"PROJET CONTEXTInternet-based career guidance is under development since the 1990s. In the beginning it was mainly about turning testing tools supporting the career decision making into electronic form. A lot of such non standardized tools are on internet free of charge in many languages. They are based on sets of questions, lack the fun factor, are long, boring and inappropriate for pupils aged 12-14. Another possibility offers gamification, which is term for using game-like elements in non-gaming situations. Games are effective and enjoyable way to support learning experiences, and are especially useful in triggering learning, knowledge structuring and cognitive change in children. However, there do not appear to be many games developed or deployed in the area of career guidance in schools, and as well there are not guidelines how to develop such games.PROJECT OBJECTIVES The project aims to develop a C-game: CAREER GUIDANCE GAME IN A CITY FULL OF OCCUPATIONS for pupils aged 12-14 the aim of which is to introduce occupations to the pupils that might be of interest to them, broaden their labour market horizons, and encourage them to start their career orientation at an early age in order to be able to choose the relevant educational path. The C-game is not designed to replace career guidance, but it helps pupils to become aware of their professional orientation through play to influence their future career choices. The game will be placed in a virtual city where pupils will perform tasks according to one of the 6 scenarios they can choose. Occupations will be housed in appropriate looking buildings. For example in an automobile factory will be a director, clerk, accountant, constructor, technologist, worker, cleaner, warehouse worker, etc. The C-game will contain a database of 600 occupations which as well as their descriptions will reflect tendencies of Industry 4.0. During gaming the pupil will undertake a ”hidden” interest self-assessment based on collecting a set of objects that represent working tools, gadgets, working environment, set of verbs / working activities, etc. System will remember pupils´ activities and after sufficient information will offer him/her occupations corresponding until then detected pupils´ profile. Because in age 12-14 most of the children are far away from seriously thinking about their future job all activities will be in a playful form. Planned is to prepare for pupils at least min. 6 scenarios so that they can ""play"" alone. In some of the game stages they will be given task to consult selected issues with a parent, teacher, career advisor, but also a friend or classmate. There will be another 3 scenarios for C-game facilitators (career educators, career guidance counsellors, youth workers, parents, etc.) which will guide the adults to stimulate pupils to fulfil some tasks when playing C-game in group.PROJECT MANAGEMENTThe project is constructed on a fair, open and trustful partnership. The co-operation in the project will be created transparently and understandable for all involved partners. All partners will contribute equally to the success of the project by being responsible for the same amount of tasks and participate in all project activities. C-GAME MANAGEMENT HANDBOOK will provide a coherent framework for effective project management, describe project key stages and processes to be followed during the project run. The project activities will be subject to continuous quality, quantity and timing control. There will be 5 project meetings and the project will culminate during national dissemination conferences in all partner countries.INTELLECTUAL OUTPUTSOutput-01: Inspirational guidelines for career guidance games development (8 activities): Several desk researches and brainstorming sessions will be done to gain inspiration and foster project partnership creativity for development of C-game.Output-02: Occupational profiles (5 activities): A set of 600 occupations will be selected, described in way understandable by pupils aged 12-14, occupational descriptors invented and allocated to each of the occupations, occupations will be translated from EN to CZ, SK, GR, and BG languages. Output-03: C-game online (12 activities): C-game conceptual and logical framework will be gradually invented as basic building block for its technical (software and design) development; C-game in EN will be internally tested, then translated to CZ, SK, GR, and BG languages; 2 feedback questionnaires (pupils, facilitators) and 1 questionnaire for measuring changes in perception of pupils career orientation will be prepared; C-game will be pilot tested in partner schools in CZ, SK, GR, and BG with at least 200 pupils aged 12-14 and 70 facilitators. Reports from piloting will be prepared, and C-game according the relevant comments will be adjusted.Output-04: C-game users´ handbooks (2 activities) for pupils and facilitators will be prepared and piloted together with C-game."

"From a methodological point of view, the „Bilan de Competence (BdC)” is not a clear definable individual process, but it is rather a multimodal approach, in which the personal conversation between the BdC-counsellor and the client is a key element in the phases of the BdC process. In addition a reference to the labour market must always be made. Furthermore psychological tests are part of the standard methods. The BdC is carried out in accredited institutions. The method of the BdC according to the French model is a procedure of the documentation and assessment of competences and is always oriented towards the individual person. So it is on the one site a step towards the international trend of the recognition of informally acquired competences, and on the other site an appropriate instrument for strengthening the responsibility of the participants. A variety of facilities in Europe operate according to the French model of the BdC. These institutions have established an European umbrella organisation - Fédération Européenne des Centres de Bilan et d'Orientation Professionnelle (FECBOP) – and defined an European Quality of the BdC according to the French model with 11 quality criteria. The project partners involved work according to the European quality criteria respectively are certified according to these.Aim of this project was the development, testing and implementation of an Europe-wide uniform education of competence balance Counsellors according the French model of the ""Bilan de Compétence"". Thereby we achieved, that nearly an European-wide uniform quality according to the French model of the BdC is aimed. The following organisations participated at the project: P0 – Bildungsinstitut PSCHERER gGmbH (BIP)P1 – Centre Interinstitutionnel de Bilan de Compétences Bourgogne Sud (CIBC)P2 – Laboratoire d’Ergologie appliquée (LEA)P3 – Universita degli Studi Roma TreP4 – Narodni vzdelavaci fond, o.p.s. (NVF)P5 – K.A.B.A. SlovenskoP6 – Fédération Européenne des Centres de Bilan et d'Orientation Professionnelle (FECBOP)For target-achievement the following work packages were implemented:WP 0: Project management WP 1: Adaptation of the European Quality criteria FECBOP WP 2: Development of an European education of competence counsellors including a curriculum and the corresponding teaching and learning material WP 3: Testing 1 – Qualification of multipliers (""train the trainer"") based on the developed curriculum WP 4: Adaptation and testing 2 – education of competence counsellors by the multipliers WP 5: Evaluation and classification according the EQF WP 6: Implementation and dissemination of the education by the networks of the partners and the FECBOP Achieved results and impact: -Available are revised European Quality criteria for implementation of the BdC. These were presented and accepted at the general assembly of the FECBOP. Thus they form the working basis for the FECBOP. The document is available in English, French and German. -Available is a curriculum for the education of certified competence counsellors with corresponding teaching and learning material in English, French and German. The documents are published on www.fecbop.eu and also on www.compcert.eu and therefore accessible to everyone. -In the frame of Testing 1, there have been educated 10 multipliers/ teachers for implementation of future educations. They are published on the website of the FECBOP as contact persons. -In the frame of Testing 2, there have been educated 29 competence counsellors in the Czech Republic, in Slovakia and Germany. In the practical part they carried out 87 BdCs. -Available is a study for the classification of the curriculum into the EQF. It is published in English, French and German. -Especially the FECBOP (as well as all project partners) will further promote the use of the education, and push on the recognition procedure by the FECBOP, in order to upgrade the quality assurance while carrying out the BdCs - Throughout the project, a continuous public relations work was carried out in print media, online portals and social networks."