Venue: 1043 Budapest, Nyár utca 4.
www.benkorefi.hu
Date: 19/06/2024
Online Venue:
Google Drive for presentation and videos provided by Career Ambassadors;
Google Meet in case of questions to career ambassadors not physically present.
Katalin Kulman – senior pedagogy and methodology (STEAM) expert (MDOE/ELTE TÓK)
Tibor Dőri – president, senior Organisational Development expert, and skills trainer (MDOE)
1. The participating students were divided into 4 groups.
2. After being divided into groups, each group worked on each of the competences for 20-20 minutes, with 5-minute breaks between each group activity;
3. The first 5 minutes of 20 minutes of work on each skill/competence were spent on
developing a clear and common understanding of the group of competences
(entrepreneurial, transversal, green and digital);
4. In the next 5 minutes, the group defined the meaning and the shared understanding of each competence chosen by the partners;
5. The remaining 10 minutes were spent discussing the future importance of the competences in an open and moderated discussion.
6. In the last few minutes of the 20 minutes was a short conclusion of the topic
All 4 groups of competences were discussed in the same way in each group
Data collection: Data was collected by filling in a questionnaire. Some of the questions of the
questionnaire motivated the students to further discussion with the ambassadors about the CHAMELEON competences. The discussion took place in a single group.
Reflection, discussion with the carrier ambassadors: The last 20 minutes of the seminar was a joint discussion with the two Career Ambassadors. The Ambassadors shared their own experiences and their career changes. In this context, they explained how they had prepared for their career change, developed the necessary competences and learned both self-learning/self-development and formal learning. The main message of the discussion was the same as the mission of the Chameleon project: resilience, flexible adaptation and career change are only possible by continuous self-learning and self-development. The Career Ambassadors linked their own stories to the 4 key competence groups identified by the Chameleon project. As a result of the discussion, the participants got the appropriate inspiration for self-development.
Finally, the session was closed by the moderators giving thanks and goodbyes to the students, the director of the hosting school and the Ambassadors.
Short bios of the Ambassadors
Miklós Lehmann
Associate Professor, Deputy Dean for Academic and International Affairs at the Eötvös Loránd University Faculty of Primary and Pre-School Education, and Head of the Department of Social Sciences.
He studied journalism and photo-editing from 1989 and worked for a few years as a professional photo reporter and photojournalist. During and after the Hungarian political turn in 1989 he photographed social events. In addition to photography, he studied philosophy and was involved in research on the theory and social significance of images. He has H-VET qualification of photography.
In 1998, he obtained a degree in philosophy and became a member of the staff of the Department of Social Sciences at the ELTE TÓK; later, in 2008 he obtained a PhD degree in cognitive psychology, writing his dissertation on the organisation of the mind and the structural properties of mental representations. He is constantly involved in the training of future teachers (early childhood educators, kindergarten teachers, primary school teachers) and in the further training of graduates.
In his university work, he gives priority to the issue of renewing the content and methodology of education, taking into account the rapid changes in the current socio-cultural environment of children and the need for complex cross-curricular development of thinking and of the 21st century literacy. His research focuses on cognitive, socio-cultural and pedagogical issues related to the impact of the digital environment.
In addition, as an entrepreneur, he cultivates vineyards and makes wine on a small family vineyard in the Balaton uplands. He continues to take photos both in analog and digital formats: over the last 30 years he has had six solo thematic exhibitions.
Gábor Dancs
He completed his secondary education in a specialized mathematics program at one of the country’s top high schools. He pursued my university studies at the Eötvös Loránd University (ELTE), where earned a master’s degree in mathematics and geography teaching in 2004. He has taught mathematics and geography in secondary education, elementary schools, vocational training, and adult education. All of these needs’ different knowledge and competencies. During this period, he self-developed himself and went on study tours to secondary schools in the Netherlands, the United Kingdom, and Germany. Driven by my research ambitions, I started working as an instructor in the Teacher and Preschool Teacher Training program at ELTE in 2011, while simultaneously pursuing a doctoral degree in educational theory. During his university years, he engaged in several digital education-related research projects and worked as an educational application developer on numerous international projects. Armed with this knowledge, he conducted various methodological training sessions for practicing educators. For one year, he worked as a commissioned researcher for the Varga-Neményi Foundation in Finland, where I focused on methodological issues within the Finnish mathematics education system.
As an entrepreneur, he worked as a subcontractor of a small-sized enterprises in Hungary that focus on education, where I developed online courses, produced educational materials, and contributed to the training aspects of implementing modern digital education. He self-developed his entrepreneurial skills and competencies. He also worked in the education departments of two multinational telecommunications companies, where his responsibilities included the training, development, and procurement of classroom hardware and software tools, as well as the setup of smart classrooms. These jobs need more different competencies than his entrepreneurial job. They were developed by the informal education.
Believing firmly in the importance of educating future generations, he returned to secondary education in 2021. Alongside his teaching duties, he has found time to participate in the writing and reviewing of official mathematics textbooks. He has also self-improved his advance digital (programming) skills.