Romania

THE EFFICIENCY OF INTERACTIVE TEACHING EVALUATION .......... 55 Negoiasa Lenua,


THE PORTOFOLIO AND THE PROJECT, MODERN METHODS OF

TEACHING - LEARNING EVALUATION ...................................................... 56 Cioroianu Doinia Elena


MODELS TO FACILITATE CULTURAL LEARNING: BACKWARD

DESIGN .................................................................................................................... 57 Ioanioiu Cristina Livia

C.T.A.M. C. Brncui Craiova, Romania Ioanioiu Carmen Dana

C.T.I.A. Craiova, Romania

READING IMAGE-A MULTIMODAL TEXT ................................................... 58 Petrescu Mihaela Iuliana

coala Profesional Valea Stanciului, Dolj, Romania

IMAGINATIVE TECHNIQUES IN TEACHING HISTORY ............................ 59 Georgiana Silvia Leotescu

Universitatea din Craiova, Facultatea de Litere, Craiova, Romania Daniel Leotescu,

Colegiul National Carol I, Craiova, Romania

ABOUT FORMAL AND NON-FORMAL EDUCATION .................................. 60 Lulache Mariana Meche Marius

Educational Center for Resources, Training, Integration and Development

Association, Craiova, Romania

NON-FORMAL EDUCATION: ROLE PLAY .................................................... 61 Militaru Gabriela

Liceul Tehnologic de Transporturi Auto, Craiova, Romania

LEARNING CAF A METHOD FOR PERSONALIZATION IN

EDUCATION ........................................................................................................... 61 Phd. Mihaela Ctlina Trcoanu

Colegiul Naional Calistrat Hoga, Piatra-Neam, Romania

SUCCESSFUL TEACHING PERSPECTIVES DO ROLE-PLAYING! ....... 62 Brnzan- Costin Alina Valentina

Colegiul Naional Elena Cuza, Craiova, Romania

TEACHING ENGLISH THROUGH GAMES ..................................................... 63 Epuran Carmen

coala Gimnazial Sf. Dumitru, Craiova, Romania Epuran Mihai

coala Gimnazial Nicolae Blcescu, Craiova, Romania

TEACHING AND LEARNING GAME BY GAME ............................................ 63 Mihilescu Florentina - Simona

coala Gimnazial Sf. Dumitru Craiova, Romania

LEARNING BY PLAYING GAMES .................................................................... 64 Brgui Cristina

Grdinia Csua cu poveti Craiova, Romania

CONDUCTING LESSONS THROUGH INTERACTIVE COMMUNICATION

MODEL .................................................................................................................... 65 Cercelaru Margareta

coala Gimnazial Nicolae Romanescu Craiova, Romania

DRAMA IN THE ENGLISH LANGUAGE CLASSROOM ............................... 65 Corina Vasile

Liceul Teoretic Henri Coand, Craiova, Romania

TEACHING CHILDREN ENGLISH THROUGH MUSIC ............................... 66 Dumitru Paul-Daniel

Liceul Teoretic Petre Pandrea Bal, Romania

TEACHING-LEARNING PERSPECTIVES-EDUCATIONAL EXPERTS ..... 67 Fota Anca

Grdinia cu Program Prelungit Csua cu poveti, Craiova, Romania

TEACHING LEARNING METHODS ............................................................... 68 Cristea Tatiana

Colegiul Naional Nicolae Titulescu, Craiova, Romania

MODERN PRESCHOOL TEACHING ................................................................ 69 chiopu Sorina Elena,

Grdinia cu Program Prelungit Csua Cu Poveti, Craiova, Romania

THE IMPLICATIONS OF INTERACTIVE METHODS FOR THE MATHS

LESSONS ................................................................................................................. 70 Hopu Alina


1 CONFERENCE DESCRIPTION

The conference is a multiplier event for the Erasmus+ project 2014-1-RO01-KA201-

002736_1 Hard-Soft Skilling -Charting your career path outputs and, in addition, an

opportunity to bridge present and future successful initiatives that attempt to integrate

high transferable skill development into the everyday teaching and learning process.

The goal of the conference is to ensure long-term perspectives of including high

transferable skills into teaching on a larger scale, highlighting the importance of the issue.

Different approaches from other countries and across disciplines are presented, potential

practical applications are emphasized and different models of practice are explored

through knowledge exchange.

Innovative, working models of alternative development practices are presented in a way

that provokes stimulating and proactive dialogue and supports deep learning.

The focus is on how these programs are implemented, why they can work on a global

level, what major challenges will have to be overcome and what challenges remain. The

speakers conducting the workshops address questions of both policy and practice.

The conference is designed mainly to multiply the teaching tools created in the Erasmus+

project (especially Outputs O2, O4, O5, O6, O8, and O9), but also by paper contribution

to generate inspiration, critical understanding of the issue and the most important

connection to an international support network with high potential of developing new

ideas of collaboration. As a result participants would be more prepared to implement

best practice examples in their own countries and communities.

The conference intends to create an atmosphere of open participation that would

demonstrate powerful network communication practiced in a professional framework, a

stimulating environment where participants could learn and forge new partnerships.

The conference contributions will be gathered and published both on paper and online.

2 INTELLECTUAL OUTPUT BRIEF DESCRIPTIONS

O1- Comparative study

This intellectual output consist in the performance of a study which recovers information

about the importance high transferable skills have in the curriculum of the participant

schools from 8 different countries and what skills are used by learners and how.

O2- Optional course syllabus

The teaching syllabus is used as a course planning tool, helping prepare and organize the

teaching sessions of the skills instruction intended, providing clear insight into the main

aspects the course to be implemented.

O3- Employment web directory

The employment web directory is a database containing links related to career training,

recruitment agencies, job search engines, CV templates, links sorted for different types

of users( tourism, health, science, art, etc.) in order to help students of different domains

find the good quality information related to the world of work they need, in an organized

way.

O4- Teaching toolkit

The teaching toolkit includes 8 modules, 4 career oriented modules, the other 4 being

focused on high transversal skills development.

O5 - Career plan model

Tailored as a step-by-step guide towards self-assessment, exploring options, decision

making and pursuing actions in order to reach the goals regarding the desired career, this

output is permanently revised and updated by the students, charting their career path.

O6- Teaching guide

Designed to offer teachers accessible ways to approach teaching high transferable skills,

including reflection on how to navigate through the work related materials available

either paper-based or on-line, lesson planning and timely, practical information on all

the aspects of instruction.

O7- Easy resume creator for job hunters

It is an on-line resume maker, offering models and including some different styles of a

resume, different templates, available to be downloaded and filled in.

O8- OER

The Open educational resource (OER) learning platform includes course material

structured in 8 modules, tests and resources. Students may use it to test their initial

knowledge, to practice and see the progress registered.

O9- "Am I a hard-skilled / soft-skilled Person?- Android application for

smartphones

A diagnostic quiz containing questions about the students transferable skills linked to

the hard/soft passport available for smartphones and on-line. It provides immediate

feedback, indicating the level and which skills you need to improve.

3 ABSTRACTS

HARD-SOFT SKILLING-CHARTING YOUR CAREER PATH

Olivia Nicolae


Hard-Soft Skilling-Charting your Career Path, reference number 2014-1-RO01-KA201-

002736_1, funded in Erasmus+, Key action: Cooperation for innovation and the

exchange of good practices, Action: Strategic Partnerships, Field: Strategic Partnerships

for school education, coordinated by Liceul Charles Laugier from Craiova, is trying

to answer employability issues and personal development offering a unique opportunity

to high school students in 8 European countries to test their knowledge regarding the

labour market, the recruitment process and, at the same time, to self-assess and develop

their transferable skills.

By using an innovative approach, the project provides the interested teachers and

students with useful tools and practical teaching learning activities.

Keywords: employability, recruitment, personal development

EXCELLENCE IN EDUCATION

Merc Trav

Albert Vitri

Departament dEnsenyament Generalitat de Catalunya, Spain

Excellence in education is probably one of the greatest challenges of our society. The

relationship between quality in education, economic development and social cohesion

has probably never before been so evident. It is clear that these elements are closely

related to each other and not at all opposed. Within the European framework of education,

the efficiency of training systems in general and European policies aimed at young

people in particular, can help to meet this challenge. In this sense, the European

Commission Erasmus+ program enables young people in Europe to acquire the skills

they require for success and empowers them to develop an active and responsible role in

society. At the same time, Erasmus+ means new opportunities for cooperation and

mobility, and contributes to a more efficient use of the European potential and talent.

But what determines excellence in education? What distinguishes one school from

another from the point of view of quality? Finding an answer to these questions is not a

simple task because excellence depends on several factors, not always easy to measure.

Excellence might be associated to pedagogical practices aimed at increasing creativity,

initiative and the entrepreneurial spirit of students, for instance. Maybe excellence could

be linked to the students' capacity to solve real problems and complex situations in an

efficient and collaborative way. Perhaps excellence in education means to empower

students to adapt to unexpected changes. Maybe excellence is related to all that and much

more...

Keywords: cohesion, acquire the skills, opportunities for cooperation

TRANSFERABLE SKILLS IN SECONDARY EDUCATION

Pilar Belloc

Institut Europa, Lhospitalet Del Llobregat, Barcelona, Spain

The evolution in Europe towards more competence-based curricula has been an

important policy for EU Member States for the last ten years. Now most of the States

have incorporated key competences and their assessment into their school curriculum

framework.

But what are the transferable competences? They are the skills that we learn and develop

during our life, as communicative skills, critical thinking, creativity, presentation skills,

team building, problem solving, time management, leadership, and so on. Skills that are

necessary to succeed in education, for personal development, for a job and in the real

life situations. Taking into account the labor market demands arising from the changes

in society due to globalization and new technology, we have focused on the skills that

are most required by employers and, according to the comparative study carried out by

the partners, and on the ones which needed more reinforcement in our classes. Over the

last two years we have created a toolkit divided into 8 modules, each module was created

by a different country with a lot of suitable materials, resources and activities of different

difficulty for different skills that can be integrated into the curriculum of secondary

education.

This toolkit is complemented by the teaching guide, a useful guide on how to deal with

the materials of each module, using an active methodology based on the major objectives

of the project: to develop employability through basic high transferable skills acquisition,

maximizing the learning potential and encouraging self-reflection and critical thinking

on how to use these skills to chart the students career path, using these creative tools for

self-promotion. Now, the key question is: How to implement the learning of these skills

in our lessons.

Keywords: evolution, transferable competences, toolkit, skill acquisition

COMPARATIVE STUDY ON THE USE AND NEED OF TRANSFERABLE SKILLS IN

SECONDARY EDUCATION

Christian Altmann,

Berufliche Oberschule Erlangen, Germany

The comparative study from the beginning of the Erasmus+ project Erasmus+ Hard-

Soft Skilling -Charting your career path, 2014-1-RO01-KA201-002736 examines the

importance transferable skills have in the school curriculum. It analyses what kind of

skills are used by learners and how they are deployed. It indicates that students have only

limited access to proper information related to their future career. The results do not

show a complete absence of hard and soft skills at each school. However it identifies the

various needs of each partner to provide young people with different transferable skills

that will foster their competitiveness for jobs, as, according to statistics, unemployment

rates are higher for young people than adults.

Keywords: transferable skills, competitiveness, statistics, young people

EMOTIONAL INTELLIGENCE IN THE WORKPLACE

Phd. Lus Nunes

Agrupamento De Escolas Do Fundo, Fundo, Portugal

In this article we explain briefly what Emotional Intelligence consists of and we argue

in favor of its constant use in the workplace as a way to enhance the employees

motivation and the productivity all employers want to see. Salovey (1997) says that

emotionally intelligent people are able to show they can perceive, appraise, and express

emotion accurately; they can access and/or generate feelings which facilitate thought;

they understand emotion and emotional knowledge; and they can regulate emotions to

promote emotional and intellectual growth. By doing all this in the workplace, both

employers and employees have a lot to gain if more importance is given to EQ

(Emotional Intelligence) than just to the traditional IQ (Intelligence Quocient).

Keywords: productivity, feelings, intellectual growth, emotional knowledge

TEACHING STUDENTS TO DECODE EMPLOYERS REQUIREMENTS USING HIGH

TRANSFERABLE SKILLS

Olivia Nicolae


Equipping students with high transferable skills to help them face the labor market

permanent challenges is becoming imperative due to the socio-economic conditions

nowadays. Both teachers and students must be responsible for achieving the goal.

All types of education should be more life-oriented and focus upon employability as part

of the broader learning strategies. Do students know what to do and where to look for

jobs? Should they read job advertisements after graduation or should they practice in

advance? How does their e-mail address look like?

These are questions, the teachers must pose and at the same time create and provide

students with enough opportunities to test their knowledge and learn new things they

may find useful for their future either during optional courses or regular classes of many

subjects taught in schools: entrepreneurship, foreign languages, career orientation,

counselling and so on.

And although it may seem difficult due to the lack of teaching materials and resources,

aligning teaching to real life issues becomes essential to boost students motivation and

development.

Keywords: employability, development, outcomes, skills

WHAT YOU WANT/ ASSESS YOURSELF

Aye Musaolu

Gmpala Mesleki Ve Teknik Anadolu Lisesi, Istanbul, Turkey

Hard-Soft Skilling-Charting Your Career Path is a Strategic Partnerships for

Cooperation, Innovation and Exchange of Good Practices among 8 secondary schools

from Romania, Bulgaria, France, Portugal, Spain, Turkey, Germany and Italy, meeting

most of the aspects, stated in Europe 2020 strategy for growth and ET2020. The scope

of the project was the integration of hard and soft core transversal skills learning as part

of the 14-19 year old high school students development in 8 European countries, by the

use of appropriate methodologies and tools to facilitate the process.

One of the main objectives of this project was to develop innovative tools to support

continuous development of learners high transferable skills. For that purpose, a teaching

toolkit was created. The overall activities under the title of What You Want/Assess

yourself in module 2 were prepared by one of the project partners, the Turkish team.

The purpose of the module 2 was to guide students towards self-awareness while

discovering their personal interests, qualifications and skills, feeling confidence in doing

their jobs, matching a list of jobs to a list of skills, identifying their job expectations,

being aware of their competencies in transferable skills which were named the 21st

century skills and to guide them to express and to reveal themselves.

Keywords: toolkit, awareness, competencies, confidence

TOOLS FOR AN EFFECTIVE JOB SEARCH

Nadya Milusheva

Profesionalna Gimnazia Po Ikonomika "Ivan Iliev", Blagoevgrad, Bulgaria

Searching for a job can be time consuming and frustrating. In fact, it can be the toughest

job youll ever have. The key to job search success is to treat the entire process like a

business; think of yourself as being in the job-hunting business. But some of us are

completely new to this business.

Output 3 Employment Web Directory and Output 7 - Online Resume Creator, two

useful tools created in the Hard-Soft Skilling-Charting your Career Path, reference

number 2014-1-RO01-KA201-002736, Erasmus+ project prove to be useful in offering

guidance.

Searching for a new job is hard work and there are tools that give students the knowledge

for managing their job search, identifying job opportunities and submitting their

applications.

The web directory introduces the whole process of job hunting to students. They start

with techniques and strategies for an effective job search. Studying them thoroughly,

they are aware of what exactly they want to work and how to apply - here's everything

students need to know to complete a job application, including paper job applications,

online, and employer direct applications as well as review job application samples,

examples and forms. Once the students decide where to apply for a job, they face a new

challenge preparation of all needed documents such as CV, resume and a letter of

motivation. It is not an easy job, especially if you have never done it before.

The two sites ease the students tough job-hunting path of giving them knowledge for

making their first steps in a labour market world. They could also be used by teachers

when offering guidance on the issue.

Keywords: job search, opportunities, guidance

THE IMPORTANCE OF A CURRICULUM VITAE

Carla Sbarbati

Antonella Lai

Institute of Higher Education Charles Darwin, Rome, Italy

The article is focused on understanding the importance of hard and soft skills in the

present working world and the presentation of the work done during these two years of

project. It emphasize the attention given to create activities that help students to develop

such skills and understanding the use and the importance of tools such as CVs and cover

letters as fundamental starting points to boost their future career path.

Keywords: understanding, tools, future career path

USING SMARTPHONES IN CLASSROOMS

Daniel Matkovic

Lycee Clos Maire, Beaune, France

For the ERASMUS+ project "Hard-Soft Skilling-Charting Your Career Path"

number 2014-1-RO01-KA201-002736_1, the French team created an Android

application to help students assess their skills. They had to download and install the

application on their own smartphone before working on the test.

The question of the use of personal devices likes smartphones in class is a touchy

question. So, why should we allow students to use their smartphone during our classes?

What can they be used for? What are the benefits for our teaching?

In the article the author deals with those questions and explains why a smartphone can

be useful and a good alternative to computers in some cases.

Keywords: android application, smartphones, benefits for teaching

TRANSVERSAL SKILLS FOR STUDENTS FROM WEST UNIVERSITY OF TIMISOARA

Gabriela Grosseck

West University of Timisoara, Faculty of Sociology and Psychology, Romania

Laura Malita

West University of Timisoara, Faculty of Political Sciences and Communication,

Romania

West University of Timisoara is the only university in Romania which is offering

transversal courses for higher education students that are enrolled in one of the eleven

faculties from university. Therefore, through this opportunity, one student enrolled in a

faculty of West University of Timisoara should attend 3-7 transversal courses offered by

the 10 other faculties from the university. By doing this they will expand their formal

courses offered by their faculty, having thus the possibility to gather more skills

necessary for their academic path, but also for developing new skills that are required in

the nowadays interconnected society.

More than that, starting with the academic year 2016-2017, through the NOVAMOOC

project (ID PN-II-RU-TE-2014-4-2040, http://novamooc.uvt.ro/) the students will have

also opportunity to attend some of the courses in MOOC (Massive Open Online Courses)

format, combining accessibility through affordability and technology.

Through this paper we will present the transversal skills and competences that students

that are attended such courses will gather, especially empathized for the MOOCs courses.

Keywords: transversal skills, MOOCs, students etc.

ACQUIRING PROFESSIONAL COMPETENCES THROUGH ERASMUS PROJECTS

Ludmila Panea


The labor market is constantly evolving. Skills, competences and qualifications people

need change over time. To be able to adapt, they must already have a number of key

skills which represents a combination of knowledge, skills and attitudes appropriate to

each context. They are especially needed for personal fulfillment and development,

social inclusion, active citizenship and employment.

Key skills fit into the principles of equality and access for all. Some of the most important

key skills include: communication in mother tongue and in foreign languages,

mathematical competence and basic science and technology skills, digital competences,

Social and civic -competences

The policy of local development and national and international recognition of "Charles

Laugier" High School is centered on the following needs:

- Improving educational services and career guidance to students;

- reducing distances between school and the world of work;

- Opening the school to the local community, national, international and identifying the

opportunities offered by these students to develop career plans.

In accordance with the above, a course of action is the exchange of best practices among

high school "Charles Laugier 'organizations and school/organization's profile -hospitals

resident elderly care, treatment and recovery centers in the country and abroad -

organization Medko-Pflege-und Gesundheitszentren GnHB in Germany being one of

them.

For the academic year 2015-2016 within the Erasmus + project 2015-1-RO01-KA102-

014728 training and professional skills development of future nurses for integration into

the European labor market is foreseen, 30 students from the Health Post-Secondary

School specialization "general Nurse", year II and III will be taking a course of five

weeks, between 6.6.2016 - 7.8.2016 in the three residences for seniors at Ennigerlah

Brilon, Salzkotten. The project goal is the provision of quality education in the field of

nursing to allow the transition from school to work.

The internship which will take place in the proposed project will allow students to learn

methods, care techniques for seniors, to use modern medical equipment, to check their

knowledge and also learn to use them, increasing their self-esteem and confidence in

their professional future.

Keywords: skills, nurse, competence, project

CAREER PLANNING STRATEGIES

Diana Elena Sandu,


Through various processes, successful people/students create strategic plans that provide

a long-term vision of who or what they want to become. Subsequently, they specify goals

and related objectives that, over time, will incrementally take them toward the realization

of their vision. This process enables the organization to fine-tune their vision, goals, and

objectives, as well as develop their strategic plans for achieving its vision, by capitalizing

on the internal and external strengths and opportunities, while also attempting to mitigate

internal and external weaknesses and threats. This same process has become the

paradigm for successful career choice/management.

Career planning is committed to assisting students with the following:

Learning more about one's self

Developing life-long career planning skills

Selecting an appropriate career path based on interests, values, skills, needs and

aspirations

Obtaining career-related experience while in school

Selecting a graduate program and/or finding a job after graduation.

Keywords: strategic plans, mitigate, paradigm, career path

SKILLS FOR LIFE

Oliver Radoi,


Dinca Hermina,

Scoala Gimnaziala Mircea Eliade, Craiova, Romania

High unemployment is a significant challenge nowadays. Both hard and soft skills are

becoming increasingly important in the workplace as they offer details about expertise

in the work field as well as information about the personal attributes: how well the

worker gets along with people, his career perspectives and his overall job performance.

A career for life is no longer an option nowadays, people should be flexible, ready to

make rapid changes. To do it, they need a portfolio of transferable skills which go beyond

qualifications and which could be immediately used once they identify better

opportunities.

Everyone should develop their awareness of the diversity of the labor market and the

employment opportunities offered and this process should begin as early as possible in

childhood.

Keywords: expertise, career perspectives, opportunities, challenge

TRANSFERABLE SKILLS AND SELF-ESTEEM

Mihaela Ionescu

coala Gimnazial "Mihai Eminescu" Craiova, Romania

In a society where the social and economic changes are very fast and not always

predictable, adapting to new solution represents success or even survival. This is where

those transferable skills, those skills that, although acquired during specific activities (in

the family, at school, in a specific project or through the game or sport) can be used to

achieve other tasks and activities in different situations in our life. Usually we think of

transferable skills only when referring to the profession, when applying for a job,

changing our career, but we hold, more or less, a wide range of transferable skills,

developed over life.

More changes, more jobs. We go from one job to another with some skills

(organizational, communication, computer literacy, language, problem solving), which,

during the process are structured, acquired, enriched, ensuring the transition to other jobs.

An important pillar of success in life, capitalizing and developing transferable skills, is

self-esteem - fundamental dimension to every human being, whether a child, an adult or

an elderly person, regardless of culture, personality, interest or social status. It refers to

how we evaluate ourselves, how "capable" comparing us to our expectations we consider

ourselves or others. Its valence is feeling positive self-esteem and self-confidence. A

positive self-esteem may help develop the realistic ability to make responsible decisions

and the ability to cope with peer pressure.

Keywords: transferable skills, profession, self-esteem, decisions

CULTIVATING COMMUNICATION SKILLS OF FUTURE EUROPEAN TEACHER

Andreea-Mihaela Artagea

Casa Corpului Didactic Constana, Romania

Language skills are the key vehicle for a European teacher.

As it is mention in the Lisbon Strategy, communication is one of the major skills for the

future teachers. Languages - mother and foreign - and new technologies skills have a key

role in process of preparing students to take their place in the society and successfully in

the labour market. At every point in their career, they need to have, or be able to acquire,

the full range of subject knowledge, attitudes and pedagogical background to be able to

help young people to reach their full potential.

In this context, future teachers need to develop their own communication skills in order

to: identify the specific needs of each individual learner, support the development of

young people into fully autonomous lifelong learners, work in multicultural settings and

in close collaboration with colleagues, parents and the local community and take

responsibility for mapping out their own learning pathways throughout life and not on

the last place, be more competitive on the European labour market.

Aware of the need to aim for the definition of the kit of skills, the possession of

communication skills in European languages and technologies communication play a

key role in the education of the future European teachers. These abilities are major also

in a view of future teachers to experience placements in Europe labour market.

Keywords: communication, language, advanced technologies, skills.

THE ART OF COMMUNICATING

Mihulescu Angela-Cristina

Colegiul Tehnic de Industrie Alimentara, Craiova, Romania

Communication is a very complex process as it involves not only what we say, but also

what we think, the way we send the message, the verbal and non-verbal messages.

Researchers have come to the conclusion that in the process of communication there are

six basic messages: what we want to say, what we really say, what the other person hears,

what the other person thinks they hear, what the interlocutor says about what you said,

what you think they said about what you said. It is rather complicated.

Specialists state that only seven percent is verbal and 93 percent is non-verbal, i.e. body

language and vocal variety.

What if the speakers come from different backgrounds, from different cultures, from

different countries? There might be even more difficult.

How do partners of different cultures negotiate with each other, in an effort to satisfy

desires for adequate autonomous identities and relational identities? People take

different approaches to coping with this problem of cultural influence.

Communication is an art that should be mastered if we really want to be successful in

any relationship and in those jobs that involve interpersonal interaction, not only in a

foreign language, but also in our own.

Keywords: communication, art, autonomous, approach

COMMUNICATION SKILLS DEVELOPMENT IN PRIMARY CLASS

Fera Marioara

coala Gimnazial "George Brescu" Calafat, Romania

The notion of competence has evolved a lot of communication, encompassing areas of

knowledge today increasingly wider. Communicative competence is considered by

many authors as a global capability comprising communicative capacities of individuals

acquired throughout life.

Communicating involves engaging students in communicative process should not be

claiming to speak much, but to find ways to increase student-student interactions in terms

of information exchange and interpersonal.

Skills training communication involves training the following skills: active listening,

dialogue, learning and use formulas of politeness, developing empathic capacity,

development of assertive communication, respect the rules of oral and written

communication, knowledge of non-verbal language and paraverbal communication.

Keywords: competence, exchange, capacity, assertive

ADAPTABILITY AND COMMUNICATION DURING SCHOOL YEARS

andru Valeria,


We teach to adults, to take care of small

The increase of migration within the European Community is causing increasingly

serious problems in migrants' native countries and in countries that host them. A hot

point is "education of children". The problem is not only the migrant of the European

Community. However addressing the issue in the European context can give us positive

solutions also for migrants from countries outside Europe.

The aim of the TATI Project is to identify a sample of effective educational formations

to give to educators in difficulty. In other words we want to find educational practices

that obtained good results, looking from formations of (i) LLP projects (ii) from

formations, already experimented in each country of the partners, and (iii) a formative

proof in each country.

The results will be put in the "Collection of Best Practices TATI", published on the

website of the coordinating partner in the languages of the partners and in English.

Keywords: education of children, educational practices, collection of best practices

INTERCULTURAL APPROACH IN LANGUAGE TEACHING

Simona PISOI

Colegiul National Carol I,Craiova, Romania

Intercultural awareness in language teaching and learning is often perceived as a "fifth

skill" - the ability to be aware of cultural relativity, besides the peculiarities of reading,

writing, listening and speaking skills. It is perceived as a complex concept since Cultural

awareness is regarded as enabling language skills. Language itself is defined with and

by culture. One cannot be proficient in a foreign language unless its cultural facets are

assumed, shaped and developed. The present paper aims at showing that students cannot

perfect their level of the language if they are unaware of this culture, and of how culture

relates to their own mother tongue. It is therefore only essential to raise cultural

awareness, but also intercultural awareness. Intercultural communication competence is

an attempt to make students aware of their own culture, and thus to help interpret and

understand other cultures. It is not just a body of knowledge, but a set of practices that

require knowledge, skills and attitudes.

Keywords: intercultural awareness, proficient, communication

THE WORLD IS IN YOUR HANDS HOW TO SUCCEED IN THIS CHANGING WORLD

Dinca Georgeta

Liceul Teoretic Tudor Arghezi Craiova, Romania

The world around us is changing, and so is the world of business. To be able to thrive in

todays working world young people should be able to combine the things they have

learnt in school with personal people skills and experience.

The hard skills are the scientific and technical notions that you learn in school and that

you have to take exams to prove you have thoroughly acquired them. These require a

high IQ, as well as study and hard work.

The soft skills are the communication and personal relations skills. They are not taught

in school, but rather acquired in all the other activities you do outside the classes, they

have to do with the way you make the others perceive you and the way you see yourself.

To be successful in any career they may choose young people need to combine the hard

and soft skills, so that they become the best version of themselves, to be flexible and

make use of the technological advancements. Thus, their job becomes their life, not just

a means of making a living.

Keywords: skills, experience, successful, career

CRITICAL THINKING: SOFT SKILLS FOR THE FUTURE

Stncu Ioana


Critical thinking, creativity, collaboration, and communication skills will become more

important in a fast-paced, competitive global economy.

Employers want schools to teach reading, writing, and arithmetic (the three Rs) along

with critical thinking, communication, collaboration, and creativity (the four Cs) to

create a better-educated workforce prepared for the 21st century.

Keywords: critical thinking, collaboration, communication, workforce

ERASMUS+ PROJECT: YOUNG CITIZENS OF EUROPE-OUR FUTURE

Emanuela Ciolacu, Liliana Diaconu

Liceul de Arte Marin Sorescu, Craiova, Romania

Access to quality education for people at risk of social exclusion is one of the problems

of social inequality in Europe. Many students leave school too early, leading to greater

social problems. Therefore, Marin Sorescu Arts High School, desiring to try to change

this negative trend, involved in the European Commissions Erasmus+ program,

specifically in a strategic partnership in education.

The objectives are to develop middle school students skills in order to make them

advised European citizens, and to find their place in society through good education and

a variety of linguistic, computing, geography, history and sciences, in order to get a

richer European and national culture, to assist them in developing their personality and

self-confidence, through cooperation, communication and social involvement.

Keywords: education, European program, strategic partnership

AMBASSADOR- EUROPE OUR HOME

Barbu Nicoleta

coala Gimnazial Mihai ViteazulCraiova, Romania

Between January 2015 - June 2015, I coordinated the Project Europe, OUR HOME!

at the School

Mihai Viteazul Craiova, as part of the national campaign "Europe - our home" 2015.

The Project Europe, our HOME! involved a lot of pupils, teachers and parents.

Europe, our home is an annual informative campaign supported by the European

Commission Representation in Romania developed in partnership with the Ministry of

Education and Research. The campaign transposes the European Commission's

communication priorities in the educational environment.

The following topics were discussed:

The campaign "Europe - our home"

What it means to be a volunteer in your community either in the classroom or

within a group of friends

To promote the European active citizenship

Promoting volunteering

Promoting multilingualism

Promoting an intercultural education

Promoting childrens rights to education and training

The importance of formal, informal or non-formal education

The History of the European Union; its structure and importance

Unity in diversity in the European Union.

All the activities were centered on the creative potential of the pupils.

Keywords: campaign, multilingualism, active citizenship

TRAINING FIRMS -THE FIRST STEPS TOWARDS ENTREPRENEURSHIP

Marica Mariana

Colegiul Energetic, Rmnicu Vlcea, Romania

The training firm is an interactive method of learning the entrepreneurship skills, a

modern interdisciplinary integration and application of knowledge, an approach that

ensures the conditions for testing and deepen practical skills acquired by the students

during the training.

The training firm represents an innovative teaching method, practically oriented, a

business model where real activities undertaken by a company are implemented through

virtual learning in simulated business situations with national and international partners

of the same domain. The goal of the training firm is for the students to acquire basic

skills, to enable them to become successful graduates in the real economy.

Keywords: entrepreneurship, firm, exercise, business model

TRANSDISCIPLINARITY - A MODERN CURRICULUM PERSPECTIVE

Daniela Samoila

Valcea Teacher Training, Romania

We live in a world characterized by speed, complexity, continuous changes, the person

is placed in the context of "technological outbursts." In this respect, the school bears the

noble mission to prepare today's children to face the accelerated dynamism of

contemporary society, developing their skills, values and attitudes necessary for personal

and social success. They may not be formed entirely through traditional school subjects,

an integrated school curriculum being required. Curriculum integration is achieved by

establishing relationships, clear convergence among knowledge, abilities, skills,

attitudes and values which belong to different school subjects, objectives or methods.

What is important is the unity of knowledge, which is at the same time across subjects,

across different subjects, and beyond all subjects. An approach that aims to answer

questions or solve significant problems of the real world, the opportunity for recovery

and application of knowledge, training capabilities that transcend disciplines.

This is the most elevated degree of integration of curriculum, leading to fusion, the most

comprehensive and radical phase of integration. It complements disciplinary approaches,

the confrontation among disciplines, making appear new results and new bridges among

them and giving us a new vision of nature and reality.

Transdisciplinary does not seek to develop a super discipline encompassing all

disciplines but to open all disciplines to what they have in common and what lies beyond

their borders.

Keywords: curriculum, integration, dynamism, success

DEVELOPMENT OF AGRICULTURAL COMPETENCES THROUGH PRACTICAL

TRAINING AT EUROPEAN STANDARDS

Smcea Nicoleta-Cristina

Vida Claudia Lucia


The purpose of our project is the development of professional and personal skills for 28

agricultural mechanics, professional education, tenth grade, level 3, in order to stimulate

equal chances of entering the internal or external labour market

OBIECTIVES:

1. the development of professional skills for 28 agricultural mechanics, professional

education, third grade, level II, from "Horia Vintil" Technological High School,

Segarcea, in accordance with the European standards in the mentioned field, in order to

increase their adaptability to European labour market requirements, during a one-year

project

2. knowledge development for 28 agricultural mechanics, professional education, tenth

grade, level 3, from "Horia Vintil" Technological High School, Segarcea, about the use

automation in their area of responsibility, in order to increase their occupational mobility,

during a one-year project

3. improving personal skills for 28 agricultural mechanics, professional education, tenth

grade, level 3, from "Horia Vintil" Technological High School, Segarcea, in order to

increase involvement in various community structures, during a one-year project

4. increasing the number of our school collaborations with organizations active in the

field of education/ companies active in the field of agricultural mechanics, in Europe,

in order to contribute to the realization of a European cooperation in VET during a year

of the project.

TARGET GROUP:

The target group of this project will consist of 28 students in professional education,

aged between 16-17 years old, in the tenth grade, agricultural mechanic qualification,

level 3, of the 2015-2016 school year.

Keywords: professional education, agricultural mechanics, occupational mobility

PROFESIONAL TRAINING AT EUROPEAN LEVEL IN AGRICULTURAL MECHANICS

Gavril Claudiu-Marcel

Ghenea Alina-Georgiana


The goal of the project is to develop the professional skills of 20 agricultural mechanics,

in order to increase their employability rate and socio-professional integration on the

European labour market and to facilitate personal development.

Through this project we intend to:

- Develop the knowledge, skills and competences specific to the qualification of

agricultural mechanic in order to facilitate insertion and student mobility on the

European labour market;

- Improve students' practical skills through advanced techniques in order to provide

appropriate services required by the quality standards;

- Develop students language skills in European languages;

Facilitate the personal development of students by taking and promoting the positive

attitudes acquired in the foreign organizations;

- Develop students intercultural competences inside foreign organizations;

- Increase cooperation between the sending institution, the receiving one and the specific

companies, in order to enhance the value of the project results.

The internship training will address a target group of 20 tenth grade students, vocational

education, during the school year 2014-2015, qualified as agricultural mechanics, aged

between 15 and 17 years. They come from urban and rural areas and will be both male

and female. Students will be selected from among those with good school results (an

average over 7, 00 during the previous school year), those keen to develop specific

qualification skills, and students speaking English at a beginners level (A1). They

should be communicative, responsible and civilized, and easy to adapt to new situations.

Keywords: agricultural, mechanic, professional development

TEACHING BIOLOGY FROM AN INTERDISCIPLINARY PERSPECTIVE- EFFICIENT

MODALITY FOR EXPRESSING THE FUNDAMENTAL UNITY OF SCIENCE

Diana Maria Ciorbagiu Naon

Liceul ,,Charles Laugier, Craiova, Romania

Designing and conducting the teaching-learning process is a modality for using

interdisciplinary in school.

The teacher has the main role in choosing the degree of implementing the

interdisciplinary perspective on the topic and its type.

We must start from the spontaneous correlations which appear among various school

subjects to more elaborate and systematic ones, focusing on promoting or highlighting

the fundamental concepts which are common to several school subjects.

Another way of integrating knowledge, of leveling the students to eagle eye on the

subject and crossing the rigid barriers among school subjects is involving students in

extracurricular activities.

Introducing the interdisciplinary assessment of the students performance (knowledge,

competences and skills) is another alternative to teaching students to make connections,

to explore, to discover the unity of sciences and to get a global view on the world. Such

an approach means interdisciplinary training for the teachers and accurate design of the

assessment methods and techniques.

Keywords: fundamental concepts, assessment, accurate design

THE TEACHING EXPERIMENT -MODERN METHOD USEFUL FOR DEVELOPMENT OF

MOTOR SKILLS HANDLING OF THE UTENSILS OF THE LABORATORY

Cluaru Florentina Claudia

coala Profesional Valea Stanciului, Romania

The teaching experiment consists in an activity where a phenomenon is triggered, in the

controlled conditions of the laboratory in order to observe it in detail. The experiment

while testing hypotheses and checking the laws or data forms the motric skills to use the

tools and laboratory devices, develops the observation skills for the investigation of

some of the structural components of some organs, develops skills for the application of

methods and working techniques specific to the conduct of the experiment, skills of

exploration of reality, develops attention, thinking, analysis, synthesis as well as social

skills. The method lends itself for working in a team, the teacher assesses the product of

the team's work and not the individual performance.

In the III millennium, differential treatment of students and the integrated approach of

knowledge become mandatory. Teaching-learning focuses on developing students

transferable skills.

In conclusion, the experiment is an active method of fundamental importance in the

teaching-learning of biology, which has as its basis the psychological thinking and

hypothetic-deductive reasoning.

Keywords: experiment, active method, individual performance

NZEB FOR ENHANCING STEM SKILLS AND MOTIVATING STUDENTS

Anca Brbulescu


The article makes a presentation of the NZEB project (2015-1-IT02-KA219-015139_4),

which is funded by the European Union through the Erasmus Plus Program. The

presentation includes information regarding the partner countries involved, the priorities

the project addresses, the teaching methods used (which are inquiry-based methods, such

as learning based on research and experimentation, learning by doing, and acting in

concrete situations), the main stakeholders and the most important expected outcomes

and results. Mention must be made that the NZEB project was created to meet the

challenges of the Europe 2020 Strategy, addressing some of its most important goals

(creating the conditions for a Creative, Smart, Inclusive and Green Europe). Last but

not least, this project is conceived to build a tied link between the STEM (Science,

Technology, Engineering and Mathematics) disciplines and their practical

implementation, in close connection with the job market.

Keywords: project, experimentation, priorities

CROSS-CURRICULAR APPROACHES TO MATHEMATICS AND SCIENCES IN FORMAL

AND INFORMAL CONTEXTS

Maria-Cristina Rotaru


The article briefly provides one possible explanation for the declining interest in the

study of mathematics and other exact sciences among young people, it also shows why

a cross-curricular approach to instruction is preferable to traditional teaching and

training methods and it also makes a short presentation of the strategic partnership

project: Cross-Curricular Approaches to Mathematics and Sciences in Formal and

Informal Contexts, implemented under Erasmus + Program, project number: 2015-1-

RO01-KA219-015034_1. The partner countries, the aim of the project, some of its

objectives and its most important intellectual output, a training kit comprising lessons

tackled from the cross-curricular perspective, are also presented.

Keywords: cross-curricular, strategic, training kit, perspective

TEACHING MATHEMATICS AND ENVIRONMENT EXPLORATION THROUGH

INTERDISCIPLINARY ACTIVITIES

Simona Grujdin

coala Gimnazial Sf. Gheorghe Craiova, Romania

Mathematics has an essential role in shaping and developing the students mind,

specifically within the context of the permanent teaching improvement, in order to

connect it to the modern and future society requirements. To facilitate this process, it is

necessary to take over the entire domain database, both its content and methodical

experience.

An interdisciplinary approach is therefore necessary, taking into consideration the

methodological and structural transformations that are taking place in modern science,

as well as a more steadfast orientation towards an interdisciplinary approach of human

personality in order to integrate it into a dynamic democratic society.

Interdisciplinary activities have formative characteristics. They contribute to intellectual,

social, emotional, physical and aesthetics development of the child; they help increase

confidence in their own capabilities and sense of competition. Among these activities,

the didactic game has a special place, the surest way to access the childs soul, towards

his wonderful world of thoughts and dreams. Almost every activity represents a game

for a child. The didactic game brings into the lesson a combination of actions and

activities that provoke relaxation, good mood and joy, following at the same time

objectives such as intellectual, technical, moral, aesthetics and physical training for a

child

Keywords: interdisciplinary, development, didactic, activity

COOPERATIVE LEARNING

Mariana Croitoru

Grdinia "Csua cu poveti" Craiova, Romania

Learning cant be imagined in the current context, without cooperation: 3-4 children can

collaborate in a group from a class of 20 children, but they can work together even if

they are from different groups and kindergartens in common projects. So, cooperation

means working together for a common goal, assuming an active exchange of ideas, to

develop the children's social component of personality. Raising preschool childrens

awareness to work in a team is a well-known technique for promoting active learning

and a better preparation for school integration, knowing that the ability to work together

has become the prerogative of the new educational reforms.

All the learning activities should be attractively explained, involving role games,

simulations, stories, problems tailoring everyday life. At any time of the activity, the

child is engaged having a clear task and always his participation aims at finding a

solution, to win a competition, to win self-esteem. Children must be taught to cooperate

in small teams, but to confront the individual knowing to win, but also to lose. The use

and interactive methods involves organizing homogeneous, heterogeneous groups

focusing on acceptance of work.

The organization of learning in groups / small teams of children must be conducted

correctly from the beginning. There are children who believe that, if they are grouped

with others, they can rest, believing that someone else will fulfil the task. It is the teacher

who must make children be aware of the fact that the group has a common task for whose

fulfilment each child has an individual task, implying responsibility.

Keywords: cooperative, organization, awareness, interactive methods

E-LEARNING - USEFUL FOR EVERYBODY'S EDUCATION

Roxana Tmplaru


E-learning represents the totality of the educational situations involving the significant

use of the information and communication technology modern instruments.

For example, many electronic didactic materials were created as a result of participating

in European GRUNDTVIG projects, as final products: web sites, electronic books,

online tests, etc. Other better examples of what e-learning exactly means come from my

everyday activity with my high school students and even with already graduated people

(teachers, engineers, economists, etc.) also interested in staying up to date with the latest

IT&C technologies: ThinkQuest platform developed by Oracle Education Foundation

and NetAcademy platform developed by Cisco.

ThinkQuest Projects showcases exceptional examples of e-learning projects that can be

used for inspiration in developing ideas for projects to implement with the students.

Oracle Education Foundation helps students to develop the skills necessary for success

in their life and work in the 21stcentury. OEF provides ThinkQuest to the schools around

the world for free, supporting 397,000 students in 60 countries. The Oracle Education

Foundation inspires students globally to think, connect, create, and share-using

technology to help them dissolve boundaries, fulfill their potential, and create a better

society.

Cisco Networking Academy is a global education program that teaches students how to

design, build, troubleshoot, and secure computer networks for increased access to career

and economic opportunities in communities around the world. Networking Academy

provides online courses, interactive tools, and hands-on learning activities to help

individuals prepare for ICT and networking careers in virtually every type of industry.

Since 1997, Networking Academy has grown from a small-scale program designed to

help schools get the most out of their networking equipment to Ciscos largest corporate

social responsibility program, with courses taught at more than 9,000 academies in 165

countries.

Networking Academy delivers a comprehensive, 21st century learning experience to

help students develop the foundational ICT skills needed to design, build, and manage

networks, along with career skills such as problem solving, collaboration, and critical

thinking.

Keywords: communication technology, projects, computer networks

LEARNING SKILLS DEVELOPMENT - A RETHINKING OF THE TEACHER-STUDENT

RELATIONSHIP. AUTONOMOUS LEARNING

Beju Nelida Margareta,


In literature, the term autonomy in learning is used in many ways (even too much), it

relates to describing the situations and learning methods, to developing the learned skills

and we also can talk about the skills or legal rights of the learner.

The methods focusing on developing the learning skills require a rethinking of the

teacher-student relationship by changing relationships and the roles they take in the

learning activity. Using these methods, the role of teachers does not disappear, but

changes, the teachers becoming rather partners of the pupils and students. The difference

between partners is that only one of them (the teacher) has already taken that road that

the other will go. So, the task is primarily for the tutors to guide the novices and the

concrete way of performing tasks is largely determined by assimilating knowledge and

skills specific to the study. Therefore, the teacher-student relationship is not necessary

to be torn to develop student autonomy, it is necessary to change its nature.

Keywords: method, skills, task

USING EDUCATIONAL PLATFORMS TO OBTAIN PERFORMANCE IN SCHOOLS

Ceauu Geta Cristina


Using ICT in education led to a student-centered learning environment, where teachers

are no longer the key source of information and knowledge transmission and the students

are no longer passive recipients of the information, but they are actively involved in their

own training.

To be effective, ICT facilities must be combined with technologies and traditional

methods in order to improve the quality of teaching and learning. It is necessary to share

knowledge and information, to obtain a higher degree of flexibility in education to meet

the real social needs, to decrease costs and improve the efficiency of the educational

system. From the student's point of view the Internet generation is closely linked to

technology. The simplicity of creating personal Web pages encouraged students and

teachers to rediscover the fascination of writing and publishing. The Web space offers

research facilities, simulations, video demonstrations, virtual field trips. Above all, the

educational platforms contribute the most.

Keywords: technology, educational platform, internet

BEST PRACTICE EXAMPLES IN USING E-LEARNING PLATFORMS

Phd. Ana-Maria Udrescu


In the context of rapid social changes and the need of a continuous education and training

we can talk about new paradigms of education such as individualization of learning,

motivation, interactive learning (the students have an active role to support the processes

of creative learning by discovery), individualization of content (by using E -learning

platforms, the students can control the contents to learn and adapt it to different learning

styles), changes in the teacher status etc. The ICT education has a strong impact on

teaching strategies and on the development of organizational forms of training that are

not possible using traditional means and methods. The act of learning is no longer

considered to be the effect of the actions of the teacher, but the result of interactions with

the leading student learning, computer, information available from open sources

(Internet, encyclopedias etc.)

Moodle Learning Platform is a modern alternative to the classical school assessments,

either initial, formative or summative, because it is focused on creativity, ingenuity and

critical thinking. We believe that the universe reduced to the walls of classrooms is just

one side of the reality of a student. As a result, modern testing instruments adapted digital

literacy and the future so this can solve the students need to get out of the covers of

textbooks to the real world.

Keywords: e-learning, computer, education, creative learning

MOODLE (MODULAR OBJECT-ORIENTED DYNAMIC LEARNING ENVIRONMENT)-

ONLINE LEARNING PLATFORM-

Chisr Gheorghe,

Colegiul Tehnic Energetic, Craiova, Romania

Moodle is a software package for managing Open Source online courses, learning

management or content management for learning used for projects which allow the

active involvement of the students, encouraging collaborative learning, teamwork and

exchange of opinions. It is a flexible and multifunctional platform, easy to be managed

being suitable for exchange and collaboration.

The program can be downloaded free from the following site:

http://moodle.org/downloads/. , where there are information sections and support.

Moodle is freely delivered with GNU public license so that, anyone can download

Moodle, will have full access to the Open Source code, possibly to make changes.

Moodle is a modular learning environment, centered on objectives, enabling the goal

oriented courses on different modules. The five key main elements in Moodle are: we

are all potential teachers and students; you learn to create and to express for others; you

learn a lot, watching the others; the understanding of the others transform us; we study

better when learning environment is flexible and suitable for our needs.

Keywords: online courses, support, freely delivered, flexible

THE ROLE OF MOODLE PLATFORM IN THE DEVELOPMENT OF SOFT SKILLS

NEEDED AT THE WORKPLACE

Dogaru Ileana

Colegiul tefan Odobleja Craiova, Romania

Key competencies represent a multifunctional package of transferable knowledge, skills

and attitudes which all individuals need for personal fulfilment and development, social

inclusion and finding a job. They should be developed at the end of compulsory

education and should act as a foundation for learning as part of lifelong learning.

The education system should prepare students for life, by developing their key skills that

can ensure social success. Given industrialization and the use of computerized systems

in all fields of finance and banking, engineering, statistical, industry, health, an important

role in the insertion of high school graduates in the labour market is the advanced digital

skills training.

Online learning platforms or e-learning platforms support individual learning and enable

users to access a range of information sources or online media debate on various topics.

The Moodle e-learning platform provides an environment to socialize and communicate,

an electronic system for training and assessment and offers students the opportunity to

learn together.

Keywords: transdisciplinary, skills, knowledge, standard

EVALUATION OF THE COMPUTER ASSISTED LEARNING- PRIMARY SCHOOL

PRACTICAL APPLICATIONS

Mirela Popescu


The assessment process in primary school is a delicate one, mainly due to the impact

that it may have on pupils. It is a complex process which can sustain the appeal and

dynamism of the teaching-learning activities through the introduction of ICT methods.

Great teachers, such as Ioan Nicola, were using machines in assessment even in 1980.

As society developed, the computer became a must have in Romanian schools,

bringing along a series of advantages for assessment-related activities: objectivity,

immediate feedback for teacher and student, possibility of diagnosing, students can use

knowledge independently, less emotional. There is a series of programs that are adapted

to teachers and students educational demands and can be used for designing tests,

quizzes or games, such as: Hot Potatoes, ProProfs or Classtools.

Keywords: program, methods, feedback, assessment

MANAGEMENT DECISIONS LEAD TO HIGH QUALITY EDUCATION

Georgeta Vulea


School is not a mere place where children obtain information but a place where all the

actors involved must learn. The teacher provides students with meaningful learning

experiences and emotional involvement in the miracle of discovery being endowed with

a new role, that of coach. The new coach must stimulate the desire to learn, to

cultivate enigmas in order to make the student willing to learn. Learning becomes thus

a personal project to be further developed under the careful guidance of the teacher,

school becoming thus a multi-workshop framework facilitating both the teaching and

the learning process, developing multiple intelligences and critical thinking.

The success of such an approach is guaranteed by the managers ability to create and

promote educational instances that could lead to efficient learning, to developing

students high transferable skills. In order to do that, a new vision, new strategies and

methods and new approaches prove necessary. Consequently, the managers working

style influences the working style of each collaborator or team member. As a result, all

the actions taken bear marls of the directions the adopted approach points at.

More life skills oriented approaches are needed, managers have to learn and to guide the

others in understanding information as valuable resource and the students being in close

rapport with the reality they are part of.

All the team members must be fully involved in helping students take responsibility of

their own learning, to express opinion, to familiarize themselves with selecting

information from various sources, assessing the arguments, synthetizing ideas, express

their own and respect the others opinions and most of all work collaboratively.

The management, although reflecting a certain mentality and personal approaches,

should be real-life oriented towards developing transferable skills for both the teachers

and the students, joining together elements of science and art.

Keywords: didactic method, interdisciplinary feature

HOW TO BECOME A TEACHER

Ioana Genoveva-Mihaela


Vlad Ida

coala Gimnazial Alexandru Ioan Cuza Bacu, Romania

There are many paths to become a great teacher. And the path will depend on lots of

factors including the background both educational and otherwise, location it will be

need a state-specific teaching credential and authentic desire how motivated a future

teacher is to become a great teacher? On the way to become a great teacher there are

different ways, depending on the law of education, in every country in the World.

Becoming a great teacher is not easy but it is well worth the effort and this material will

help understand every step along the way, in Romania or elsewhere.

Keywords: teacher, education, paths

TEACHERPRENEURS OR INNOVATIVE TEACHERS

Lidia Cazacu


The set of skills teachers acquire throughout their academic formation and career are in

great demand, which makes them transferable to a multitude of other lines of work.

Teachers are now presented with a wide range of options: they can create courses, train,

advise, write, all of which can improve their status. Considering the recent rise of the

teacherpreneurs, this article explores ways in which Romanian teachers could augment

their personal and professional growth.

Keywords: teachers, lines of work, professional growth

TEACHING METHODS AND DEVELOPMENT OF STUDENTS LEARNING SKILLS

Brezovan Marina

Colegiul tefan Odobleja", Craiova, Romania

The profile of a young man possessing the skills required in its professional development

is formed during the school years by learning activities and appropriate teaching methods.

Among the active learning methods that differentiate training in school, the project

method seems to be the most generous in terms of differential treatment of students.

To use the project method efficiently and to integrate all benefits that a computer can

offer in the project, there are very important the steps performed by a teacher to plan and

design the teaching units. While the students work on projects, they develop real skills,

many of them being required by today's employers - such as the ability to work in a team

well, to make thoughtful decisions, to take initiative to solve complex problems, self-

direction and to communicate effectively.

The teacher must have technological skills and to know how to make various

presentations and demonstrations using several software tools, e-learning method,

activity-based computer, videoconferencing etc., understanding the role, strengths,

limitations of the audio-visual equipment to improve training and students knowledge

building, skills and abilities.

Additional activities of development/training for effective qualification in the directions

of the students interest are recommended for teachers.

Keywords: development, qualifications, teaching methods

MEASURES TO IMPROVE THE CHANCES OF YOUNG LABOUR MARKET

Claudia Caraveteanu

coala Profesional Constantin Argetoianu, Argetoaia, Romania

Labour market has suffered important transformations lately, regarding the reduction of

the active population and the employed population, slow, but continuous aging. The

reduction of the employment rate of the elderly population has been accompanied by

significant changes in sectors, areas of activity, regions, age, and professional status.

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