gesamtevaluation mit charts und text

8/12/2019 Gesamtevaluation Mit Charts Und Text

1/14

Working in Europe- evaluation of the questionnaire

In order to be able to compare the different situation of our schools, areas and participating

students we developed a questionnaire.

It was aimed to give background information on the different countries in regards to

differences and similarities in the following sectors:

region, family, languages spoken career planning of the students and their interest to work abroad Role of women and girls: development in terms of education, career planning, dream

jobs of grandmothers, mothers and girls plus the jobs the grandmothers and mothers

of our students actually work in.

It would have also been interesting to look into the development of typical female or male

jobs over the last two generations but the focus was specifically on the role of women.

Participation in the questionnaire:

The average of participation was approximately 10% of the students of each school

participating in the project. The questionnaire could be filled in online but had to be filled in

by three people (student and two carers). This was difficult for many families and reduced

the number of results considerably.


2/14

The age of the students varied from 9 to 18 which also influenced the answers considerably.

We noticed that younger students dont know a lot about career planning because they

didnt have any yet. This is due to the fact that career planning usually starts at a later stage

in school life.

Live and work in another country

As a general fact we wanted to find out if the participating students are used to speakingmore than one language because they speak a different language at home. Moreover, we

imagined there could be a correlation between the fact that students are already used to

speaking more than one language and their flexibility to work and live in another country.

Therefore, we asked students if

their parents were originally from the country they live in, they spoke a different language at home than at school, they wanted to live and work in another country.


3/14

The results showed that especially the UK schools have a comparatively high number of

students with one or both parents originally from another country and who speak two

languages.


4/14

In order to find out whether we prepare our students to be open to live and work in another

country, we asked them if they wanted to live and work abroad.

The results show that especially the older students (Slovakia, Hungary and Spain) and

students from countries with high unemployment rates for young people have a higher

disposition to live and work in another country.

But the result also indicated that the participating UK schools had a high number of students

not prepared to live in another country.

Considering that the amount of students with migratory background is especially high in the

UK schools, we also filtered the results again to find out whether the fact that students have

parents with a migratory background influences their willingness to live and work abroad.

The following two tables show the results for students with and without migratory

background. The results could indicate that the willingness to leave the family could be

connected to the fact that they already know about possible difficulties people encounter on

moving to another country. A further investigation into this point would be interesting. On

the one hand to find out the reasons for their reluctance to move and on the other hand

how schools can contribute to change this situation


5/14


6/14

The answers to the question whether their schools prepare them to live and work abroad

the results indicate that students are not very sure about this point. The detailed answers

indicated that language lessons are considered to be the most important preparation they

receive.

It has to be pointed out that Finland is the noticeable exception. Their students are still very

young but they already think their school prepares them to live and work abroad.

This also indicates that more work can be done to encourage the European idea and the

studentsdisposition to live and work in other European countries.


7/14

Career planning

The different measures taken by the participating schools in order to prepare their students

for their career are shown in the career planning table. In the questionnaire we wanted to

find out

what students think about the career planning at their school and which methods of career planning they had tried out, which practical measures they had participated in.

The results have to be looked at with some caution as career planning activities often start

at a later stage at school. For example the German students are grammar school students

who unfortunately receive much less career planning and it starts at a later stage while

Finnish students already have the chance to try out different job ideas for one day at a

specially designed village, including the planning and a job interview.

Many especially elder students mark that they learn about career planning at school,

unfortunately when asked what they learn and which activities they do specifically, many of

them express that they dont know or that they didnt do any of the mentioned methods oractivities. This clearly indicates that our career planning activities could be more transparent

and clearer for the students in order to give them the possibility to reflect their own learning

about career planning.


8/14

In order to help students on their way it is important to know how they picture their future,

which is their dream job and also who or what helped to bring the idea about. This is

especially interesting as in the past parents were the most important source of ideas and

influence for their children.


9/14


10/14

The results indicate that in most countries todaysstudents are still strongly influenced by

their parents and family. Very often this is helpful, but we also know that the ideas parents

have about the job market are old-fashioned and not adapted to the current job-market.

This means that we need to integrate the parents in our career planning activities, either as

partners (in job fairs, practical days, informing about their jobs or their career).

However, it also means that parents have to be informed about the development of the job

market, the jobs themselves, new jobs and of what their children need to be prepared for

their later career in order to support them in their career planning.

Role of women

As our project is aimed to find out about the change from the past to the future in our areas,

we tried to go back to generations to find out about the role of women in the parentsand

grandparentsgeneration.

In order to be able to appreciate any development in the role of women in the career world we

focus on job areas and their development: jobs considered as typically female or male and how the

participation of women in these job areas has developed from the past until today (including the girls

dream jobs).

Unfortunately we could not integrate all answers into the same graph as we had to look into

fathers and mothers sides of the family. This is why we have two graphs to show the

answers of both parents/carers.


11/14

From the results we got we can see that typical jobs our students grandmothers were and are

employed at belong to the administrational sector, sales, services, health sector and the family home

although with exception of Finland and former communist countries Hungary and Slovakia, which

strongly supported and support womensindependence in work.


12/14

We can see in both carer groups that women work mainly in administrating jobs, health

care, services or as homemakers. There is also a considerable number of answers not

employed at the moment, which indicate that while at the moment they might be at home

they dont consider themselves homemakers.


13/14

Comparing mothersand grandmothersjob it can be seen that there is some development.

Women still mainly work in the same job areas but there is a wider range of jobs open to

women, there are less homemakers than there used to be and more women as managers,

although still very few.

The dream jobs of the girls who participated in the questionnaire are very often connected

to jobs in entertainment, design but also teaching and jobs that have to do with animals andnature seem to be interesting. Traditionally female jobs like administration or homemaker

are never or very seldom considered dream jobs. But as was to be expected many girls still

dont know what they want to be.


14/14

Summary:

This questionnaire included seventy questions to three members of the same family. We

could have evaluated more aspects, as for example specific differences of male and female

jobs in the past, present and future. There is also the possibility to evaluate the text answersfor career planning from the individual countrys point of view in order to evaluate and

further develop career planning activities.

In this evaluation of the questionnaire we tried to focus on the aspects which show the

situation in the different countries and areas and which should influence career planning

activities in our schools.

The results of the evaluation will encourage us to further integrate aspects of Europe into

our curricula and to widen all aspects of career planning to make it more transparent for

students and parents. Parents have to be integrated into career planning activities as theystrongly influence their children.

gesamtevaluation mit charts und text

Documents