What is the · Competencies for the 21st century Competencies in the 21st century significantly...
15
Transcript of What is the · Competencies for the 21st century Competencies in the 21st century significantly...
What is the OK Project?The OK Project is a system that operates in an inspirational environment and teaches management skills and financial awareness.
Based on modular elements, the OK Project is a development structure incorporating content and individual methodology that can easily be adapted to differing social, cultural and educational environments and systems.
It uses the training processes, educational elements and entertaining tasks, the system of means of Generations Z and Alpha (or simply “Generation I”) in an adaptive manner. It is also an inspiring education that encourages the creative solving of problems by alike utilising the values of the real and the online world.
One of the greatest challenges facing current adult society is to teach the future
generation such management and financial awareness that surpasses its
own ignorance.
An interesting situation, right?
What is the
OK Project?
The OK Project has tried to provide answers to these challenges in the world.
However, to this end we had to create a sincere knowledge content with no taboos.
Alongside this we needed a methodology that brings high-level economic connections
closer to the daily lives of people and children. And we had to shape this into an
education form that provides an experience and through which we can transfer
as much information and inspiration to young people as possible.
Will you join us in this intellectual adventure?
Answers to the challenges of the worldWe have watched together how our world rich in historical experiences and reinforced with extreme sciences and the info-communication society almost became a victim of the world economic crisis. Alongside the numerous economic problems we could see that while the greater part of the Western world invested its money in overpriced real estate deals, the majority in the East believed it was possible to buy cars and expensive means without coverage and reserves. They were all wrong!
We have found that what the eastern and western world think of the world economic crisis is completely irrelevant as we ourselves, the humans, the individuals committed the gravest mistakes.
And the main reason for this is that the majority is not familiar with the fundamental connections between economy and society and is unable to realise proactive individual management. While offers of the consumer society have never before been so tempting, we can state that for the most part humanity is financially illiterate.
Answers
to the challenges
of the world
OK Project – An educational innovationThe way of thinking, communication and knowledge acquisition customs of the millennium generations are fundamentally different from those in the past. We designed the knowledge content and means for that generation in a way that allows us to also effectively reach the adults in their environment. The efficiency of this approach has been proven by our several years’ long experience, personal feedback from students and our scientific research.
The OK Project’s contents, which were created by taking the recommendations and standards formulated by UNESCO into consideration, offer simultaneous replies to both global and national problems. The method now primarily focuses on the financial, economic and management education of young people, but can also be effectively used to familiarise other topics and social affairs that are difficult to teach.
As a leader, decision-maker or advisor, it is important for man to create something lasting, to leave his mark on society. The OK Project is such a moneytainment program as it effectively shapes the approach of the future generations. It alike includes modern, credible and trendy content and lasting and eternal social and cultural values.
The iGeneration will be grateful to have been prepared for this challenge.
However, we need to invest in the future to this end.
OK Project
– An educational
innovation
Competencies for the 21st centuryCompetencies in the 21st century significantly changed the care and education map that came about in the 19th-20th centuries. However, our experiences indicate that the methods applied in public education are frequently not appropriate, trendy content is only rarely available and the sources needed for their implementation are, for the most part, limited.
Alongside this education experts often lose their way in the maze of the online world. They frequently believe that I-competences and E-learning will solve everything. We, on the other hand, believe this is not so!
The area of financial knowledge, the planned and problem-solving management of the individual stand out even from among the recommended competencies.
21st century man is in contact with multi-level and multi-cultural society, there are very many variables in his or her daily life. Continuous change and the many unpredictable elements fundamentally differ from the life of preceding generations.
This is why there is a need for the OK Project which genuinely prepares them for the problems and the challenges.
As part of a tried and tested, successful and operating edutainment innovation with a background of research and development, the moneytainment content of the OK Project offers a solution to a responsible management approach and to finding prosperity and satisfaction as adults.
We work in a digital environment, however, we never forget that the focus of our
education is always on the individual. This is why the children we teach are never
named as USER001 or USER002 but, for instance, Tamás or Zsuzsanna, just as our
instructors are also not robots or a software but real, sympathetic persons.
Competencies
for the
21st century
Continuously renewed knowledge content and time-travelThe main feature of the OK Project is that it offers the appropriate level of knowledge to all age-groups, from 7 to 18 year-olds, in yearly break-downs. Children are therefore able to progress from the understanding and comparison of present-day basic values to the world of the latest investments.
The superimposed educational programmes can be interpreted as a socialisation process, but can also be applied as individual modules.
Apart from these, we have and are continuously developing thematic curricula that occupy a priority place in the range of interest of children. This makes it possible to present the connections between economy and the economies of the individuals even more easily. Some examples of our successful programmes in this respect are “Sports and Business”, “Trend, Fashion and Business”, “Academy for Student Entrepreneurs” or our curricula dealing with environment management or the civilian sphere and economy. At present, we have some 30 modules. We must emphasize that all contents were created for the specific age-group and are compatible with the public educational curricula. We are continuously developing and renewing and (updating) our materials which is how we can be rivals of even entertainment and youth media contents.
The module structure can be adapted to various social and education environments that significantly differ from the Hungarian or European cultures.
We must accept that today’s children are time-travellers. The time-machine is either in their pockets in the form of a smart phone or on their desks in the form of a computer – and with these means they are able to reach pop concerts or sports events taking place on the other side of the world. Why would they suffer with traditional means of studying?
We know we need to provide an education that can rival the world of entertainment
and the possibilities of time-travel.
Continuously renewed
knowledge content
and time-travel
Diversity and scientific basesAs is well known, change is one of the major characteristics and common denominators of life in the 21st century. We therefore also know that no single good solution exists for the challenges. We need to be able to interpret the problems in a multi-dimensional manner and to create various creative solutions. This is precisely what the OK Project encourages children to do.
To attain this goal, both the knowledge we offer and the experts that shape the programmes need to be diverse. This is why our staff includes, among others, teachers, economists, sociologists, psychologists and communication experts as well.
The knowledge base we offer builds upon the applied and trendy fields of several scientific areas. This is why we welcomed the opportunity to teach students and work with local teachers in six European countries. We provided valuable and interesting courses for children and shared many experiences with the adults while we ourselves took away numerous interesting stories that have, by today, been incorporated into our curricula.
Are you interested in our colours?
Diversity
and scientific bases
Experience comes firstWe are aware that the transfer of knowledge and the formation of creative thoughts is indeed a long and in many cases a difficult process. However, this should not frighten anyone.
In our view the transfer of knowledge does not begin with traditional education. For us, experience comes first.
This stands whether we work in a high-tech environment or with paper and pen and have to work with everyday means of education.
We believe in the magic of the environment and the support of infrastructure for educational purposes. Nevertheless we believe that the instructors’ task is in every case to provide experience and create the related magic. We train our trainers with this goal in mind, and this is why we declare that it is the person and not the software or machines that are in the focus of our trainings.
We interpret the notion of edutainment in a slightly different manner. It is not enough to teach in an entertaining manner, learning should also be entertaining. In spite of this, teaching is a task rather than a game, and entertainment in itself is not enough to learn. We keep this in mind all the time.
We also need to pay attention to the fact that not every child in a given group has the same level of knowledge. We do not educate the groups, but rather the individuals. Therefore, the acquisition of experience is followed by the shaping of views: in every case we bring examples to the training that relate to the everyday and personal life of the individual. Only after this do we arrive at the transfer of both knowledge and the information that induces inspiration.
We know from practice that there is no need to rush things, nonetheless, significant
results can be achieved with a four-hour educational module. We can instil many
lasting ideas in the minds of children. And all this works as the majority of children
learning with us return to our trainings and also recommend these to their friends and
acquaintances.
Experience
comes first
The replacement of difficult knowledge content The means of edutainment, the inspiring environment and method of the project make the otherwise complex world of financial and management skills tangible and pleasurable. At the same time, this project development system of means is also suitable to be applicable in the transfer of other knowledge contents.
We designed the developments of the OK Project in a manner that they be suitable to mediate content that differs from the financial and management skills. For example, we are already effectively applying this in the career trainings of primary and secondary school students.
Visiting foreign experts have asked us whether the educational projects of the OK Project can provide effective solutions to the specific social problems that exist in their countries. Examples were raised concerning serious social issues that affect the given country, for instance, how to stop the irresponsible online spending of children or how to provide preventive education for the challenges that derive from the environment of the given country.
Over the past years, alongside their ongoing tasks, researchers and developer partners
of the OK Project were able to prepare the adaptability of the project to varying
contents as well. This, however, required the commitment and professional
participation of our sponsors and partners.
Are you aware of other cases that significantly determine the future, but are difficult
to deal with in an educational framework?
The replacement
of difficult
knowledge content
We first wanted to prove ourselves, and now to popularise our methodThe OTP Fáy András Foundation, which created and realised the programme was established in 1992 by OTP Bank, the largest financial institution of Central Europe. We can now state that it has been engaged in youth-related mattersand in offering support to eliminating the problems of childrenfor more than 20 years. Furthermore, it has been offering financial, economic and management education and career trainings to young peoplefor more than 10 years. The OK Project itself has a past of more than three years, during which it carried out the training of more than 50,000 students in Hungary and more than 5,000 students abroad. What is more, the programme is now international as well, given that as a franchise it now is up and running in Romania and Slovakia, besides Hungary.
We have set the goal of jointly developing the project with several European countries in the near future. At the same time, we are looking for cooperation partners in more distant parts of the world as well.
Our cooperating partners are proud that the OK Project has been established
and is operated in a sustainable manner. However, their pride is more than a mere
formality. They are proud because they know they are engaged with a project that
provides meaningful support to the youth of the 21st century.
Will you join our international edutainment story? We first wanted to prove
ourselves, and now
to popularise our method
The OTP Fáy András Foundation and managementThe OTP Fáy András Foundation, set up by OTP Bank in 1992, is one of the most important participants of financial education in Hungary.
Independent and well-known professionals, respected public personalities have and are taking part in the passing of sponsorship decisions and the work of the Board of Trustees, or Curatorship. The Chairman of the Board is prof. Dr. Szilveszter E. Vizi, former President of the Hungarian Academy of Sciences, who is also member of the Academies of Sciences of several countries.
With more than 22 years of professional experience, the OTP Fáy András Foundation is continuing its professional activity under the motto of “Opportunities for the Future Generations”. This focuses on expanding the financial, economic and management knowledge of students and promoting a conscious career and life-path for them.
An important element in the work of the OTP Fáy András Foundation is that all its programmes are free and, alongside its targeted professional financial-economic educational activity, it also implements many diverse youth support programmes, offering career advice and training, donating books, and so on.
Besides Szilveszter E. Vizi, others who played determining roles in the design, realisation and development of the OK Project were Foundation executive and strategic and management advisor Péter Schrankó, who also dreamed up and directs the OK Project, and the mentor of the Foundation, Zoltán Péter Nagy, Marketing Director of OTP Bank, who not only supports, but is also a professional partner of the programme.
Which concrete projects would you be willing to cooperate on with experts
of the OTP Fáy András Foundation?
The OTP Fáy András Foundation
and management
OTP groupOTP Group as a dominant banking player in Hungary and the Central and Eastern European region provides high quality financial services for its more than 13 million private clients and corporate clients in nine countries through its 1400 branches and 3900 ATMs, internet and electronic channels. Since its 1949 founding, the company has developed into a universal financial service provider banking group. The continued development and expansion of OTP Bank have significantly contributed to the successful and efficient operation of the banking group, which can provide high quality services both the retail and the institutional clients. Despite the intense competition OTP Bank’s market position is stable in several segments, and also in terms of profitability and stability it belongs to the European frontline.
The predecessor of OTP Bank, called the National Savings Bank (OTP Bank) was established in 1949 as a nation-wide, state-owned, banking entity providing retail deposits and loans. In the ensuing years its activities and the scope of its authority gradually widened. First, it was authorised to enter into real estate transactions. Later its role was extended to provide domestic foreign currency accounts and foreign exchange services; there was a subsequent diversification into providing banking services for Hungarian municipalities.
Since 1989 the bank has operated as a multi-functional commercial bank.
In addition to continuing its previous retail and municipal activities,
the bank has been authorised to solicit corporate loan accounts and
deposits, and to provide commercial loans and banking services
for correspondent banking and export-import transactions.
OTP group
„Why don’t we have classes like that in school? We would pay more attention, learn more. …and would prefer going to school.” „We may just end up knowing how to handle money.” „If we can come back next year, I will definitely be here. Moreover, it was free of charge.” „We need more of this as the best part of the whole set-up is that we learn things which we cannot learn elsewhere, including the school.” „Now I have my New Years resolution: I will save money!” „All young people have plans, they just have no idea how to realise them.” „The trainer was very straightforward; I have never experienced something like that before.” „I like that the examples are real.” „Now I un der stand why my parents work so hard.” „I can suggest this programme to those of my friends who always spend all their money.”
„We learn things here that we are not told about neither by our parents nor our teachers.” „I thought I’m the king for always getting money from my father, but I see I have a lot more to learn…”
