Orientation & Employment Manual by Danny Khoury

Orientation & Employment Manual

European Institute for Cooperation and Development

www.iecd.org IECD is a French organization, founded in 1988, for the support of developing countries. Education and vocational training of individuals are at the heart of the activities of operational teams who are convinced that these are the keys to human development. 45 development projects are implemented in 14 countries in Sub-Saharan Africa, Madagascar, in the Middle-East and North Africa as well as in South-East Asia.

Semeurs d’avenir

www.sda-lb.org The Lebanese association, Semeurs d’Avenir, was founded in 2010 with the help and support of the European Institute for Cooperation and Development. Semeurs d’Avenir implements projects of education, career guidance and training with a particular interest for the fields of vocational and technical education.

Drosos foundation

www.drosos.org Drosos Foundation, based in Zurich, Switzerland, was founded in late 2003 and has been operational since 2005. It owes its existence to a private endowment and is recognized of public interest. It is ideologically, religiously and politically independent. Drosos Foundation aims at improving with efficiency and sustainability the living conditions of people in difficult situation and protecting the environment. The foundation is now working in Egypt, Jordan, Lebanon Morocco, Palestine, Tunisia, Switzerland and Germany.

The manual is available under the Creative Commons Attribution/No Commercial/No Derivatives license. 01

Instructions for the use of the guidance and employment manual The orientation and employment manual was created by IECD and the Lebanese association Semeurs d’Avenir with the support of Drosos foundation. It includes all activities related to career guidance and support to employment that were tested and implemented by the teams of IECD in its various operating countries. The manual was realized in 2015 and published in March 2016.

The manual’s objective This manual aims at providing concrete tools to schools and local partners in order to support them in the implementation of career guidance services dedicated to the youth. Career guidance starts before choosing the specialization, during the studies or training and continues after graduation. Thus the activities cover the three phases of the guidance path of the youth. Among IECD and its partners’ projects and programmes, the guidance and employment activities are implemented by the “Guidance and Employment Office” (GEO), a cell within the school, that centralizes the organization of these activities. The establishment of a GEO is recommended, but not necessary to launch the guidance and employment activities. The activities may be selected freely, according to what the school wishes to implement, taking into consideration the constraints of the institution, the expectations of the students, the needs of the companies and the partners.

The manual’s organization The manual is divided into 4 sections: Section 1: The Mission and Objectives of the GEO Section 2: The Opening of the GEO Section 3: The Organisation of the Year and the Student Follow-Up Section 4: The Career Guidance Activities and Tools The first three sections of the manual present the guidance and employment office’s model as well as tips on its launching and organization. The forth part, entitled “The Career Guidance Activities and Tools”, contains all the activities that can be implemented in the school. These activities are divided into 5 functions: Function 1: The Promotion of Technical and Vocational Training Function 2: Counseling Function 3: Career Guidance Function 4: Internships Function 5: Job Placement Each activity is set out in an activity folder that contains: • an activity sheet describing all the necessary information for its implementation. • the tools allowing the implementation of the activity.

The activity sheets content This manual only contains the activity sheets accessible from the table of content. Each sheet includes the following information: The activityâ&#x20AC;&#x2122;s objectives The steps for a good preparation of the activity The typical agenda of the activity The available tools for the activity implementation The follow-up to ensure after the activity realization The date and timeframe of the activity The activity duration The activity participants The activity organizers All the tools are available on a CD. You can ask for the CD by writing an email to gde@iecd.org.

Files coding system A reference code was used in order to make the files research in the computer folder easier. Below is the file coding system: The sections: P1, P2, P3, P4 The activities: A1, A2, A3, A4, etc. The tools: O1, O2, O3, O4, etc. Thereby, the second file of the section 2 will have the following code: P22. The tools related to this section will have the following code: P2O1, P2O2. The section 4 activities, divided by functions, will have the following code: A1, A2. The tools related to each activity will have the following code: A1O1, A1O2.

Adapting the files This manual gathers all activities related to career guidance implemented in IECDâ&#x20AC;&#x2122;s various operating countries. Thereby, each activity and its related tools should be adapted to the needs and the environment of the country. The content of the sessions, the duration of the training, the participants, are elements among others that will change from one country to another.

Additional information Please contact the Seeds of Hope process development team, based in Paris, for any additional information related to the manual or a specific tool used in one of IECDâ&#x20AC;&#x2122;s operating countries: gde@iecd.org. 03

Table of Contents Section Section Section Section

1 The Mission and Objectives of the GEO..................................................................6 2 The opening of the GEO.......................................................................................13 3 The Organisation of the Year and the Student Follow-Up.......................................15 4 The Career Guidance Activities and Tools..............................................................19

Function 1

THE PROMOTION OF TECHNICAL AND VOCATIONAL TRAINING.........................18

Activity 1 The Promotional Campaign.................................................................................................19 Activity 2 School Visits........................................................................................................................20 Activity 3 Open Day............................................................................................................................21 Activity 4 Job and Orientation Fair......................................................................................................23

Function 2

COUNSELING................................................................................................................................25 Activity 1 The Guidance Meeting.........................................................................................................26 Activity 2 Presenting the Career Guidance Booklet..............................................................................27 Activity 3 Class Visit............................................................................................................................28 Activity 4 Session with first-year studentsâ&#x20AC;&#x2122; parents................................................................................29 Activity 5 Life in high school...............................................................................................................30 Activity 6 My fears for the future.........................................................................................................31 Activity 7 Leaving the countryside.......................................................................................................32 Activity 8 Choosing your specialisation................................................................................................33 Activity 9 Guidance Review.................................................................................................................34

Function 3

CAREER GUIDANCE...................................................................................................................35 Activity 1 Building a Career Plan.........................................................................................................36 Activity 2 The Professional Interview...................................................................................................37 Activity 3 The Employment Support Programme.................................................................................38 Activity 4 What Do I Want To Do With My Life?...............................................................................39 Activity 5 Discovering Professions And Companies..............................................................................40 Activity 6 Career Orientation After Graduation...................................................................................41 Activity 7 Who Am I?..........................................................................................................................42 Activity 8 Writing a CV.......................................................................................................................43 Activity 9 How To Succeed In a Job Interview.....................................................................................44 Activity 10 Independant Job Search.....................................................................................................45 Activity 11 Preparing To Leave.............................................................................................................46 Activity 12 Introduction To Enterpreneurship.....................................................................................47 Activity 13 Careers Week.....................................................................................................................48 Activity 14 Company Visit .................................................................................................................49 Activity 15 Company Forum...............................................................................................................50 Activity 16 Success Story testimonial....................................................................................................51

Function 4

INTERNSHIPS................................................................................................................................52

Activity 1 Introduction to Internships..................................................................................................53 Activity 2 Contacting Companies........................................................................................................54 Activity 3 Monitoring Internship Student In The Field........................................................................55 Activity 4 Internship Validation...........................................................................................................56 04

Function 5

JOB PLACEMENT.........................................................................................................................57 Activity 1 Job Interview Day................................................................................................................58 Activity 2 The Company Visit To The School.......................................................................................59 Activity 3 Graduate Tracer Study..........................................................................................................60 Activity 4 Setting Up Alumni Network................................................................................................62 Activity 5 Meeting With Parents Of Final Year Students......................................................................64 Activity 6 Processing Job Offers...........................................................................................................65 Activity 7 Study Of The Employment Pool..........................................................................................66

The Mission and Objectives of the GEO

Model for a Guidance and Employment Office

Model for a Guidance and Employment Office The mission of a Guidance and Employment Office (GEO) The mission of the GEO is to support and facilitate the professional integration of young people in an efficient and transparent manner. Our vision of professional integration is a complete one: • It begins with preparatory orientation before the school years. • It is built upon through personal and professional monitoring during the school years. • It continues with career guidance after the school years. In order to define the scope of the work of the GEO, we can also describe it by what it is not: • The GEO is not a placement office. • The GEO is not a clinic for psychological consultations. • The GEO is not a research or statistical agency.

The different participants in the career guidance of a student • The young student is at the heart of the career guidance approach adopted by IECD. • Throughout his/her schooling, the young person is influenced and affected by the different participants in his/her environment. • Indeed, parents, teachers, trainers and companies play an important role in the decision making and choices of the young person. • It is therefore important that these ‘informal’ career guidance participants be involved and integrated in the guidance process.

His/her teachers

Students and friends

The young

The labour market (companies)

student

His/her parents

The Guidance and Employment Office 07

Model for a Guidance and Employment Office

The objectives of the GEO 1 - Counsel the young student on his/her career. 2 - Provide information to the young person and his/her environment (parents, teachers…) about educational (academic or university) and professional opportunities. 3 - Prepare the young person for the labour market. 4 - Guide the young person in his/her job search. In order to ensure a smooth and coherent overall approach to the young person’s career guidance, it is essential that the GEO know how to integrate all the participants in its activities.

The GEO’s three areas of activity 1 - Orientation

2 - Monitoring

• Introduce new students into vocational training. • Guide the new students during registration. • Redirect them towards specialised training (language, IT).

• Provide information on continuing studies (abroad / locally). • Simulate work experience (internship, apprenticeship). • Develop transversal skills (job interviews, CV, communication, motivation). • Provide information about the job market (careers week, company visits, job offers…).

Pre schooling

During schooling

Post schooling

3 - Career Guidance

• Show and share job offers to graduates. • Identify company needs (in recruitment and skills). • Support in finding their first job. • Contact and inclusion in the alumni network. 08

Model for a Guidance and Employment Office

The ﬁve functions of the GEO F-1 The promotion of technical and vocational training. F-2 Counseling. F-3 Career Guidance. F-4 Internships/Apprenticeship. F-5 Job placement.

F-1 The promotion of technical and vocational training The objective is the promotion of the value of professional training in order to enable a greater number of people to gain access and take part in it. Some examples: Value promotion campaign, visits to academic schools, trade shows in which academic schools participate, open days…

F-2 Counseling The objective is to inform and counsel the young people by providing information: • about different specialisations. • about different training paths. • about external training centres which facilitate an upgrade in skills. Some examples: career guidance interview, class visits, parent meetings, guidance review, preparatory sessions for highschool…

F-3 Career Guidance The objective is to prepare the young person for the job market by offering: • Tools that facilitate his/her professional integration into the workplace. • Personal development sessions. Some examples: careers week, company or professional visits, writing a CV, job interview, independent job search, labour law, career interview, building a career plan…

F-4 Internships/Apprenticeship The objective is to strengthen relationships between schools and companies and to put the student in a real-life work situation in order to facilitate recruitment at the end of his/her studies. Some examples: introducing internships, monitoring internships, internship validation…

F-5 Job placement The objective is to guide the young people in their job search through activities which facilitate a more effective student-company relationship. Some examples: The graduate tracer study, alumni network, processing job offers… 09

Model for a Guidance and Employment Office

GEO’s human resources • GEO duties may be split across two positions: the Head of the GEO and the company relations coordinator. • The roles counterbalance one another as the GEO Head supervises all activities whereas the company relations coordinator passes the information up to the head.

1 GEO Head Function 1, 2 and 3

External responsibilities: The labour market (companies)

Internal responsibilities: The school (management, teaching staff, parents…)

1 Company Relations Coordinator: Function 4 and 5

GEO interaction within the school • The GEO Head and the company relations coordinator interact with many actors within the school. • This interaction ensures the correct implementation of GEO activities within the context of each of the functions. • The yellow arrows in the diagram indicate the direction and the scope (function) of the interaction. E.g. The GEO and the management interact for the implementation of certain activities to do with functions 1, 2 and 3.

School Management

F1/F2/F5

The teaching staff

F2/F3

GEO

F4/F5

Internship mentors

The social worker 10

The opening of the GEO

Check-list SCHOOL:

eleMENTS Office/Furniture

DeTAILS Independant office Desk Chairs Rond table Cupboard for documents Display stand for magazines and brochures At least one computer Internet access Printer Fixed telephone and mobile Bulletin board

Office/Decoration

Bulletin board in hallways Posters of GEO and posters about GEO services Plants

Staff/Who?

A person in charge of the GEO (full-time) : Manager A person in charge of the companies (part-time) : Coordinator One or more counselors/educators (according to the tasks of the GEO)

Fundamental tools

Documentary resources on training and careers Database about companies to ensure internships/jobs Database with the students to ensure an individual follow-up Database with the graduated students Brochures of the school with all the different trainings A tool kit for the internship (internship notebook, training agreement, certification booklet)

EXIST?

The Organisation of the Year and the Student Follow-Up

CERES Orientation Course High School: 2ndes, 1ères et Tales (15 & 16 ,17 years old), all disciplines. Duration: 3 years, at 2 sessions a year/class, or 26 hours in total including 2 forums. Guidance programme objectives: • Improve self awareness to enable the student to be aware of his/her potential and his/her limits. • Improve knowledge about the world of education to guide students better now and potentially for higher level studies. • Improve knowledge about the professional world to prepare them to enter working life. Sequence

Session

Self awareness

Level No. hrs Cal

Personal reflection and sharing through exercises/questions…

15 yrs old.

What do I want ∙Know your personal aspirations, but also your intellectual capacities and to do with my your personal environment. life?

Personal reflection and sharing through exercises/questions…

16 yrs old.

∙Prepare yourself to be independent. ∙Learn to manage your time and your

Personal reflection and sharing through exercises/questions…

17 yrs old.

PowerPoint presentation.

15 yrs old.

PowerPoint presentation.

16 yrs old.

Preparing to leave

Knowledge of the world of education

How

∙Know your qualities, flaws and values. ∙Know where you come from and

Who am I?

Knowledge of the working world

Session objectives

Choosing my specialisation Choosing higher education Choosing my school Higher education Forum Discovering professions Interviewing with a professional Discovering Companies Careers Forum

embrace it.

money.

∙Know the different specialisations and their workload.

∙Be aware of a certain logical path: specialisation ->study ->job.

∙Know the qualification and diploma levels available in higher education. ∙Know the LMD system (Degree, Masters, PhD). ∙Know the post-bac option with CERES. ∙Know how to write a CV and a motivation letter. ∙Know how to set up your file to go forward for the post-bac CERES competition. ∙Inform yourself about the education possibilities in Fianarantsoa and other provinces. ∙Understand the selection criteria at the schools (file, competition, diary…). ∙Be able to identify the intellectual and personal aptitudes necessary for a particular job.

T2 Session worksheet.

17 yrs old.

Organised in partnership with the FMJ high school, students 17 yrs old. are independent for this.

Completion of job sheets.

15 yrs old.

Interview organised independently by the student before the session (alone or 16 yrs accompanied) and oral old. presentation to the class.

Drawing up an organisation 17 yrs chart and presenting it in old. poster format.

Organised in partnership with industry. the SFX high school, students 15 yrs ∙Meet professionals and find out about are independent for this. old. their careers.

∙Conduct a personal interview with a professional.

∙Know how to distinguish between a job and a function. ∙List the different services within a company.

∙Discover the possible jobs in each

The Organisation of the Year and the Student Follow-Up

Example of a career guidance programme: The case of Lebanon Guiding the young person through the job market "T1" signify: The first trimester.

First year • Presentation of the GEO (T1). • Meeting with the parents (T1). • Self-awareness session: What do I want to do with my life? (T1). • Guidance Meeting (T2).

Second year • Self-awareness session: Who am I? (T1). • Company visits (T2). • Career path questionnaire (T2). • Information sessions on post BT «Studies and Careers» (T2). • Familiarity with the working world: Discovering professions (T2). • Careers week (T3).

Third year • Six career guidance programme sessions (T2). • Self-awarenewss session: Getting oneself ready to leave (T2). • Meeting with the parents (T3). • Careers week (T3).

Monitoring the young graduates IECD suggests the following milestone stages to monitor the young graduates. The process is spread out over the course of a year, but may be adapted for a longer timeframe according to a school’s resources.

3 months before graduation

6 months after graduation

• Job interviews with companies (T3). • Career path questionnaire (T3). • Connection with the students on Facebook and WhatsApp. • Distribution of job offers.

• Graduation ceremony: written questionnaire to be filled in. • Graduate meet-up event: written questionnaire to be filled in. • Distribution of job offers.

One year after graduation • Graduate tracer study. • Distribution of job offers.

The annual calendar This is a suggested calendar of career guidance activities over the course of one school year of 12 months (M). In the case of Lebanon, M1 corresponds to September which is the first month of the school year. Legend

First year

Second year

M1 • Placement monitoring: Graduation ceremony and distribution of placement monitoring questionnaire.

M4 • First year: Self-awareness session: What do I want to do with my life?

M7 • Second year: Information session on post BT «Studies and careers». • Second year: Familiarity with the working world session: Discovering professions.

M10 • Placement monitoring: Company visits and assessment of HR needs.

Third year

Placement monitoring

M2 • First year: Presentation of the GEO. • First year: The guidance meeting.

M5 • First year: Careers week. • Second year: Careers week. • Third year: Careers week.

M8 • First year: One-on-one welcome meeting. • Second year: Career path questionnaire. • Third year: Six career guidance programme sessions (CV, interview, job search).

M11 • Placement monitoring: Company visits and assessment of HR needs. • Placement monitoring: Distribution of job offers to class N and N-1.

M3 • First year: Meeting with the parents. • Second year: Self-awareness session: Who am I?

M6 • Second year: Company visits. • Third year: Self-awareness session: Getting oneself ready to leave.

M9 • Third year: Meeting with the parents (T3). • Placement monitoring: Survey of previous year’s graduates.

M12 • Second year: Monitoring the work placement. • Third year: Monitoring the work placement.

The Career Guidance Activities and Tools

Function 1 The Promotion of Technical and Vocational Training

Function 1. Activity 1. The promotional campaign

The promotional campaign IECD recommends that institutions should participate or initiate events, which will promote the establishment, and more broadly, vocational and technical education (VTE) (exhibition, trade show, public posters…).

1 - Activity objectives • Promote and enhance the school. • Inform the public about the different specialisations available in the school. • Change the public image of technicians. • Recruit new students.

2 - Activity preparation • Together with school management, identify annual major events, exhibitions and trade shows in the region. • Contact the event organisers to find out how to participate. • Prepare communication materials: roll ups, brochures, business cards. • Prepare materials to be taken to the event: educational models, posters, registration sheets. • Organise a constant rotation of the teachers during the event.

3 - Activity tools • School roll up and brochures (with essential and contact information). • Guidance and Employment Office brochures and posters. • PowerPoint presentation of the school. • Laptop and video projector.

4 - Activity follow up • Keep the contact details of people interested in the training and/or the school. • Contact the interested parties to take part in a school visit or an information session. • Evaluate the impact of the event attendance on new registrations: how many new registrations are there as a result of the event? How many visitors came to the stand? The total number of visitors at the event?

Activity dates

Activity Participants

Activity organisers

Activity duration

• Preparation in June and July (end of the school year). • Implementation in September and October (start of the school year) and as opportunities arise during the year.

• GEO head. • School administration.

• General Public. • Parents. • Youth from the region.

• Preparation: 1 month.

Function 1. Activity 2. School visits

School visits IECD recommends that the educational institutions organise visits to local schools in order to promote the technical training and to help guide the students towards the available training specialisations.

1 - Activity objectives • Introduce the vocational school. • Inform students about specialisations and diplomas available with VTE. • Inform students about work opportunities. • Improve the image of technicians among young academic students. • Recruit new students.

2 - Standard activity agenda • Presentation of the school (brochure distribution). • Presentation of the GEO activities (PowerPoint). • Testimony of a technical student or graduate.

3 - Activity tools • School brochure (with essential and contact information). • Guidance and Employment Office brochure. • PowerPoint presentations of the GEO and the school. • Short film on vocational training. • Laptop and video projector.

4 - Activity follow up • Share GEO contact details with students and the school administration for any further consultation. • Collect the phones numbers of students interested in technical training. • Ensure follow-up contact with the school directors.

Activity dates

Activity participants

Activity organisers

Activity duration

• Prepare visits in January and February (middle of the school year). • Implementation in March.

• GEO counsellor/head. • School administration. • Lab/practical work teachers.

• Students registered in academic schools.

• Minimum: 30 minutes. • Maximum: 60 minutes.

Function 1. Activity 3. Open Day

Open Day IECD recommends that the educational institutions organise open days in order to enable young people to discover the school’s workshops and learn about the different specialisations that are available.

1 - Activity objectives • Introduce and visit the technical labs/workshops. • Inform students about specialisations and diplomas currently available with VTE. • Inform students about job opportunities. • Change the image of technicians among young academic students. • Recruit new students.

2 - Activity preparation • Set a date for the day with the school administration. • Contact the academic schools to arrange visits. • Contact the bus to transport students who are coming together with their teacher. • Prepare the school visits programme. • Organise a meeting to inform lab teachers in order to share logistical information as well as to discuss the content of the visits. Prepare communication tools: PowerPoint presentation, school brochures, GEO services posters and registration sheets. The content of the visit: the lab teachers are in charge of sharing technical information on the nature of the job and about the skills required in a motivating and interactive way. Identify and select students who can assist the lab teacher and attest to the advantages of the school and the training.

3 - Standard activity agenda • Present the various specialisations in the school and the history of the school. • Visit workshops accompanied by the GEO head: the students can be put into groups of ten and a schedule of ‘revolving visits’ can be prepared (15-10 minutes per workshop) to enable better contact between the lab teacher and the students. • Welcome by the lab teacher, who explains the skills that will be obtained in that specialisation and the job opportunities afterwards. He/she can show models prepared by the current students and give on-site demonstrations on some of the machines. • Student testimony during the workshop visit. • Visit the classrooms and common areas. • Distribute the school brochure and explain the registration procedure (timelines, necessary documents…). • Distribute a questionnaire to gather phone numbers and get an idea of how many students are interested in the various specialisations. Another option: encourage a very easy practical example to be carried out in the workshop or laboratory, so that the students can physically be involved and see first hand what technical training involves.

Function 1. Activity 3. Open Day

4 - Activity tools • School brochure (with essential and contact information). • Guidance and Employment Office brochure. • Registration sheet. • School PowerPoint presentation. • Laptop and video projector

5 - Activity follow up • Share GEO contact details with students and the school administration for any further consultation. • Collect the phones numbers of students interested in the specialisations. • Ensure follow-up contact with the director of the institution (for students with learning difficulties).

Activity dates

• Preparation in January and February (middle of the school year). • Implementation in March.

Activity organisers

• GEO counsellor/head. • School administration. • Lab/practical work teachers.

Activity participants (case of Lebanon)

• Students registered in academic schools.

Activity duration per school • Minimum 60 minutes.

Function 1. Activity 4. Job and Orientation Fair

Job and Orientation Fair IECD recommends the organisation of training and job forum once a year to promote the links between the students, the vocational schools and companies.

1 - Activity objectives • Orient young academic students towards VTE. • Orient young technical students towards the labour market and facilitate their placement. • Encourage company involvement in the world of education. • Promote vocational training and technical education.

2 - Activity preparation For more detailed information on the tasks to prepare, please refer to the tool «Forum Action Plan». • Set the date and the place. • Set out the principal objectives of the fair. • Establish the educational programme of the fair (pedagogical objectives, what information and tools will we give them?) and the manner to carry it out. • Ensure the involvement of public institutions and other partners. • Prepare a communications plan about the event (tools, media coverage, media outreach…). • Start and/or develop contact with companies and schools. • Plan the fair logistics.

3 - Activity particularities • It is a national or regional event (depending on the country's needs). • Exhibitors are generally about 20 companies and 20 technical schools. • An educational programme is offered for young academic and technical students to ensure information is transferred properly and that companies are properly involved in the career guidance process. • An activity programme (lectures, testimonials, success stories...) is organised in parallel with school visits. It raises awareness among visitors and exhibitors on the issues addressed. It also allows to benefit from the number of attendees at the fair to organise other activities in connection with school/corporate relations or vocational training in general.

4 - Activity tools • Forum action plan. • Forum educational plan. • Conference programme. • Logistical check list. • Contact list. • Exhibitor and visitor lists. • Programme for the opening ceremony. • Orientation kit. • Official letter samples.

Function 1. Activity 4. Job and Orientation Fair

5 - Activity follow up • Undertake an evaluation with all the exhibitors (companies and schools). • Follow up to establish the rate of placement of the visitors further to their visit to the forum. • Write an internal evaluation report with recommendations and ‘dos and don’ts’.

Activity dates

Activity participants

Activity Organisers

Activity duration

• Preparation from September onwards (start of the school year). • Implementation from January onwards (middle of the school year).

• IECD. • GEO representatives.

• Academic students at the appropriate level (4e in Lebanon). • Current technical education students. • Graduates of technical education and all jobseekers.

• 2 to 3 days.

Function 2 Counseling

Function 2. Activity 1. The guidance meeting

The guidance meeting IECD recommends to partner schools the organization of a guidance meeting in order to help the young students to choose their field. This session would avoid heedless choices that could lead to school dropout or academic failure.

1 - Activity objectives • To inform the student about the specialisation (content, duration, costs…) and relevant job opportunities. • To assist the student and guide him/her in his/her professional and academic choices. • To reduce the regret of choosing an inappropriate field and avoid school dropout or failure. • To reinforce the student’s self-confidence by helping him/her making clear choices.

2 - Standard activity agenda • Get to know the student (guidance interview). • Introduction to technical education and vocational training (vs. academic). • Introduce all the specialisations offered by the school. • Discuss the student’s preferences to facilitate the choice (by eliminating other choices one by one). • Explain the chosen specialisations in detail (subjects, opportunities, internships…). • Explain the application process & exam.

3 - Activity tools • Flyer: list of the specialisations and professional opportunities. • School brochure. • Guidance interview sheet. • Registration sheet.

4 -Activity follow up • Guide the student toward the administrative office in order to apply. • Note whether the student needs another orientation session (because of lack of time the first time – the student may be intimidated in the presence of the parents). • In that case, contact the student for another session.

Activity dates

Activity participants

Activity organiser

Activity duration

• Preparation in July (summer). • Implementation in September (registration period).

• GEO head.

• Youth willing to apply to the school.

• 10-15 minutes.

Function 2. Activity 2. Presenting the Career Guidance booklet

Presenting the Career Guidance booklet IECD recommends a tool that enables students to gather all information regarding their academic and professional orientation during their school years. This session can be given to class supervisors first (in the cases where they are involved in the career guidance programme) who will then take over the monitoring of the guidance booklet throughout the year. They will be responsible for presenting the career guidance booklet to their students. In the absence of supervisors, the session can be given directly to the students.

1 - Activity objectives • Present the objectives of a career guidance booklet. • Get the students to start using the career guidance booklet.

2 - Standard activity agenda • Introduce the subject by defining what career guidance is, and by presenting the annual career guidance objectives. • Explain the objective of the career guidance booklet. • Distribute the career guidance booklets. • Explain how to use the booklets. • Answer any questions the students may have.

3 - Activity tools • The career guidance booklet guide.

4 -Activity follow up • Follow up with the students at each stage of the process to ensure that they are filling up their booklet correctly. • Take note if the student needs particular information. • Organise a session at the end of the year to close the first school year and to inform students they have to bring their career guidance booklet back with them when school starts again.

Activity dates

Activity participants

Activity organisers

Activity duration

• This should take place at the very start of the school year.

• GEO head.

• Class supervisors. • First year students.

• 30 minutes.

Function 2. Activity 3. Class visit

Class visit IECD recommends that the educational institution organise visits to the students in class to present the GEO.

1 - Activity objectives • Present the GEO (role and activities), the office head and the corporate relationship coordinator. • Let students know that the school can support them in their career path. • Encourage students to visit the GEO. • Interact with the students and understand their needs.

2 - Standard activity agenda • Introduce the GEO and its role. • Detail the activities of the GEO. • Two possible activities: 1 - Watch a motivational video on a future career path or potential trade. 2 - Take an employment test. • Launch a discussion with the students about the video (Post-Up technique1) or present the answers to the employment test. Invite the students to express their thoughts and emotions (ambitions, fears, failure…) • Question time: what are your questions/expectations?

3 - Activity tools • GEO PowerPoint presentation. • GEO leaflet/flyer. • Motivational video. • Post-it notes for the Post-Up.

4 - Activity follow up • Take note of the students’ questions and comments. • Ensure to get back to the students and/or take account of their comments and remarks to tweak the year’s activities.

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation in September - October (start of the school year). • Implementation in November.

• Director of the school. • GEO Head.

1 The

• Newly registered students. • Other students (if the GEO is new).

• 20-30 minutes.

Post-Up technique is an animation tool. The facilitator distributes Post-its, and the participants must put their thoughts (in words or images) 28 down on them according to what made an impact on them in the video. Once noted, the participant shares this with the others. The facilitator sticks all the notes to the wall, facing the group.

Function 2. Activity 4. Session with ﬁrst-year students’ parents

Session with ﬁrst-year students’ parents The majority of educational institutions plan a meeting with parents at the start of the year in order to clarify the rules and the annual exam timelines. IECD recommends a specific session with the parents in order to raise awareness on their role in their child’s career. This session can be the first in an educational programme that takes place over the course of the three school years (at least one session per year).

1 - Activity objectives • Present the annual student guidance programme to the parents. • Enable parents to take part in their children’s career path in a constructive manner. • Promote the value of internships and technical education to the parents. • Involve parents in their children’s personal and professional development.

2 - Standard activity agenda • Presentation of the school (the mission, the specialisations available, the diploma levels…). • Advantages of technical education, internships and work opportunities. • The annual Guidance and Employment Office programme. • Proposal for the creation of a parents’ committee in conjunction with the GEO and the school administration (if the management is interested). • Invitation to a buffet after the presentation.

3 - Activity tools • School brochures (with essential and contact information). • Guidance and Employment Office brochures. • PowerPoint presentation about the institution and technical training. • Flyers/leaflets listing the GEO activities and annual programme.

4 - Activity follow up • Gather the parents’ (landline) telephone numbers. • Encourage informal discussions with the parents during the buffet in order to identify any particular student cases that may need special attention. • Ensure a follow up on special cases (compulsory one-on-one meeting). • Follow up with the creation of a parents’ committee (if school management agrees). • Communicate with the parents’ committee any time information is distributed (SMS, emails, official memos).

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation in October (start of the school year). • Implementation in November.

• GEO head. • School administration.

• Parents of first year students. • Teaching staff.

• Maximum: 60 minutes. 29

Function 2. Activity 5. Life in high school

Life in high school As part of the CERES guidance programme (Madagascar), IECD developed a session to foster the integration of new students into the high school. In the context of technical institutions, the GEO can tailor this session to the reality of the students concerned, and can integrate it into the career guidance and development programme.

1 - Activity objectives • To ensure that students are aware of the changes that await them in high school, compared to their peers (social standing, education level, socio-economic standing…) so that they can prepare themselves as fully as possible.

2 - Activity preparation • Establish the main concepts upon which we want the students to reflect. • Prepare discussion questions and different scenarios for role play.

3 - Standard activity agenda • A 15 minute introduction: remind everyone of the rules and discussion questions. • Begin the debate with scenarios. • Act out the role plays. • Summarise by identifying the 10 rules necessary to handle oneself well in high school. • Write these 10 rules into the career guidance booklet.

4 - Activity tools • Facilitator document, «Life in high school, embrace who I am».

5 - Activity follow up • Ensure that the students fill out their guidance booklets correctly. • Make a note of «difficult or special» students that become clear during the role plays. • Organise one-on-one meetings with students who display any difficulty.

Activity dates

Activity participants

Activity organisers

Activity duration

• At the start of the school year.

• GEO head.

• First-year students.

• 105 minutes.

Function 2. Activity 6. My fears for the future

My fears for the future As part of the CERES guidance programme (Madagascar), IECD offers a personal development session to help students address their fears for the future. In the context of technical institutions, the GEO can tailor this session to the reality of the students concerned, and can integrate it into the career guidance and development programme.

1 - Activity objectives • Make the students aware of the fears they may have or may experience in the future. • Propose a way to deal with these fears and look to the future.

2 - Activity preparation • Establish the main concepts upon which we want the students to reflect. • Prepare discussion questions and different scenarios for role play.

3 - Standard activity agenda • Begin by defining fear: In your opinion, what is fear? Why are we afraid of the future? (20 minutes). • Establish, through personal reflection, what are each student’s personal fears and share them among the group (30 minutes). • Conclude with ways to overcome these fears (10 minutes).

4 - Activity tools • Facilitator document, «My fears for the future». • Student document, «My fears about CERES». • Photographs, «A day in the life of CERES».

5 - Activity follow up • Ensure that the students fill out their guidance booklets correctly. • Make a note of «difficult or special» cases students that become clear during the session. • Organise one-on-one meetings with students who display any difficulty.

Activity dates

Activity participants

Activity organisers

Activity duration

• At the start of the school year.

• GEO head.

• First year students.

• 60 minutes.

Function 2. Activity 7. Leaving the countryside

Leaving the countryside As part of the CERES guidance programme (Madagascar), IECD created a personal development session to assist students with their transition and integration into a new environment (from the countryside to the city). In the context of technical institutions, the GEO can tailor this session to the reality of the students concerned, and can integrate it into the career guidance and development programme.

1 - Activity objectives • Conduct a preliminary assessment with the students after one month at the school and their adaptation to city life. • Understand their feelings about their new lives and what they imagine next.

2 - Activity preparation • Establish the key concepts upon which we want the students to reflect.

3 - Standard activity agenda • Identify the students’ feelings towards the city and the countryside (15 minutes). • Establish the pros and cons of both environments (45 minutes). • Conclude by looking at their career paths: in the countryside or in the city? (15 minutes).

4 - Activity tools • Facilitator document, «Leaving the countryside CERES». • Photo document, «Leaving the countryside CERES».

5 - Activity follow up • Ensure that the students fill out their guidance booklets correctly. • Make a note of «difficult or special» cases identified during the session. • Organise one-on-one meetings with students who display any difficulty.

Activity dates

Activity participants

Activity organisers

Activity duration

• After one month into the school year.

• GEO head.

• First year students.

• 75 minutes.

Function 2. Activity 8. Choosing your specialisation

Choosing your specialisation As part of the CERES guidance programme (Madagascar), IECD proposes a session of reflection to assist the students in their choice of specialisation in their final school years. In the context of technical institutions, the GEO can tailor this session to the reality of the students concerned, and can integrate it into the career guidance and development programme.

1 - Activity objectives • Know about the different specialisations and the relevant amount hours/course and workloads. • Be aware of a certain logical career path: specialisation -> study -> trade.

2 - Standard activity agenda • Present the general run of play of the activity. • Separate the students into groups of five. • Distribute the sheets to each student. • Explain every question to the students and ask them to answer individually and then to compare with the other members of his/her group. • Finish up with the last question and a summary of all the key points (specialisation choice is made based on personal interests, school results, personal environment and willingness to pursue further studies).

3 - Activity tools • Facilitator document, «Choosing your specialisation» CERES. • Student document, «Choosing your specialisation» CERES.

4 - Activity follow up • Ensure that the students fill out their guidance booklets properly during the activity. • Make a note of «difficult or special» cases students identified during the session. • Organise one-on-one meetings with students who display any difficulty.

Activity dates

Activity participants

Activity organisers

Activity duration

• After one month into the school year.

• GEO head.

• Second year students CERES.

• 60 minutes.

Function 2. Activity 9. Guidance review

Guidance review IECD recommends that educational institutions undertake a guidance review with students who have displayed some difficulties or whose choice of specialisation may have changed. The review is a tool to help the students in their decision making process. The guidance review must be conducted before choosing the specialisation for the students already in school (4th year or BP in the Lebanon for example), but it can also be conducted with newly registered students who are not yet certain of their choices. In the latter case, the students may be reoriented at the end of the term towards the specialisation they are the most interested in (if the institution allows this).

1 - Activity objectives • Guide the student in his/her academic and professional choice. • Minimise potential regret in specialisation choices and resulting failure or school dropout. • Strengthening self-confidence by enabling him/her to make clear choices.

2 - Standard activity agenda • Get to know the student (guidance meeting). • Present the objectives of the guidance review and the reflection process that will be adopted. • Hold the four interviews (cf. Guidance Review document) with the student in a constructive manner. • Succeed in building training or professional plans and an action plan. • Share this plan with his/her parents either in a joint meeting or by phone or post.

3 - Activity tools • Guidance review document. • How to choose the appropriate field document. • Carl Rogers integrative approach document • Holland Test. • Test «what career are you meant for?».

4 - Activity follow up • Ensure that the students fill out their guidance booklets correctly during the various steps of the process. • Recommend that those students who have already signed up but who wish to change specialisation be reoriented towards their desired specialisation (in coordination with the school management and specialisation coordinators). • Remain available for students for any other consultations.

Activity dates

Activity participants

Activity organisers

Activity duration

• At the start of the school year for new registrants. From the middle of the school year on for current students (4th year or BP in Lebanon for ex). • GEO head.

• Newly registered students. • Current students who have not chosen their specialisation yet (4th year or BP in Lebanon for ex). • The reflection period should last between 34 1 and 2 months.

Function 3 Career Guidance

Function 3. Activity 1. Building a career plan

Building a career plan Below is a simplified method to build a career plan with a student. Given that we apply the Anglo-Saxon method that is based upon market needs, it is absolutely necessary that the GEO head has a strong knowledge of the local market needs.

1 - Activity objectives • Guide the student in his/her reflections on his/her career path. • Ensure that you make available all of the information that he/she could need (academic and professional opportunities). • Support the student in his/her evaluation of skills and personal interests.

2 - Standard Activity agenda • Carry out an evaluation of the student’s skills and interests together. • Highlight the different options available (in terms of studies or trades). • Encourage the student to inform him/herself well by talking to the people around him/her (internship supervisor, corporate trainer, parents, friends…).

3 - Activity tools • Document “How to choose the appropriate field”. • Guidance review. • PowerPoint Presentation: After graduation. • Job Sheets. • Academic opportunities document.

4 - Activity follow up • Further guidance can, and in certain cases must, be given one to two weeks after this reflection and information session. • The student must assimilate all of the information in order to be able to project him/ herself professionally into his/her life after graduation. • A synthesis can be done with the GEO head.

Activity dates

Activity participants

Activity organisers

Activity duration

• Implement from January onwards (middle of the school year).

• GEO head.

• Second and third year students.

• 20 minutes.

Function 3. Activity 2. The professional interview

The professional interview Following on from the individual career guidance meeting, IECD proposes to conduct a formal interview with second and third year students.

1 - Activity objectives • Initiate the career plan in a formal manner. • Evaluate the student’s work experience. • Support the student in his/her professional choices

2 - Standard activity agenda • Introduce the interview objective: for the students to relate their prior professional experience and upcoming projects. • Conduct the interview as a constructive discussion. • Take note of cases needing follow up (shy, uncertain, social case) for an extended interview.

3 - Activity tools • Job interview document. • Job interview statistical table. • Programme and interview schedule.

4 - Activity follow up • Direct the student towards the social worker if need be. • Set up extended meetings with the internship supervisor or another relevant professional for more in-depth guidance as needed. • Draw up statistics in order to have a better view of needs and missing information in order to provide better career guidance.

Activity date

Activity participants

Activity organisers

Activity duration

• Implementation in October (at the start of the school year).

• GEO head.

• Second and third year students.

• 10-15 minutes.

Function 3. Activity 3. The career guidance programme

The career guidance programme IECD recommends a career guidance programme for students. By including some basic sessions into the annual curriculum, young students can better prepare themselves professionally for the job market and the needs of companies.

1 - Activity objectives • Equip the students with a toolkit and knowledge in terms of job search. • Coach the students about independent job search. • Inform the students about the needs and challenges of the labour market.

2 - Standard activity agenda • Orientation after graduation (30 minutes) and CV session (part 1). • CV session (60 minutes – part 2). • Session on labour laws (60 minutes – in collaboration with an outside party). • Job interview session (60 minutes – part 1). • Job interview session (60 minutes – part 2). • Independent job search session (60 minutes). • Entrepreneurship session (optional).

3 - Activity tools • A PowerPoint presentation for every topic. • A specimen or datasheet for every topic • Standard programme specimen to present to school administration.

4 - Activity follow up • Monitor what documents need to be produced during the sessions (CV, LinkedIn account…). • Summon any students who are resisting to an individual meeting. • Be available for individual sessions with students who want to learn more.

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation in November and December (start of the school year). • Implementation from January onwards (middle of the school year). • GEO head.

• Second and third year students.

• The career guidance programme takes place over 2 or 3 months. It comprises at least 7 sessions per annum.

Function 3. Activity 4. What do I want to do with my life?

What do I want to do with my life? In the context of the CERES career guidance programme (Madagascar), IECD recommends to the GEO a session for the student’s personal development, enabling him/her to clarify his/her wants and build a career path.

1 - Activity objectives • Recognise his/her personal aspirations, but also his/her intellectual abilities and personal environment. • Enlighten the student about the different personal elements to take into account before choosing his/her trade.

2 - Activity preparation • Establish the concepts upon which we want the students to reflect.

3 - Standard activity agenda • Present how the two sessions will run. • Split the students up into groups of five. • For the first session, get the students to concentrate their thoughts on the following subjects: My personal aspirations, my personal abilities. • Bring the first session to an end with an exercise on personal abilities that needs to be done before the second session (chart to be filled in). For the second session the process is the same. The subjects for reflection are: my personal abilities and my environment (what do those around me advise me).

4 - Activity tools • Student document, “What do I want to do with my life?” CERES.

5 - Activity follow up • Ensure that the students correctly fill in their guidance booklet during the activity. • Make note of « difficult or special » cases identified during the course of the activity. • Organise one-on-one meetings with students who display any difficulty.

Activity date

Activity participants

Activity organisers

Activity duration

• In the middle of the school year.

• GEO Head.

• First year students.

• 2 sessions/60 minutes per session. 39

Function 3. Activity 5. Discovering professions and companies

Discovering professions and companies In the context of the CERES career guidance programme (Madagascar), IECD suggests to the GEO that students discover the idea of a profession as well as the corporate world.

1 - Activity objectives • To know what intellectual abilities and personal skills are necessary for a profession. • To know the difference between a profession and a job. • To list the different services a company offers.

2 - Standard activity agenda Here is the standard session agenda. Detailed content for the session is found in the «facilitator documents». • Present how the sessions will run. • Split the students up into groups of five. • Undertake the practical reflection exercises.

3 - Activity tools • Facilitator document, “Discovering professions” CERES. • Student document, “Discovering professions” CERES. • Facilitator document, “Discovering the corporate world” CERES. • Student document, “Discovering the corporate world” CERES.

4 - Activity follow up • Ensure that the students correctly fill in their guidance booklets during the activity. • Make note of «difficult or special» students identified during the course of the activity. • Organise one-on-one meetings with students who display any difficulty.

Activity dates

Activity participants.

Activity organisers

Activity duration

• In the middle of the school year.

• GEO head.

• Second and/or third year students.

• 2 sessions on «discovering professions» and 2 sessions on «discovering the corporate world», 60 minutes per session.

Function 3. Activity 6. Career guidance after graduation

Career guidance after graduation IECD recommends a career orientation session for second and third year students. This session is part of the career guidance programme and is included in the career path activity sheets.

1 - Activity objectives • Make all academic and professional opportunities and relevant information available to the student. • Guide the student in his/her career path reflection.

2 - Standard activity agenda • Present the Activity objectives. • The GEO head presents the educational opportunities that exist after graduation. • The internship supervisor or specialisation team leader presents the professional opportunities that exist after graduation. • An external speaker talks through his/her own career path, the difficulties he/she encountered and the opportunities that he/she has today.

3 - Activity tools • PowerPoint presentation After graduation (after the Bac). • Job sheets. • Academic opportunity documentation.

4 - Activity follow up • Ensure a follow up whether individually or in small groups for those students who wish to change specialisation, pursue university studies or technical studies and for those who wish to directly enter the job market.

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation in November-December (the start of the school year). • Implementation in January (middle of the school year). • GEO head. • Internship supervisor or specialisation coordinator. • External professional.

• Second and third year students.

• 60 minutes.

Function 3. Activity 7. Who am I?

Who am I? In the context of the CERES career guidance programme (Madagascar), IECD recommends to the GEO a session on personal development for students.

1 - Activity objectives • Understand and be aware of one’s strengths, weaknesses and values. • Know where one comes from and embrace it.

2 - Activity preparation • Establish the concepts upon which we want the students to reflect.

3 - Standard activity agenda • Present how the sessions will run. • Split the students up into groups of five. • Undertake the practical reflection exercises for the first session which will explore the following subjects: The highlights of my life, the things that energise me, my strengths, my values (cf. facilitator document). • Finish up the first session with a personal exercise that needs to be completed before the next session (on values to develop over the coming weeks). The process is the same for the second session, but the subjects to reflect on are different: Skills, childhood dreams, adult aspirations, satisfaction criteria.

4 - Activity tools • Facilitator document, “Self Awareness” CERES • Student document, “Who am I?” CERES

5 - Activity follow up • Ensure that the students correctly fill in their guidance booklets during the activity. • Make note of any «difficult or special» cases identified during the course of the activity. • Organise one-on-one meetings with students who display any difficulty.

Activity dates

Activity participants

Activity organisers

Activity duration

• In the middle of the school year.

• GEO head.

• Second and third year students.

• 2 sessions, 60 minutes per session.

Function 3. Activity 8. Writing a Resume/CV

Writing a Resume/CV

1 - Activity objectives • Teach the students how to write a professional CV. • Give the students a well written professional CV. • Give the students the best possible chance of employability after graduation.

2a - Standard session 1 agenda • Explanation of the importance of one’s CV to the students. • Distribution of a sample CV to be filled in for the following Activity.

2b - Standard session 2 agenda • Recognition of the tasks accomplished during work experience or internships. • CV writing and finalising content and form. • Printing out the CVs.

3 - Activity tools • The second session must take place in a computer lab with computer access for each student. • The employment manual. • Sample CV. • PowerPoint «CV Activity». • Laptop and video projector.

4 - Activity follow up The teacher in charge of this activity must ensure that each student leaves the school at the end of the year with an up-to-date professional CV.

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation in November-December (start of the school year). • Implementation from January onwards (middle of the school year). • GEO head. • French or English language teacher.

• Third year and post-graduate students.

• 2 sessions of 50 minutes each.

Function 3. Activity 9. How to succeed in a job interview

How to succeed in a job interview

1 - Activity objectives • Prepare the students to be interviewed for a job. • Give the students the best possible chance for employability upon graduation.

2a - Standard session 1 agenda • Explanation of the various preparation stages for an interview. • Explanation about how an interview generally unfolds and how to behave. • Distribution of documents with advice and recommendations.

2b - Standard session 2 agenda • Recap of session one. • Set up role plays with the suggested different scenarios. • Set up interviews with the HR manager. • Recap and evaluation of the session.

3 - Activity tools • The employment manual. • Facilitator document. • Interview advice. • Question framework. • PowerPoint «Job interview». • Laptop and video projector.

4 - Activity follow up Be available for potential one-on-one meetings in order to help students during their recruitment phase.

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation in November-December (start of the school year). • Implementation from January onwards (middle of the school year). • GEO Head. • HR manager from a company.

• 30 third years and post-graduate students.

• 2 sessions of 50 minutes each.

Function 3. Activity 10. Independent job search

Independent job search

1 - Activity objectives • Inform the students about the available methods and tools for effective job search. • Make the students independent in their job search. • Give the students the best possible chance of employability upon graduation.

2 - Standard activity agenda • Presentation of the different available methods to interactively search for a job (cf. Lebanon version of a facilitator document). • Role play and discussion. • Navigation through professional recruitment websites. • Evaluation.

3 - Activity tools • Facilitator document. • Different colour Post-it notes. • Paper, biros. • List of questions. • PowerPoint “Job Search”. • Laptop and video projector.

4 - Activity follow up Be available for potential one-on-one meetings in order to assist students with their job search.

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation in November-December (start of the school year). • Implementation from January onwards (middle of the school year). • GEO Head.

• 30 third year and post-graduate students.

• 1 session of 50 minutes.

Function 3. Activity 11. Preparing to leave

Preparing to leave As part of the CERES guidance programme (Madagascar), IECD created a personal development session for the students to prepare themselves to leave school.

1 - Activity objectives • Preparing oneself to live independently. • Learning how to manage one’s time and money.

2 - Activity preparation • Establish the key concepts upon which we want the students to reflect.

3 - Standard activity agenda • Split the students up into groups of five. • Present the general objectives of the orientation session and how it will run (10 minutes). • Distribute the student documentation. • Do the four exercises which deal with the following subjects: My life in high school, my concerns for the future, managing my time, managing my money. • Finish up the session with a recap text that will be read by one of the students.

4 - Activity tools • Facilitator document, «Preparing to leave» CERES. • Student document, «Preparing to leave» CERES.

5 - Activity follow up • Ensure that the students fill out their guidance booklets correctly. • Make a note of « difficult or special » cases identified during the session. • Organise one-on-one meetings with students who display any difficulty.

Activity dates

Activity participants

Activity organisers

Activity duration

• In the middle of the school year.

• GEO Head.

• Third year students (final year).

• 1 session, 105 minutes.

Function 3. Activity 12. Introduction to entrepreneurship

Introduction to entrepreneurship IECD recommends a session in order to introduce technical students to entrepreneurship before they leave for the workforce.

1 - Activity objectives • Make students aware of the idea of entrepreneurship and its basic tools.

2 - Activity preparation • Prepare the content and methodology with the trainer.

3 - Standard session agenda • Present the general objectives of the introductory session. • Go round the table with an ice breaker game so the students from different institutions can introduce themselves. • Introduce entrepreneurship to the students. • Finish up the session with a message that encourages the students to learn more about entrepreneurship.

4 - Activity tools • Training session agenda. • Training session guide on entrepreneurship. • PowerPoint presentation on entrepreneurship in Thailand.

5 - Activity follow up • Try to identify which students are particularly interested by this training session. • Introduce them to the IECD very small business project manager so that they can be signed up for the next training session, or orient them towards a company that encourages entrepreneurship.

Activity dates

Activity participants

Activity organisers

Activity duration

• At the end of the school year.

• GEO Head. • External expert (Schneider or a very small business).

• Third year students (final year).

• 2 and a half days.

Function 3. Activity 13. Careers week

Careers week IECD recommends that institutions organise a week during the year which is dedicated to career guidance and which will enable students to discover different technical trades. The week is made up of three principal activities: 1 - Company visits. 2 - Company forums. 3 - Testimonials.

1 - Activity objectives • Create sustainable links between the school and the companies. • Encourage companies to participate in students’ career guidance. • Enable students to discover a large selection of trades that they could enter into, as well as the possibilities for progression within companies. • Enable students to get to know the local companies. • Enable students to better understand the needs of the labour market.

2 - Activity follow up • Send a thank-you email to participating companies. • Conduct a review of the week with the students. • Ensure that students do not attend presentations by the same companies year on year, in order that they can discover the greatest number of trades and companies possible. • Escort the students during the sessions.

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation: January/February/ March (middle of the school year). • Implementation: Between March and April (3 months before the end of the year). • GEO head. • School Administration. • Teachers.

• Students. • GEO Head. • Companies (preferably technical profiles or HR).

• Activities can be concentrated into 1 week or spread out over the course of a month.

Function 3. Activity 14. Company visit

Company visit Company visits are part of careers week. They can also take place outside of careers week or month given that it depends on the company’s availability.

1 - Activity objectives • Introduce students to the working world in a concrete manner. • Create a sustainable company-school link. • Encourage companies to play a role in the career guidance of the young students.

2 - Activity preparation • Contact the company in January to set a date for the visit. • Suggest the standard agenda (below) to the company as a basis for the visit. • Check presentation content with the company to ensure that it is concrete and simple enough for the students. • Reconfirm the visit two weeks beforehand.

3 - Standard activity agenda • Present the company history and activities -> participation of the head of the company. • Present the different trades and possibilities to progress within the company -> HR participation. • Present the technical tasks and skills necessary by trade -> participation of a technician or engineer. • Guided visit of the workshops whereby the students can observe the company activities -> HR and technician. • HR representative to distribute a souvenir and business cards.

4 - Activity tools • Laptop and video projector. • Schedule of professional visits.

5 - Activity follow up • Ensure different companies are visited from one year to the next. • Escort students during company visits in order to learn more about the labour market.

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation: January/February/ March (middle of the school year). • Implementation: The peak period between March and April (3 months before the end of the school year). • GEO head. • Company HR representative. • Internship supervisor or specialist teacher.

• Second and third year students as a priority. • Company head. • Company technician/engineer.

• 45 minutes.

Function 3. Activity 15. Company Forum

Company Forum The «company forum» is part of careers week. It also happens outside of careers week or month given that it is dependent on companies’ availability.

1 - Activity objectives • Introduce students to the working world in a concrete manner. • Create a sustainable company-school link. • Encourage companies to play a role in the professional orientation of the youth.

2 - Activity preparation • Contact the company in January to set a date for the forum. • Suggest the standard agenda (below) to the company as a basis for the forum. • Check presentation content with the company to ensure that it is concrete and simple enough for the students. • Take an interactive and illustrative approach with photographs to assist the company visualisation for the students. • Reconfirm the details two weeks beforehand.

3 - Standard activity agenda • Present the company history and activities -> HR participation. • Present the different trades and possibilities to progress within the company -> HR participation. • Present the technical tasks and skills necessary by trade -> participation of a technician or engineer. • Question and Answer session.

4 - Activity tools • Presentation programme and schedule. • Laptop and video projector. • Company PowerPoint or video about their activities. • Large conference room.

5 - Activity follow up • Ensure different companies are visited from one year to the next. • Be present during business forums in order to learn more about the labour market.

Activity dates

Activity participants

Activity organisers

Activity duration

• 30 students from second and third year as priority.

• 45 minutes.

Function 3. Activity 16. Success Story testimonial

Success Story testimonial The «Success Story» testimonial is part of careers week. The session can also take place outside of careers week or month given that it depends on the presenter’s availability. Participants are alumni of the vocational training programme or graduates from the institution who have been successful in their professional careers.

1 - Activity objectives • To share examples of career success stories so that students become motivated and can project themselves professionally into the future. • Enlighten students about personal development opportunities. • Put students in contact with people in the same profession as them.

2 - Activity preparation • Contact the speaker two weeks before the event. • Propose an agenda (see below) to the speaker. • Reconfirm the session date three days beforehand.

3 - Standard activity agenda The talk should be personalised in order to be authentic. It should be aligned with the policy of vocational training enhancement of IECD (technical skills, importance of transferable skills and personal development, call to employment after graduation, importance of an internship and its benefits). • Family and social background. • Information on education path followed. • Testimonial about planned career path and actual career (including photos). • Question and answer session.

4 - Activity tools • Laptop and video projector. • Large conference room.

5 - Activity follow up • Take note of students’ questions in order to be better able to understand their concerns and expectations. • Adapt the career guidance programme accordingly. • Maintain contact with the speaker.

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation: January/February/ March (middle of the school year). • Implementation: March and April (3 months before the end of the school year). • GEO head. • The speaker. • Internship supervisor or specialist teacher.

• Second and third year students as a priority.

• 45 minutes.

Function 4 Internships

Function 4. Activity 1. Introduction to internships

Introduction to internships 1 - Activity objectives • Inform students about internship procedures. • Educate the students about the importance of internships. • Begin internship preparation.

2 - Standard activity agenda • Introduction of the importance of internships in one’s professional career. • Explanation of the student’s role in researching an internship and during the internship. • Explanation of the role of the supervisor, the GEO and the company. • Distribution of internship tools: training notebook and internship report. • Explanation of what the internship report is and about presenting/defending the report orally in order to obtain the official qualification in third year (BT3).

3 - Activity tools • PowerPoint internship presentation. • Training notebook. • Laptop and video projector.

4 - Activity follow up • In mid-May look into internship locations. • Coordinate with the internship supervisor in order to orient students towards new companies. • Contact companies who have already taken on interns or new companies.

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation in March (middle of the school year). • Implementation in April.

• GEO head/company coordinator. • Internship supervisor. • School administration.

• First and second year students (BT1 and BT2).

• Maximum: 60 minutes.

Function 4. Activity 2. Contacting companies

Contacting companies This step is critical as part of a successful internship programme. The internship supervisor contacts the company trainer in order to prepare the internship programme.

1 - Activity objectives • Inform the company about the skills and abilities of the student in order to establish what tasks he/she is capable of doing. • Set the internship conditions with the company (tasks, skills to be acquired, working conditions). • Propose a method to monitor the student during his/her internship.

2 - Standard activity agenda • Contact the company to identify the company trainer in charge of monitoring the student during the internship. • Contact the company trainer to share with him/her all the relevant information about the internship: a. Specialisation, acquired skills. b. Skills to be acquired during the internship, working conditions (working hours, financial support, security conditions, transport). c. Information specific to the student in question: any learning difficulties, discipline problems, character traits, level of independence. • Present the monitoring and certification process: the supervisor’s visit two weeks after the beginning of the internship, monitoring by telephone, the training notebook that the intern must update with the company trainer. • Exchange personal contact details for a fluent follow up.

3 - Activity tools • Telephone. • Student list and company phone numbers.

4 - Activity follow up • Contact the company trainer after the first week of the internship. • Visit the intern on site around the second week of the internship.

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation in March (middle of the school year). • Implementation from April onwards. • Internship supervisor. • GEO head. • Company relation coordinator.

• Company trainers.

• Maximum: 60 minutes.

Function 4. Activity 3. Monitoring internship students in the ﬁeld

Monitoring internship students in the ﬁeld This activity enables the internship supervisor to perform a primary evaluation of the student’s internship, but also to create a personal relationship with the company/entrepreneur. This relationship must be built upon by the GEO as it may lead to a long-term partnership. The field visit also enables the internship supervisor to see new technologies and corporate needs first hand, which helps to keep the courses constantly up to date according to the needs of the labour market.

1 - Activity objectives • Take a field trip to the company or entrepreneur to meet the trainer, the HR representative and the student. • Check the student’s working conditions. • Carry out a primary evaluation of the student with the company trainer.

2 - Activity preparation and standard agenda • Contact the company trainer or entrepreneur to set up the date and time of the visit. • Visit the workplace (workshops, factory, construction site…) and check out the working conditions. • Meet with the corporate trainer and the student (follow the Technical Baccalaureate Assessment Booklet where relevant) to evaluate: a. Correct monitoring of the training programme or its adaptation following field implementation. b. The skills acquired by the student. c. The behavioural skills of the student.

3 - Activity tools • Assessment Booklet. • Schedule of intern visits.

4 - Activity follow up • Contact the company trainer two weeks before the end of the internship to perform a final evaluation by telephone. • Proceed to evaluation and the final grade for the student (cf. The Technical Baccalaureate Electrotechnics Assessment Booklet).

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation in July. • Implementation in July and August (summer).

• Internship supervisor. • GEO company relationship coordinator.

• Company trainer. • The student.

• Throughout the entire internship period.

Function 4. Activity 4. Internship validation

Internship validation IECD recommends internship validation takes place in two stages: the first stage is for the student to submit his/her internship report to the administration by November at the latest. The second stage consists of an oral defence/presentation of his/her experience to a jury, in preparation for the official oral defence, which takes place during the final year (BT3) regarding one of the two internships undertaken. Each institution organises itself regarding the grading of the report and the oral presentation. It is interesting to have a company involved in the internship jury for a more “professional” approach.

1 - Activity objectives • To allow the student to go through the entirety of his/her first professional experience and to take stock of his/her learnings. • To train the student to write a clear and concise report (a skill required by companies). • To train the student to speak in public.

2 - Standard activity agenda • The student presents the framework of his/her work placement: company name, nature of the business, work team, internship duration, hours (location and progress of the internship should be in the report). • Detailed presentation of a case study (cf. internship report). • Presentation of difficulties encountered during the internship and lessons learned.

3 - Activity tools • Internship report. • The guidelines for oral presentation. • Internship certificate/attestation.

4 - Activity follow up Depending on the system by which the institution is ruled, the internship report and the oral presentation may be graded and/or be an entry condition into the second or third year of classes.

Activity dates

Activity participants

Activity organisers

Activity duration

• Preparation in October. • Implementation in December (at the start of the school year).

• Internship supervisor. • School administration.

• First and second year students (BT1 and BT2).

• The oral presentation or defence of the internship should not take more than 15 min. • The internship report can be worked on during class with the internship supervisor. In general three sessions of 50 minutes each are sufficient to finish the report. 56

Function 5 Job placement

Function 5. Activity 1. «Job Interview» day

«Job Interview» day IECD recommends that institutions invite Human Resource professionals from big companies to the school to hold preliminary recruitment interviews with the graduating students. It is important to explain to the student that these are not formal interviews that may lead to a job, but that they give him/her a chance to communicate personally with the HR representatives. For the student it is also a useful exercise to prepare future job interviews.

1 - Activity objectives • To prepare students for job interviews and therefore to help them get a job on graduation. • To put students and companies in direct contact to facilitate technician recruitment. • To enable companies to gather a maximum number of CVs and to conduct a preliminary evaluation of the students’ skills.

2 - Activity preparation • Contact company human resource managers. • Fix the date for “job interview” day. • Prepare a schedule of interviews for each student. • Make sure the session “How to succeed in a job interview” was held, or brief the students so that they can prepare themselves for the interviews.

3 - Standard activity agenda The activity takes place over the course of an entire day. Where there are several companies present at the school on the same day, the GEO head must coordinate the interviews and ensure that timings and rotation go according to the schedule. The idea is to enable a maximum number of students who are finishing their studies to have at least one interview with each of the companies attending. The day can close with a buffet for the HR managers and the students in order to facilitate informal interaction.

4 - Activity tools • An empty and quiet room where each of the companies can hold their interviews. • List of students finishing their studies by specialisation.

5 - Activity follow up • Maintain contact with the company for recruitment day the following year. • Get feedback from companies about their impressions and recommendations for the students. • Hold a debrief session with the students in order to highlight their strengths and their areas for improvement.

Activity date

Activity participants

Activity organisers

Activity duration

• Preparation three months before graduation. • Implementation two months before graduation. • GEO head. • Company Human Resource manager.

• Students finishing their studies.

• Maximum 15 minutes per student and per company. 58

Function 5. Activity 2. Company visits to the school

Company visits to the school IECD recommends that educational institutions invite partner or potential partner companies to visit the training workshops during lab practical work. The institution should invite only one company at a time in order to ensure full concentration and availability to the visitor.

1 - Activity objectives • Inform the companies about the targeted skills and teaching methods. • Identify gaps in equipment with the company. • Update the lab practical work with the needs of the companies and the market.

2 - Activity preparation • Contact the human resource manager and an engineer or a technician to invite them to come to visit the school. • Set the date of the visit. • Prepare the company visit with the internship supervisor: select the lab work and the workshops that suit best to the company’s activities.

3 - Standard activity agenda • Visit the offices and the administration (10 minutes). • Visit the classrooms (10 minutes). • Visit the workshops: observe one or two lab sessions (20 minutes). • Feedback meeting with the engineer/technician and the lab teacher to identify the needs of the school and to check that the lab work meets the needs of the company/the market (20 minutes and more).

4 - Activity tools • Company list. • Company partnerships sheet (for monitoring different types of partnerships).

5 - Activity follow up • Stay in contact with the company in order to develop practical lab work in line with market needs. • Call the companies for their feedback, impressions and recommendations about the students.

Activity date

Activity participants

Activity organisers

Activity duration

• Preparation in December (start of the school year). • Implementation from February (middle of school year). • GEO head. • Practical/lab teacher.

• Third year students (BT3) or students at the end of their studies. • Companies.

• 60 minutes for the entire visit. 59

Function 5. Activity 3. Graduate tracer study

Graduate tracer study IECD recommends that institutions undertake a tracer study on their alumni and recent graduates’ careers once a year. The study covers a specialisation or a graduating class according to the information being sought. The rate of participation must be about 80% for the study to be representative enough to be used.

1 - Activity objectives • Evaluate the graduates’ professional integration into the workforce (the quality of the jobs, their professional choices, the success stories). • Support the graduates currently looking for a job by identifying them and guiding them in a more personalised way.

2 - Activity preparation • Establish the framework and study terms of reference. • Prepare a list of graduates with personal and landline phone numbers. • Print out several copies of the questionnaire coding system to facilitate note-taking during the interview. • Prepare an excel spread sheet where you will fill in the data collected. • Inform students before they graduate and/or during the graduation ceremony that the study will take place.

3 - Standard activity agenda On the phone, one’s introduction is very important because it allows you to gain the confidence of the graduate. You must carefully explain the study objectives, name people/points of reference of the school (in the case where IECD is carrying out the study), and make clear that anonymity is guaranteed. The interview should flow like a conversation, with the possibility of getting more in-depth on certain points. Following on from the interview, it is important to invite the graduate to visit his/her institution’s GEO for job/training related consultations. • Contact the graduate. • Introduce IECD and the context of the study (study being done in partnership with the GEO of their institution). • Present the study goals: to examine the impact of the GEO activities, to support graduates in their job search and/or improve the GEO activities to make graduates more employable. • Ask the questions. • Get more in-depth with the conversation once it turns interesting (to develop the “success stories” and potentially organise focus groups). • Finish up with an invitation to visit the GEO so that the graduate signs up as a jobseeker and/or stays in contact (in the case where he/she is employed).

Function 5. Activity 3. Graduate tracer study

4 - Activity tools • Graduate questionnaire. • Data processing example. • Telephone. • Questionnaire coding system. • List of graduates to contact. • Graduate study terms of reference. • Call follow-up sheet.

5 - Activity follow up • Carry out the analysis of the data collected by the person who did the study: what is the professional situation of the graduates? What are the motivating factors? • Identify the ‘success stories’ of those graduates who have a positive professional situation (working in their area of specialisation, job stability, high personal satisfaction…) and cases that are potentially interesting for involvement in focus groups. Focus groups with the graduates enable us to learn more about their job situation and the barriers to employment. They can be organised once a year. • Use the information for the GEO: a- Establish the calendar of GEO activities in accordance with the needs that have been identified. b- Identify the young people’s needs in terms of technical and life skills. c- Identify gaps in career guidance. d- Share the information on those looking for a job with the GEO head in order to ensure personal guidance. • Share the report or the analysis with the school management and project partners (educational partners, financial partners, technical partners, institutional partners…).

Activity date

Activity participants

Activity organisers

Activity duration

• Implementation at the end of the school year N ( 2016 ) for the graduates of the previous year N-1 ( 2015 ). • GEO and local partner heads, ex: IECD.

• Alumni and graduates.

• Preparation: 1 month. • The study interview: 10 minutes per interview, 150 interviews per month. • Analyse: 1 month.

Function 5. Activity 4. Setting up and coordinating the alumni network

Setting up and coordinating the alumni network This specimen document identifies a series of action points that will enable the establishment and coordination of the alumni network. The alumni network is a tool that links the institution to the young graduates. First of all this means creating a network of graduate contacts, but it can evolve into a much more formal structure (alumni network committee) if the school administration so wishes.

1 - Activity objectives • Create a sense of belonging within the graduating class to facilitate long-term contact. • Facilitate the transfer of job offers to former students of the institution. • Facilitate the collection of data during the graduate tracer study. • Putting current and former students in touch with one another (for internships, jobs or other advice).

2 - Actions to be carried out • Information session to current and former students about the network tools and the objective of the network. • Creation of a Facebook page to share job offers with the alumni network. • Creation of a WhatsApp group for each graduating class by creating an identity for the group. • Creation of a “GEO business card” which will be distributed to the students before graduation. • Creation of an SMS and emailing list to facilitate sharing information. • Organisation of guidance sessions for alumni. • Update the alumni database with information gathered from the graduate tracer study. • Organisation of one annual event that brings together all the alumni (graduation ceremony, alumni dinner…).

3 - Activity tools • GEO business card. • Graduate survey grid. • ‘SMS list’ specimen document. • Tools for the CV writing and job interview sessions.

4 - Activity follow up • Regularly update the data in the graduate survey grid. • Print business cards. • Regularly publish information on Facebook and WhatsApp in order to keep in constant contact with the alumni.

Function 5. Activity 4. Setting up and coordinating the alumni network

Activity date

• Preparation three months before graduation. • Implementation from graduation onwards.

Activity participants • Students finishing their studies.

Activity organisers

• GEO head. • School administration and supervisors.

Function 5. Activity 5. Meeting with parents of ﬁnal year students

Meeting with parents of ﬁnal year students IECD recommends a final meeting with parents of final year students in order to involve them in their child’s career guidance and employment process. This meeting is the final monitoring activity undertaken with parents during their child’s schooling (notably the meeting in the first year of study).

1 - Activity objectives • Inform parents on the specialisation and the career opportunities pertaining to it. • Involve parents in the personal and professional development of their child. • Promote internships, work experience and the trade of technician.

2 - Standard activity agenda • The institute director introduces the meeting’s objective. • Presentation of parents’ roles in the employability of their child and of the job placement function of the GEO. • Presentation of the advantages of the specialisation, internship requirements, and job opportunities by the GEO and the supervisor/principal teacher. • Presentation of the annual Guidance and Employment Office programme by the GEO head. • Question and answer session. • Invitation to the buffet.

3 - Activity tools • School brochure (with essential and contact information). • GEO brochure. • PowerPoint presentation on the specialisation and the opportunities of the trade.

4 - Activity follow up • Facilitate informal discussions with the parents during the buffet in order to identify cases which need particular attention. • Ensure close monitoring of special cases (mandatory one-on-one meeting…). • Communicate with parent representatives (or parent council) for information circulation (SMS, emails, official memos).

Activity date

Activity participants

Activity organisers

Activity duration

• Preparation in March (middle of the school year). • Implementation in April or at the very beginning of the school year. • GEO counsellor/head. • School administration.

• Parents of third year students following the same specialisation (Final year students). • Teaching staff. • Third year students. • Maximum: 60 minutes.

Function 5. Activity 6. Processing company job offers

Processing company job offers IECD recommends that institutions guide their students in their professional integration right up until they have a job in a company. This implies directly placing the graduates in a job, which means processing job offers from companies.

1 - Activity objectives • Facilitate direct access to jobs for alumni and new graduates. • Put candidates forward to companies who have sent in job offers. • Guide new graduates and alumni to available job offers. • Strengthen the company-school relationship.

2 - Standard activity agenda The detail of the steps to be followed for graduate placement is found in the associated tool “Placement procedure checklist”. Below is a recap of the essential steps: • Gather a maximum amount of information about the candidates and consult the information obtained through the graduate tracer study. • Fill in the “Candidate form”. • Collect job offers from regional companies. • Fill in the “Company form”. • Input the information into the database . • Preselect potential candidates. • Contact alumni who are looking for a job and offer them some job search sessions (CV, job interview…). • Communicate the list of candidates to the companies. • Follow up on all actions.

3 - Activity tools • Placement procedure checklist. • Job offer database. • Graduate survey. • Company offer form. • Candidate form.

4 - Activity follow up • Contact the company to know if the graduate was hired and/or gather feedback on the graduate. • Contact the graduates to find out what has happened since you linked them with the company (have they been contacted/selected/employed?).

Activity date

• From April to May (3 months before the end of the year).

Activity participants

• Alumni and recent graduates.

Activity organiser • GEO head. 1 The

excel database available in the folder of the activity 6 was replaced with the ‘Sales Force’ programme in 2016.

Function 5. Activity 7. Employment pool study

Employment pool study IECD recommends that institutions undertake a study of the employment pool in the school vicinity. This study initiates contact with small, medium and large companies, opening the doors to other collaboration possibilities (internship, jobs, equipment donation, training of trainers…).

1 - Activity objectives • To inform oneself about the local market needs in the vicinity of the school. • Together with companies, to identify needs and skills and the profiles required. • Strengthen the school-company relationship by creating exchange opportunities that enable further progression in the evaluation methods of the technicians’ skills.

2 - Standard activity agenda Detailed steps to be followed to undertake the Employment Pool study are to be found in the associated tool “Labour Market Assessment Research”. • Conduct an online search on existing studies, which will allow us to create a preliminary list of companies (“Companies” tab in the toolbox). • Draw up a preliminary statistical table to determine the proportion of businesses in each industry and region. • Prioritise contact with companies in the largest industry sector and conduct the company questionnaire on the telephone. • Input the data in the questionnaire table and into the matrix. • Complete the matrix, which matches the school’s specialisations with the areas of expertise required by the company, and the names of the companies. • Identify the specialisation with the greatest corporate demand. • Contact certain companies for the DACUM meeting (focus group to determine needs and relevant competencies).

3 - Activity tools • Labour Market Assessment Research (EN, FR). • Toolbox – Labour Market Assessment Research.

4 - Activity follow up • Input the human resources needs (technicians…) into the job offer database and process any job offer that comes from the contacted companies immediately. • Maintain contact with the companies after the phone call and the DACUM meeting by inviting them to events or by mailing them information about student life. • Suggest to the company to further enhance the collaboration with a long-term partnership, including internships, job placement, training of trainers and any other activity.

Activity date

• Implementation April – May (2 months before the end of the school year).

Activity participants

• Local companies in the school vicinity.

Activity organisers

• GEO head. • Internship supervisors.

Section 1 The Mission and Objectives of the GEO P11 – The model of the guidance and employment office Section 2 The opening of the GEO P21 – The staff (job profil) P22 – Work schedule P23 – Tasks for the opening of the GEO P24 – Check-list for the opening of the GEO P25 – The agreement and the addendum P2O1 – Pamphlet GEO boy P2O2 – Pamphlet GEO girl P2O3 – Activity poster: CV P2O4 – Activity poster: Labor Law P2O5 – Activity poster: Registration P2O6 – Roll up GEO girl P2O7 – Roll up GEO boy P2O8 – Office sign Section 3 The Organisation of the Year and the Student Follow-Up P311 – Example of an orientation path: The case of Madagascar (CERES) P312 – Example of an employment support programme: The case of Lebanon P32 – Annual activities calendar P33 – Activities timetable Section 4 The Career Guidance Activities and Tools FuNCTION 1 THE PROMOTION OF TECHNICAL AND VOCATIONAL TRAINING Activity 1 The Promotional Campaign A1O1 – School pamphlet A1O2 – School roll up A1O3 – GEO business card A1O4 – School PowerPoint presentation for the schools visits Activity 2 School Visits A2O1 – School visits agenda A2O2 – School PowerPoint presentation for the schools visits A2O3 – Pamphlet GEO boy A2O3 – Pamphlet GEO girl Activity 3 Open Day A3O1 – Open day agenda Activity 4 Job and Orientation Fair A4O1 – General planning A4O2 – Daily agenda A4O3 – Opening ceremony A4O4 – Opening speech A4O5 – Round tables agenda A4O6 – Opening video A4O7 – Internal report A4O8 – Logistic A4O9 – Correspondence

A4O10 – Career guidance kit for the students A4O11 – Communication tools A4O12 – The companies A4O13 – The schools A4O14 – Press and media coverage Function 2 COUNSELING Activity 1 The Guidance Meeting A1O1 – The guidance questionnaire A1O2 – The statistics sheet of the interview A1O3 – Specialisation information sheet Activity 2 Presenting the Career Guidance Booklet A2O1 – Guidance booklet guide – CERES Activity 3 Class Visit A3O1 – GEO PowerPoint presentation A3O2 – Exercises for the animation of the session A3O3 – GEO’s information posters Activity 4 Session with first-year students’ parents A4O1 – Meeting of first-year students’ parents PowerPoint presentation A4O2 – Parents information meeting – CERES AP Activity 5 Life in high school A5O1 – Facilitator document, life in high school – CERES Activity 6 My fears for the future A6O1 – Facilitator document, my fears – CERES A6O2 – Student document, my fears – CERES A6O3 – Picture document, my fears – CERES Activity 7 Leaving the countryside A7O1 – Facilitator document, leaving the countryside – CERES A7O2 – Picture document, leaving the countryside – CERES Activity 8 Choosing your specialisation A8O1 – Facilitator document, choosing your specialisation – CERES A8O2 – Student document, choosing your specialisation – CERES A8O3 – Ratio per specialisation A8O4 – PowerPoint presentation How to choose your higher education institution Activity 9 Guidance Review A9O1 – Guidance review methodology A9O2 – Technical sheet, How to choose your career path A9O3 – Carl Rogers integrative approach A9O4 – Test « what career are you meant for? » A9O5 – Holland Test Function 3 CAREER GUIDANCE Activity 1 Building a Career Plan A1O1 – Job sheets guide A1O2 – Using the job sheets A1O3 – Questionnaire (softcopy) A1O4 – Questionnaire (hardcopy) A1O5 – List of jobs and contacts A1O6 – PowerPoint presentation The Job sheets A1O7 – How to choose your career path? Activity 2 The Professional Interview A2O1 – Interview internship – employment

A2O2 – Sheet for the interview internship – employment A2O3 – Calendar of the interviews internship – employment Activity 3 The Employment Support Programme A3O1 – Typical program for the schools A3O2 – Evaluation sheet of the sessions A3O3 – PowerPoint presentation Introduction of the programme Activity 4 What Do I Want To Do With My Life? A4O1 – Facilitator document, self-awareness – CERES A4O2 – Student document, what do I want to do with my life? – CERES Activity 5 Discovering Professions And Companies A5O1 – Facilitator document, discovering professions – CERES A5O2 – Student document, discovering professions – CERES A5O3 – Facilitator document, discovering the corporate world – CERES A5O4 – Student document, discovering the corporate world – CERES Activity 6 Career Orientation After Graduation A6O1 – PowerPoint presentation after graduation – Lebanon A6O2 – PowerPoint presentation Post Bac – CERES A6O3 – PowerPoint presentation Post Bac SESAME A6O4 – Student document, choosing your higher education studies – CERES Activity 7 Who Am I? A7O1 – Facilitator document, self-awareness – CERES A7O2 – Student document, who am I? – CERES Activity 8 Writing a CV A8O1 – Facilitator document, writing a CV A8O2 – PowerPoint presentation Writing a CV session A8O3 – Writing a CV – Thailand A8O4 – PowerPoint presentation Writing a CV – Thailand A8O5 – CV sample – Thailand A8O6 – Employment manual – Lebanon Activity 9 How To Succeed In a Job Interview A9O1 – Facilitator document, job interview A9O2 – PowerPoint presentation Job interview session A9O3 – Question framework of a job interview A9O4 – Tips for a job interview A9O5 – Student document, leading a job interview – CERES A9O6 – Facilitator document, leading a job interview – CERES A9O7 – Interview with a professional – CERES A9O8 – Questions framework, leading a job interview – CERES A9O9 – PowerPoint presentation Job interview session, hotel management – Thailand A9O10 – Interview grading sheet for hotels – Thailand Activity 10 Independant Job Search A10O1 – Facilitator document, job search A10O2 – PowerPoint presentation Job search session A10O3 – Create a gmail address – Thailand A10O4 – Create a Linkedin account – Thailand Activity 11 Preparing To Leave A11O1 – Facilitator document, preparing to leave – CERES A11O2 – Student document, preparing to leave – CERES Activity 12 Introduction To Enterpreneurship A12O1 – Enterpreneurship training session agenda – Lebanon A12O2 – Enterpreneurship training session guide – Thailand A12O3 – PowerPoint presentation on entrepreneurship – Thailand A12O4 – Tools for enterpreneurship – Lebanon

Activity 13 Careers Week A13O1 – Careers week agenda Activity 14 Company Visit A14O1 – Companies visit agenda Activity 15 Company Forum Activity 16 Success Story testimonial A16O1 – Questions for the « Success Stories » Function 4 INTERNSHIPS Activity 1 Introduction to Internships A1O1 – PowerPoint internship presentation A1O2 – Training notebook for the TB electrotechnic Activity 2 Contacting Companies A2O1 – Internship procedure document A2O2 – Internship agreement Activity 3 Monitoring Internship Student In The Field A3O1 – List of interns A3O2 – Schedule of intern visits A3O3 – Assessment booklet for internships Activity 4 Internship Validation A4O1 – Internship report A4O2 – The guidelines for oral presentation A4O3 – Internship certificate/attestation Function 5 JOB PLACEMENT Activity 1 Job Interview Day Activity 2 The Company Visit To The School A2O1 – Company list A2O2 – Company partnerships sheet Activity 3 Graduate Tracer Study A3O1 – Graduate questionnaire A3O2 – Questionnaire coding system A3O3 – Call follow-up sheet A3O4 – Data processing example A3O5 – Graduate study terms of reference Activity 4 Setting Up Alumni Network A4O1 – Graduate questionnaire A4O2 – GEO Business card A4O3 – “SMS list” specimen Activity 5 Meeting With Parents Of Final Year Students A5O1 – PowerPoint presentation Meeting with parents of final year students A5O2 – PowerPoint presentation after graduation Activity 6 Processing Job Offers A6O1 – Placement procedure checklist A6O2 – Graduate database A6O3 – Company offer form A6O4 – Candidate form A6O5 – Graduate survey Activity 7 Study Of The Employment Pool A7O1 – Labor market assessment research A7O2 – Toolbox – Labor market assessment research

The manual is available under the Creative Commons Attribution/No Commercial/No Derivatives license.

This manual was produced by IECD with the support of Drosos Foundation.

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