LETHE BULGARIA General SWOT Analysis of the Learning

LETHE BULGARIA General SWOT Analysis of the “Learning through Emotions” Method Vessela G. Zasheva, Master in Psychology LETHE LEarning Through Emotions 129937 - CP - 1 - 2006 - 1 – IT – COMENIUS – C 21 The action has received funding from the European Community. The contents reflect the partners’ views and the sole responsibility lies with the author. The European Agency is not responsible for any use that may be made of the information contained therein.

Internal analysis LETHE BULGARIA Strenghts (S) Weaknesses (W) External analysis Opportunities (O) Threats (T)

LETHE BULGARIA • • • Strenghts: For the traditional educational system LETHE is an innovative type of program, developing emotional intelligence in its’ five components. It is focused directly on on the understanding of one’s own emotions and control upon them, and the motivation, and by indirection, on identifying emotions in others and acquisition of social skills. The “Learning through emotions” method is effective. Its’ application achieves simultaneously two goals: acquiring knowledge about the subjective and objective world. It gives an opportunity for easy integration of emotional training into functioning national educational programs, at the same time improving the participants’ learning skills. The program is implemented in the new educational reality: in the form of online distance learning (e-learning), with access to large massifs of information and the opportunity for students to actively participate in the educational process. At the same time, the online platformat and the hours foreseen in the schedule give the teacher enough opportunities to be a mentor and guide the progress of the work. The LETHE Program is implemented simultaneously and according to an unified work schedule in 9 countries, preparing teachers and students alike. This provides an opportunity for contact between participants, international exchange of knowledge and comparison of results. Specialists with proven professional qualities, authority, experience and skills work in all partner organizations and their teams of experts. Those are individuals with strong opinions, who have a desire to implement new good practices. The “Learning through emotions” method is developed for implementation in a school environment, which means it is accessible to large groups of participants. The method can be adapted and applied to different age groups. It can be applied as a form of continuing education in facilities that have already implemented other programs for emotional intelligence development.

Weaknesses: LETHE BULGARIA • • Two goals (shaping of emotional intelligence and accumulating knowledge on a certain subject) are harder to achieve than one. While implementing the method, more time is needed to master the foreseen educational material, since new emotional competencies are acquired simultaneously. The degree of applicability of the “Learning through emotions” method varies for different subjects, taught in school. It is advisable to introduce a preliminary stage in project implementation, with a view to the lack of knowledge of teachers and students regarding the concept of emotional intelligence. The e-library of the Project’s website should be complemented with additional reading materials. Thus participants and all interested parties could obtain additional information independently. It would be helpful to add more “switches” at the beginning of the experimental phase, suitable for students of different age groups and stimulating more groups of emotions. The Project is a pilot, because it is implemented in very few schools and only one educational subject.

LETHE Opportunities: BULGARIA • • The existence of emotional intelligence (EQ), its’ pivotal role for the success of the individual and the possibility to develop and raise one’s EQ (in contrast to the individual rational intelligence IQ) have been undeniably known to the academic community for more than 15 years now. This certitude is a stable basis for elaboration and implementation such as “Learning through emotions”. The Social and Emotional Learning (SEL) is a niche, that is being elaborated at the moment. From trainings of emotional resources benefit mostly companies, because of better financial abilities. In the educational field SEL enters via projects implemented by NGOs. It is still not foreseen in national educational curricula. The share of projects associated with EI amongst all educational projects, implemented by NGOs is still small, which gives the “Learning through emotions method” a favorable competitive environment. At the same time, it is a proven fact, that an early start in intentional formation of emotional abilities warrants higher effectiveness. Investment in early emotional education equals investment in individual realization and integrity, improvement of learning abilities, prevention of behaviors that are dangerous to the individual and to society. The “Learning through Emotions” method fits into the group of innovative educational approaches, the need for which grows steadily. The LETHE program is based on an e-learning format that gains constantly wider application and meaning amongst educational practices. All teachers and students can benefit from the “Learning through emotions” method, which guarantees an enormous target group.

Threats: LETHE BULGARIA • • • Public opinion: The concept of emotional intelligence is still widely unknown and so are many of the benefits of such education for the personal growth of the individual as well as his/her learning abilities. Policies of educational institutions (state and private): Traditionally, those are rather conservative and generally aimed at the acquisition of academic knowledge and professional skills. A time period for gathering explicit evidence for the real benefits of every new form of education is necessary, before it can become institutional. The same applies to the “Learning through emotions” method, which stimulates the development of emotional intelligence and utilizes it for the enhancment of cognitive function. Teachers: Up to now university professors are not trained to apply the concept of EI; not all teachers are equally motivated to use innovative methods in their practice; often times, because of the high work-load of educational curricula, teachers don’t have enough time to incorporate unconventional approaches, even if they are inclined to do so. Students and parents: Some are of a more conservative mindset and for them the LETHE method can appear unreliable, since it relates not only to knowledge, but to feelings/emotions. New projects: New competing projects are to be expected in the field of social and emotional education. Global financial crisis: Possible decrease in project activities funding.

Strategic SWOT analysis LETHE BULGARIA • • • The SWOT analysis at hand presumes: Definition of possible strategies for future work of the Project. Definition of basic assignments on each possible strategy. Choice of main strategy.

LETHE BULGARIA Strategic analysis – SWOT / TOWS matrix Strengths (S) Weaknesses (W) Opportunities (O) S-O strategies W-O strategies Threats (T) S-T strategies W-T strategies

LETHE BULGARIA S-O Strategies Strengths - Opportunities: • 1) 2) • 1) 2) S-O strategies involve: Using possibilities to realize the strengths of the “Learning through emotions” method. Turning some of the opportunities into strengths. Their implementation presumes an offensive strategy for future functioning of the LETHE Project. The goal is to implement a sequel to the project soon: To cover a new, larger group of teachers and students. To introduce as a form of continued training in educational facilities, which have already implemented other programs based on emotional intelligence.

LETHE BULGARIA S-T strategies Strengths - Threats: S-T strategies involve assignments that use the Projects’ strengths in order to reduce the susceptibility to external threats. They presume a defensive strategy. For the LETHE project such strategies could be: 1) To popularize the very concept of EI amongst the general public an its’ effective integration into the educational environment via the “learning through emotions” method. 2) To organize trainings for teachers who wish to apply the method in their work. 3) To popularize the LETHE project website amongst students. 4) To present obtained results before financial institutions and to convince them of the necessity for broader application of this good practice.

LETHE BULGARIA W-O strategies Weaknesses - Opportunities: W-O strategies are orientated towards lessening of the Projects’ weaknesses, so that opportunities can be used at full value. This is a strategy for adaptation of the LETHE program. Assignments for this strategy: 1) Elimination of “technological” weaknesses – completion of library funds, creation of additional “switches”, application of the method on a broader scale. 2) Acceptation of “technological” weaknesses as a necessary burden – the hardship to achieve two goals simultaneously; the need for more academic hours when the “Learning through emotions” method is used; the varying degree of applicability for different subjects.

LETHE BULGARIA W-T strategies Weaknesses - Threats: W-T strategies are an a protective action plan, which aims not to allow: 1) For the weaknesses to threaten the Project’s existence; 2) For the threats to increase or reinforce the existing weaknesses. Tasks are bound to build a survival strategy. Usually, it envisages a turn for the better or radical change. With regard to the “Learning through emotions” method: 1) Such an approach is not necessary, since its’ weaknesses are considerably few compared to its’ positive aspects. Threats are contextual and could not affect the method or the quality of its’ application directly. 2) The sole real threat is an eventual lack of funding.

LETHE BULGARIA Advisable main strategy • The general SWOT analysis of the LETHE program ensures the possibility to choose the most adequate approach by implementation of particular strategic tasks. • The advisable main strategy for the “Learning through emotions” method is the offensive, given the proportion between negative and positive internal and external factors.

LETHE BULGARIA LETHE LEarning Through Emotions 129937 - CP - 1 - 2006 - 1 – IT – COMENIUS – C 21

LETHE BULGARIA Thank you for your attention! The action has received funding from the European Community. The contents reflect the partners’ views and the sole responsibility lies with the author. The European Agency is not responsible for any use that may be made of the information contained therein.