General information

Name of the activity:	JA Careers with a Purpose
Country:	Greece
Homepage of the activity:	http://www.ja.org/programs/programs_high_careers_purpose.shtml
Organisation providing the activity:	Junior Achievement
Contact data:	Maria Laina, General Manager at Junior Achievement Greece

History of the activity:

Since when is the activity implemented?

1 – 5 years

Main Target Group

What target group is directly addressed by the activity?

Students

Target groups:

Education levels	Headmasters / Teachers / Students	Age of students
pre-school
primary school
lower secondary school	Students	12+
upper secondary school	Students	15+
vocational education schools
vocational training

Is the activity focusing on special target groups?

Additional information about entrepreneurship education for teachers:

If teachers are part of your activity’s target group, is entrepreneurship education part of their national and/or regional academic curriculum?

yes

Are there options for teachers in your region/nation to be educated in entrepreneurship education as part of their life long learning process?

yes

Abilities & Skills of entrepreneurship

On a scale of 1 - 10 (1 being the basic level of competence acquisition and 10 the highest level).

Abilities & Skills
Ability to create new ideas	7
Ability to turn ideas into actions	7
Ability to plan and manage in general to achieve goals	10
To identify and seize opportunities	10
To plan and organise activities	10
To take responsibility for an activity	10
To dedicate oneself to an activity	10
To make an effort for achieving goals in an activity	10
To work in a group	7
To work self reliantly	10
To lead	8
To delegate	6
To analyse	10
To communicate	10
To de-brief	10
To evaluate	10
To record	10
To negotiate	7
To present	10
To sell	7

Other skills furthered/supported by the activity:

Analyzing information
Building self-confidence
Categorizing data
Oral and written communication
Public speaking
Working in groups

Knowledge of business management and entrepreneurship

Please indicate whether the following skills are related to the activity by clicking the respective box.

Contents

.	-> Innovation methods and instruments to generate new product/services -> Human resource management & Leadership -> Business ethics

Other skills furthered/supported by the activity:
(please describe the skills)

Concepts—Career
Career choices
Job
Life roles
Maxim
Noble purpose
World of work

General knowledge of the working of the economy

Please indicate whether the following skills are related to the activity by clicking the respective box.

Contents

.	-> Market economy and competition -> Labour market

Other skills furthered/supported by the activity:
(please describe the skills)

Session One
A Sense of Purpose
Students explore the various roles they will play in their lives and how their own skills
interests
and values will help define
those roles.
Session Two
What Do You Value?
Students discuss values and the ways in which they prefer to work. They explore scenarios in which their values are tested and work decisions are made
and then examine how they arrive at their decisions.
Session Three
What’s in a Name? Jobs vs. Careers
Students explore the differences between a job and a career and learn how they can apply their skills
interests
and values to a career with a noble purpose.
Session Four
The World of Work
Students explore the world of work and see how their skills
interests
and values align with various career clusters
pathways
and professions.
Session Five
Your Decisions
Students make decisions as if they were employed in a real-world
high-growth
high-demand industry.

Organisational information

Funding

How is the activity financed?

Source	Sources in detail
Private	Company
Public	National, European Union
Public organisations:

Transferability (of the activity)

European level

Duration of the activity

1 to 9 weeks

Use of new technologies (ICT) in activity work

Which role does advanced information and communication technology such as homepages, web based databases, online coaching play in your activity?

Did you use any type of software/ application during the described activity?
(such as market simulation games)

yes

which type of ICT tools did you use? Please describe them briefly…

Pupils will use their laptops/ PCs to organize their work

Does the web support the activity participants in their work?

yes

how does ICT support the activity activities? Please describe them briefly…

Pupils will search the web to find info about the various professions they are interested in and get familiarized with busuness ethics and ethical desicions making

Scope

Local, Regional, National, European

Creation of a company

Educational framework

Has the activity become part of the curriculum?

If the activity is part of the curriculum, is participation for students optional?

yes

Is the proposed activity part of an educational framework?

yes

describtion of the framework and more info?

Developing ethical decision making skills consists part of the educational framework

Organisational information

Involvement of private companies

Activities
Participation in the planning of the activity	no
Mentoring of activity participants	yes
Coaching of activity participants	yes
Provision of traineeship for activity	yes
Hosting of teachers’ visits	no
Hosting of students’ visits	no
Guest lessons	no
Funding in kind of the activity	no

Involved persons & Associations

Involved persons & Associations	Level of involvement
Students’ Associations	None
Teachers’ Unions	None
School Boards	None
Parents’ Associations	None
Government	None
Foundations	None
Social Partners (trade unions, employers’ and employees’ associations)	National
Non governmental organisations (put in the organisation’s name)	None

Does the activity involve teachers’ training?

With the support of the
Lifelong Learning Programme
of the European Union
510354-LLP-1-2010-1-AT-COMENIUS-CNW