Project Creative Skills 21

The Project

In addition to professional skills, schools should teach certain transferable skills that enable students to become good workers, entrepreneurs, and citizens. In recent years, these skills have been defined as “21st-century skills.” Soft skills such as creativity, problem solving, critical thinking, teamwork, and decision making are common and necessary skills for many professions.
The creative industries sector is no exception, even though it is a very specific sector where particular emphasis is placed on certain soft skills such as creativity, autonomy, and a strong entrepreneurial spirit.
Based on this assumption, the project aims to focus on the soft skills relevant to the creative industries and incorporate them into current training courses, thereby updating the skills of both teachers and students.

Goals

• the implementation of 21st century skills for the creative industries in the strategic agendas of training institutions, including through the involvement of international networks;
• professional development for teachers involved in training courses related to the creative industries.

Activities and methodologies

The project will organize training events for technical teachers in the creative industries to teach the 21st-century skills most relevant to this sector, which can be applied immediately by guiding students in practical projects to pass on these skills.

In this way, teachers will receive ad hoc training from experts in the field and, at the same time, put what they have learned into practice with students enrolled in training courses.

• Tools and practical exercises (project work, etc.) will be implemented and tested on a representative sample of students and teachers.
• Eight partners will work together to train teachers during six learning weeks organized into three events, each lasting two weeks

Two intellectual outputs will be created during the project.
On the one hand, a report on “21st century skills for the creative industries” will be produced, combining the documentary research available to date with the involvement of experts from the creative industries sector.
On the other hand, a guide (in paper and electronic format) will be produced with practical examples and exercises for VET teachers on how to teach the 21st century skills required by the creative industries and how to implement them in VET learning programs and curricula.

Partners

Output

The Guidebook of the CS-21 project
21st century skills for the creative industries
CS21 Lisbon
CS21 Finland
CS-21 St. Gallen
CS-21 Madrid
CS21 Newcastle
CS21 Ghent

Comunication

Official website
Instagram

The European Commission’s support for this project does not constitute an endorsement of the content of this website, which reflects solely the views of the authors, and the Commission cannot be held responsible for any use that may be made of the information contained therein.

Project 3-H (Head Heart Hand)

The Project

Before the pandemic, European countries had made significant progress in reducing dropout rates from VET, but these efforts are now at risk of being undermined by the coronavirus. Tools, methodologies, and, above all, improved teacher skills in motivating and promoting well-being at school are needed to manage and prevent early dropout.
The problem that the 3-H project seeks to address is precisely the high number of young people in VET programs who are demotivated or unhappy at school, a problem that has been significantly exacerbated by the last two years of the pandemic. Cedefop insists that VET providers will need to:

• emphasize the PROFESSIONAL DEVELOPMENT OF TRAINERS to support students in this challenge.
• be able to MOTIVATE STUDENTS during their training in a context that, due to Covid, has become very uncertain from both a social and economic point of view;

With regard to the professional development of trainers, CEDEFOP highlights the importance of socio-emotional skills such as developing a resilient approach and being able to incorporate inclusive teaching practices, especially for students at risk of dropping out.

Goals

The goal remains to prevent early school leaving by engaging individual students in personal motivation, working on methodologies that facilitate the acquisition of social-emotional skills, and addressing student demotivation and discomfort at school.

Topics

• developing knowledge and methodologies to enable teachers to work on socio-emotional aspects
• outlining a strong model of reception, dedicated to the first months of students’ entry into vocational education and training
• Developing/adopting good practices that promote students’ well-being at school (from reception onwards) and motivate students
• Developing PBL experiences to develop socio-emotional skills and learn content in an authentic and contextualized way

Partners

Output

ENG_Collection of Good Practices – Compendium
EN_Guidelines on Socio-Emotional Education in VET
EN_Toolkit
EN_Policy Recommendations

Events

L’educazione socio-emotiva, bussola per l’apprendimento – 15 maggio 2024
Consensus Conference – 12 maggio 2023

The European Commission’s support for this project does not constitute an endorsement of the content of this website, which reflects solely the views of the authors, and the Commission cannot be held responsible for any use that may be made of the information contained therein.

SPORT

European projects that contribute to the development of the European dimension in sport and lead to increased levels of participation in sport and the promotion of physical activity.

3SP: Special Sports for Special People

The project

The project, funded through the Erasmus+ Sport programme, was promoted by CONFAP member organisations, which identified a number of common needs within their training centres:
1. Sports activities are not very common in vocational training centres that provide initial training;
2. Young people in vocational training centres (especially those at high risk of dropping out) are not very inclined to participate in sports.

The objectives

To meet these needs, the 3SP project aims to:

• promote voluntary activities in sport, together with social inclusion, equal opportunities and awareness of the importance of health through physical activity, in order to increase participation in sport for all.
• promote physical activity and sport, understood as a healthy lifestyle and active citizenship, in order to support the well-being and educational success of young people (14-18);;
• strengthen the role of sport and physical activity in training and education through closer and more structured cooperation between education/training institutions and sports institutions and associations;

Impact

The project impacted over 13,500 sports associations and 1,600 educational and social associations, which benefited from the project’s results, with a total audience of over 1,300,000 potential long-term beneficiaries.

68 staff members benefited directly from staff training activities;

330 adolescents participated in sports activities during the testing of the educational tools developed;

an additional group of approximately 600 young people and 365 stakeholders were involved in the animation, integration, and main, intermediate, and final dissemination events.

Partners

The project activities involved 10 partners from 6 different countries, namely:
2 public bodies:

1 european network :

4 training organisations:

and Christian Association of Youth Villages.

Project Info

Project Code: 567279-EPP-1-2015-2-IT-SPO-SCP
Programme: Erasmus+
Sub Programme: Support for Policy Reform
Action: Sport
Sub Action : Collaborative Partnerships
Duration: 2 years (01/01/2016 – 31/12/2017)

Materials