Your SlideShare is downloading. ×
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Final nr 3 engleza
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Final nr 3 engleza

1,918

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
1,918
On Slideshare
0
From Embeds
0
Number of Embeds
8
Actions
Shares
0
Downloads
12
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. 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
  • 2. 2 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, prin orice procedeu, a unor pagini din această lucrare, efectuate fără autorizaţia editorului este ilicită 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. Editura SITECH din Craiova este acreditată de C.N.C.S.I.S. din cadrul Ministerului Educaţiei şi Cercetării pentru editare de carte ştiinţifică. Editura SITECH Craiova, România Aleea Teatrului, nr. 2, Bloc T1, parter Tel/fax: 0251/414003 E-mail: sitech@rdslink.ro ISSN 2360 – 4522 ISSN–L 2360 – 4522
  • 3. 3 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
  • 4. 4 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.
  • 5. 5 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
  • 6. 6 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
  • 7. 7 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.
  • 8. 8 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
  • 9. 9 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)
  • 10. 10 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
  • 11. 11 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.
  • 12. 12 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.
  • 13. 13 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.
  • 14. 14 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.
  • 15. 15 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.
  • 16. 16 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
  • 17. 17 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.
  • 18. 18 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;
  • 19. 19 • 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. 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
  • 21. 21 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.
  • 22. 22 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.
  • 23. 23 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.
  • 24. 24 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) :
  • 25. 25 - 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 -
  • 26. 26 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
  • 27. 27 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.
  • 28. 28 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. 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. 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.
  • 31. 31 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.
  • 32. 32 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. 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
  • 34. 34 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
  • 57. 57 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
  • 58. 58 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.
  • 59. 59 "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.
  • 60. 60 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. "
  • 61. 61 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.
  • 62. 62 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.
  • 63. 63 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
  • 64. 64 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
  • 65. 65 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
  • 66. 66 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.
  • 67. 67 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.
  • 68. 68 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.
  • 69. 69 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-
  • 70. 70 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,
  • 71. 71 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
  • 72. 72 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
  • 73. 73 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.
  • 74. 74 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:
  • 75. 75 -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.
  • 76. 76 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
  • 77. 77 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).
  • 78. 78 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 .
  • 79. 79 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.
  • 80. 80 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
  • 81. 81 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
  • 82. 82 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.
  • 83. 83 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.
  • 84. 84 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.
  • 85. 85 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.
  • 86. 86 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
  • 87. 87  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.
  • 88. 88 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
  • 89. 89 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
  • 90. 90 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
  • 91. 91 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.
  • 92. 92 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.
  • 93. 93 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.
  • 94. 94 ”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;
  • 95. 95 - 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
  • 96. 96 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.
  • 97. 97 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.
  • 98. 98 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.
  • 99. 99 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.
  • 100. 100 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.
  • 101. 101 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-
  • 102. 102 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
  • 103. 103 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.
  • 104. 104 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.
  • 105. 105 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.
  • 106. 106 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.
  • 107. 107 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.
  • 108. 108 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.
  • 109. 109 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.
  • 110. 110 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:
  • 111. 111 • 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
  • 112. 112 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
  • 113. 113 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.
  • 114. 114 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.
  • 115. 115 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.
  • 116. 116 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.
  • 117. 117 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.
  • 118. 118 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 .
  • 119. 119 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).
  • 120. 120 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.
  • 121. 121 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.
  • 122. 122 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.
  • 123. 123 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
  • 124. 124 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.
  • 125. 125 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
  • 126. 126 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.
  • 127. 127 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.
  • 128. 128 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:
  • 129. 129 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.
  • 130. 130 ”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
  • 131. 131 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.
  • 132. 132 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.
  • 133. 133 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.
  • 134. 134 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
  • 135. 135 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
  • 136. 136 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
  • 137. 137 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;
  • 138. 138 - 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 .
  • 139. 139 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.
  • 140. 140 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
  • 141. 141 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).
  • 142. 142 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.
  • 143. 143 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.
  • 144. 144 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
  • 145. 145 (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:
  • 146. 146 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.
  • 147. 147 • 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;
  • 148. 148 - 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."
  • 149. 149 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.
  • 150. 150  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)
  • 151. 151  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.
  • 152. 152  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.
  • 153. 153 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
  • 154. 154 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
  • 155. 155 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:
  • 156. 156  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.
  • 157. 157  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.
  • 158. 158  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
  • 159. 159 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.
  • 160. 160 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
  • 161. 161 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.
  • 162. 162 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
  • 163. 163 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 /.
  • 164. 164  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
  • 165. 165 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
  • 166. 166 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. 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
  • 168. 168 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
  • 169. 169 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.
  • 170. 170 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),
  • 171. 171  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
  • 172. 172 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;
  • 173. 173  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
  • 174. 174 • 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:
  • 175. 175 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
  • 176. 176  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
  • 177. 177  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
  • 178. 178 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. 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.
  • 180. 180 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. 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.
  • 182. 182 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

×