As part and for further research into PhD Connecting secondary education with workplaces and in particular with industry

1. Collaborative Problem Solving as aCollaborative Problem Solving as a
Critical Transversal SkillCritical Transversal Skill
for the Transition from the Schoolfor the Transition from the School
Environment to the WorkplaceEnvironment to the Workplace
Argyri Panagiota
National and Kapodistrian University of Athens, Athens, Greece
argiry@gmail.com
Athens 17 -2Athens 17 -222 OctomberOctomber
INTERNATIONAL CONFERENCEINTERNATIONAL CONFERENCE
ON STRATEGIC INNOVATIVE MARKETING ANDON STRATEGIC INNOVATIVE MARKETING AND
TOURISM (ICSIMAT) 2018TOURISM (ICSIMAT) 2018

2. Introduction
Collaborative Problem Solving as a Critical
Transversal Skill for the Transition from the
School Environment to the Workplace
Argyri Panagiota, NKUA,
!7.10.2018
Transversal skills
Problem-solving
&
Communicative
skills
Challenges and Recommendations for development transversal skillsChallenges and Recommendations for development transversal skills
Collaboration Problem Solving (CBS)
Organization for Economic Cooperation and Development, OECD,2017.
(Organisation for Economic Co-operation and Development (OECD) (2017), PISA 2015 Results (Volume V): Collaborative Problem Solving,
PISA, OECD Publishing, Paris.

3. Key competencesKey competences
Collaborative Problem Solving as a Critical
Transversal Skill for the Transition from the
School Environment to the Workplace
Argyri Panagiota, NKUA,
!7.10.2018

4. Definition of the term of
Collaborative Problem Solving
4
OECD (2015)
The capacity of an individual to
effectively engage in a process
whereby two or more agents
attempt to solve a problem by
sharing the understanding and effort
required to come to a solution and
pooling their knowledge, skills and
efforts to reach that solution
Assessment of
Transversal skill ATS
project
A composite skill arising from the
links between critical thinking,
problem solving, decision making
and collaboration, that requires the
developing skills to work both
inductively and deductively in
partnerships, to reach agreements
on ideas, to form and test
hypotheses, and to agree on
strategies their team will use.
Collaborative Problem Solving as a Critical
Transversal Skill for the Transition from the
School Environment to the Workplace
Argyri Panagiota, NKUA,
!7.10.2018

5. Literary review :CPS
Collaborative Problem Solving as a Critical
Transversal Skill for the Transition from the
School Environment to the Workplace
Argyri Panagiota, NKUA,
!7.10.2018
 The importance of skills and proposed clarifying the terms by dividing them into
three domains: intrapersonal, interpersonal, and cognitive.
The National Research Council’s report Educa-tion for Life and Work, Developing Transferable Knowledge and Skills in the 21st Century
(July 2012) analyzed the models and research (or lack thereof) around “21st century skills” and “deeper learning
 Business continues to evolve requiring more cross-functional teams that work
across international and cultural borders and possess complex cognitive,
collaborative, and critical thinking skills.
American Management Association, 2010
 Increasing awareness of the importance of participation in the workplace and
the link between problem solving and critical thinking with increased
productivity have led to the realization that Collaborative Problem Solving
(CPS) has a central role in learning and working in the 21st century.
Economist Intelligence Unit, 2015, World Economic Forum, 2016
 Due to the transition from an industrial economy to an economy based on
knowledge an information, there is a growing demand for workers who have
developed skills of cooperation, collaboration, critical thinking, information
technology and problem solving
Greiff, Holt & Funke, 2013; Griffin et al., 2012; O'Neil et al., 2003

6. Conclusions Collaborative Problem Solving as a Critical
Transversal Skill for the Transition from the
School Environment to the Workplace
Argyri Panagiota, NKUA,
!7.10.2018

7. Support initiatives that result in excellent
teaching and learning in science,
demonstrate industry applications through
‘bringing science to life’, and help pupils
understand the relevance of a wide range
of careers to these applications, in order
to see informed school-leavers with
aspirations to study STEM subjects
and pursue a career in STEM.
Conclusions
 Games on careers, interests and vocational choices related to industry
for younger students
 School projects and simulations to support career counselling activities
for secondary level students
 Prepare students for visits to working places, mentoring initiatives and
internships
 Prepare interviews and visits by experts to the school
Collaborative Problem Solving as a Critical
Transversal Skill for the Transition from the
School Environment to the Workplace
Argyri Panagiota, NKUA,
!7.10.2018

8. Conclusions
 help to decrease the mismatch between education and labor market
 promote a structural link between educational institutions, labor market and civil
society
 correlate the educational offer to the cultural, social and economic development
of the territory
 widen the range of learning contexts, transforming industries in places of training
and investment in human capital
Collaborative Problem Solving as a Critical
Transversal Skill for the Transition from the
School Environment to the Workplace
Argyri Panagiota, NKUA,
!7.10.2018

9. Thank you for your
attention
Acknowledgment
DESCI has been funded within the framework of the European Union Erasmus+
programme http://www.desci.eu/
Play4Guidance has been funded within the framework of the European Union
Erasmus+ programme (http://play4guidance.eu/).
http://bit.do/cps_icsimat-?qrcode=1
http://bit.do/cps_icsimat-

10. Thank you for your
attention
Acknowledgment
DESCI has been funded within the framework of the European Union Erasmus+
programme http://www.desci.eu/
Play4Guidance has been funded within the framework of the European Union
Erasmus+ programme (http://play4guidance.eu/).
http://bit.do/cps_icsimat-?qrcode=1
http://bit.do/cps_icsimat-