Les compétences transversales, de la salle de classe à la vie quotidienne et professionnelle

<< Background >>Students in the AGORA vocational baccalaureate program did not always manage to adopt behavior, language, and a code of conduct in line with the requirements of the professional environment, particularly during their internships.We felt it was necessary to make them aware of the existence of transferable skills, which are often invisible in the classroom but essential to their future success.Companies today place increasing importance on soft skills, as they reflect individuals' ability to adapt, collaborate, and communicate. Considered more sustainable than technical skills, they enable employers to train their teams according to their specific needs. Thus, these human qualities become a key criterion for employability and a major asset for evolving in a constantly changing environment.<< Objectives >>There were multiple objectives:• Encourage students to identify, understand, verbalize, and appropriate cross-disciplinary skills so that they can use them in class and in the workplace.• Develop skills such as communication, teamwork, critical thinking, problem solving, adaptability, and professional attitude.• To promote cultural openness, independence, self-confidence, and the ability to work in a multilingual European context.• To enable teachers to change their approach, co-develop tools, and share innovative practices.• The project also aimed to enhance students' employability by promoting their transferable skills and to embed these skills in a sustainable dynamic that would benefit both their professional future and the development of teaching practices.<< Implementation >>Through transnational meetings between European partners, various activities were implemented:- Mobility 1. Co-construction of a model based on the RECTEC project and its four pillars (organizational, communicational, action-oriented reflection, personal reflection). Deductive approach (presentation, definitions, examples via Genially) then inductive approach (scenarios, role-playing, self-assessments, grid of situation types).- Mobility 2. Creation of a toolbox: operational activity sheets, digital and paper materials. It will be intended for teachers, students, and members of the educational community. - Mobility 3. Create a digital tool for self-assessment of transversal skills by designing a freely accessible, multilingual (French, English, Swedish, Finnish) online tool. It should enable users to self-assess their transversal skills, track their progress, and receive immediate feedback.<< Results >>Three main results can be identified: raising awareness of transferable skills and learning to identify and utilize them; giving meaning to learning, developing motivation, autonomy, creativity, cooperation, and self-confidence; helping students identify their strengths and areas for development, and promoting their skills in a Europass CV or portfolio.