Lifelong Learning Programme

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Homepage > Training > Understanding pupils

The module focuses on the psychological aspects to be addressed and taken into account to understand the pupils’ personal aptitudes and characteristics, to identify those aspects that must be considered to personalize their education path, motivation to study and the risk factors that can lead to the decision of abandoning school.

Understanding pupils

Table of Content

Chapter 3 - School opportunities
How to make the right choice?
It is very important to foster pupils’ autonomy in decision making about their education path choices. A teacher in this process can be only a facilitator. In order to make the right decision pupils must have self-confidence, develop effective goals and be able to pursue their interests, become self-directed learners, and get along well with others. So teachers have to make their contribution in developing these competences.

One of the key targets for successful choices is to help the pupils set up effective educational and career goals. Pupils should be engaged in an extensive exploration of educational and career choices, develop effective goals linked to this exploration process, and then moving themselves to a self-chosen direction. Goals help pupils to enhance their achievements in the present and foster their motivation to keep working toward realization of their plans. Having clearly set up goals for further education enable pupils to regulate their actions, mobilize and invest their energy and resources. These goals lay out a course of action that can be realistically pursued in everyday learning contexts.

Involving in studies or career planning activities helps pupils feel more engaged in their high school studies and prevents them from early school leaving. Pupils, who are able to organize their studies directed towards the future goal, make more successful transition in their lives after graduation from high school. Pupils should be able to formulate their specific goals and to make up plans for the future. These plans should represent objectives that are not easy but to reach but realistic. Easy to reach goals are not valued, and pupils often give up when facing difficulties or obstacles.

The teacher’s and counsellor’s role in all this postsecondary education planning process is to promote the student's self-esteem and self-confidence; encourage the student to develop extracurricular interests and to participate in community activities; demonstrate sensitivity to the uniqueness and values of the pupil; provide appropriate course selection, counselling, and academic support services.

Collaboration with the representatives of the world of work is extremely valuable in helping the pupils to make decisions for their future, as it brings real life cases to the evidence of pupils and demonstrates the importance of what was learnt at schools for successful achievements in the labour market and in life.
Online Resources
  • Transition Planning GuideThe website provides a toolkit for pupils’ transition to postsecondary education and employment. The guide provides resources for a Personal Learning Plan development.
  • Making the right postsecondary education choices The article outlines important issues related to making decisions on the choice of postsecondary education.
  • Pupil’s guide. Practical guide for 10 -12 grade pupils in career planning, providing theoretical background and practical tasks leading to self- cognition, setting up realistic goals, decision making, learning to explore education and labour market opportunities, creating an individual career plan.
  • Choose studies carefullyAnimated movie advising how to choose a foreign higher education institution and a study program.
  • Career Guidance: Helping Students Make Smart ChoicesAcademic innovations good practice about leading pupils to their career choices.

Table of Content

Comments on this section

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Date: 2016.09.13

Posted by Aneta - Lithuania

It provides a lot of useful information that is essential towards pupils’ understanding.

Date: 2016.09.13

Posted by Beata Višniak-Bakšienė - Lithuania

This section contains specific information that makes it possible to define the classes’ structure, provides future activities and direction.

Date: 2016.08.03

Posted by L. Barrada - Spain

For the e-learning package, I am sure I will use some of the chapters in the near future. I keep them to use them with my own resources.

Date: 2016.07.10

Posted by Palumbo Luana - Italy

This section is very important because it gives all the tools to understand the pupils’ needs, the level of their skills, their dreams about a future job. For teachers it is also useful because it offers a series of tests to know and exalt the pupils’ potentialities. Teachers can also inform pupils about the concrete possibilities of working and living abroad.
The contents of the package are undoubtedly very useful, because they permit the deep knowledge of all the possibilities offered by the labour market.
In particular the “Job profiles section offers an exhaustive explanation of how the labour market requests new profiles or is modifying the existing ones., Finally it will be important to improve the section of test so students can start to think about their skills and aptitudes

Date: 2016.07.07

Posted by I. Jacquard - France

The contents are really interesting and there are a lot of online resources.

Date: 2016.07.06

Posted by Emanuela Gheorghiu - Romania

The first module Understanding pupils highlights important theoretical psychological aspects which should be considered in order to understand and identify students’ personal aptitudes and characteristics; these aspects are useful when personalizing students’ education pathway towards the most suitable career and life style for them.
The last chapter strikes a balance between theory and practice by providing teachers and counsellors with best practices, experiences and success stories related to career planning, guidance and counselling.

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This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.