From Educational Policies to Actual Practices: Young Neets in Romania

Sava, Simona

doi:10.26755/revped/2020.2/105

Cited by 1 publication

(2 citation statements)

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“…Romanian schools are planning to have at least one specialist counselor per 800-1000 students, but in reality, the number of students to deal with can increase to 1300 [4,8]. CAC services are also needed to address the 5.7% youth unemployment rate in Romania and 10.9% in Serbia in 2022 [9], with a large percentage being long-term unemployed and not in education or training-NEETs [10]. Low enrollment in academic programs, high academic-dropout rates, and unhappiness at work are the main causes of a lack of CAC, as studies in Romania underlined [8].…”

Section: Career Guidance In Romania and Serbiamentioning

confidence: 99%

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Training Teachers for the Career Guidance of High School Students

Bersan,

Lustrea,

Sava

et al. 2024

Education Sciences

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The article addresses the decision-making process of career choice among high-school students and emphasizes the importance of supporting their informed decisions by trained teachers acting as career-guidance counselors. While, ideally, school counselors handle career counseling, their limited availability necessitates the involvement of other resources, such as trained teachers. The present study introduces a career-guidance training program for teachers, implemented with 20 Romanian and 20 Serbian teachers. The research conducted simultaneously with the training aimed to assess the effectiveness of this cross-national program in enhancing teachers’ competence in career guidance. Utilizing a longitudinal mixed methodology, the study assessed the teachers’ perceptions of the training’s effectiveness and sustainability over a period of 24 months. Two questionnaires featuring multiple-choice and open-choice questions were employed. The results consistently indicated that teachers rated the training as excellent or very good across various dimensions, including content, trainers, didactic materials, and applications. Challenges were noted in designing and implementing group career activities compared to individual ones, with no significant differences observed between Serbian and Romanian teachers. After 24 months, a deductive content analysis of open-ended questions assessed the sustainability of acquired competencies. Our findings indicated active teacher participation in career-guidance activities, primarily with final-year students serving as class teachers or subject instructors. In the context of a scarcity of career-counseling specialists, training teachers as career-guidance advisors emerges as a viable solution. The study highlights the potential of such training programs to address the critical need for comprehensive career guidance in schools.

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Section: Career Guidance In Romania and Serbiamentioning

confidence: 99%

“…The cooperation of teachers, parents, and community organizations is vital for the complete preparation of students for their professions. [10,20,22]. Also, it is important for schools to implement tailored counseling policies to prevent discrimination, social inequalities, and disparities [23].…”

Section: Career Guidance For High-school Studentsmentioning

confidence: 99%