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SKILLS FOR LIFE
FunderEuropean Commission
Funder Contribution €99,940.00
Funded underERASMUS+ | Cooperation for innovation and the exchange of good practices | Strategic Partnerships for Schools Only
Project code2017-1-RO01-KA219-037205
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
In September 2014, the unemployment rate in EU reached 20,1% due to low skills, which can lead to social and occupational exclusion. Moreover, students all over Europe have social issues in their personal development and their familial environments, some of them abandon school in order to provide for their families, hence they are exposed to long term personal and professional failure. The most important objective of “Skills for life” was to enhance any skills which might contribute to personal development and enable everyone to adapt to social and economic changes. It addressed 3 subtopics: core life skills, digital skills and career guidance. The project team assumed that career and life making is a personal process and individuals have to decide their own way and are responsible for their choices. From this perspective, the objectives were in line with the strategic objective of EU regarding education, namely “improving the quality and efficacy of education and training” and the Lisbon strategy, “an efficient investment in human capital through education and training at the same time promoting personal fulfillment, social cohesion and active citizenship”. The target group of the project was students facing social and economical obstacles or those who were facing a lack of perspective, indecision regarding their future career, absence of family support. We were 4 partners in this project, therefore there were 72 students, direct beneficiaries and 24 teachers involved in the Learning, teaching, training activities, but, in reality, there were more students and teachers involved, due to the actuality of the topic and the need for formation. We also invited parents to join the project activities in order to acknowledge the importance of being educated and skilled. Indirect beneficiaries of this project were teachers who benefited from the exchanged good practices, also the stakeholders (administration representatives, local firms representatives who have been involved in some of project activities, such as job shadowing activities). All participants, students and teachers, were involved in all stages of the project, from construction to dissemination stage which enabled the participants to develop initiative, team spirit and team work, active participation in decision making and forming an aware learning strategy. The visible measurable impact of the project is the enhanced quality of learning and decrease of the social and training gaps. The project used many strategies: self-assessment, individual and work group, debates, portfolios, short-term activities, digital skills evaluation with ECDL, progress report, remotely performed activities, such as web conferences or Twinspace activities, questionnaires and surveys and monitoring and evaluation forms and involved students, parents, teachers and local stakeholders in many activities such as self-awareness exercises (describing one’s interest, values or personality traits), labour market related activities such as researching on trades and professions, company visits, web conferences, self-presentation at an interview, digital activities such as elaboration of a letter of intention or a CV, creation of an e-profile or seminars given by professionals. The project included also 2 project meetings and 4 (four) Learning, teaching, training activities/hosted mobilities, to which each country took part in with 6 students and 2 teachers, so, in the end, there were 72 student mobilities and 24 teacher mobilities. All activities carried out addressed the objectives and priorities of Erasmus + programme, all objective are clearly stated on the Logical frame of the project and known by all partners, also the project activities addressed the needs of the target group. In order to provide a clear framework we have written a communication plan, a management and implementation plan, a risk control and a monitoring and evaluation plan, we have also elaborated a common dissemination plan. We stated in the application form that 18 students form each country will be involved in direct activities, but in reality the number is higher, because many students took interest in the project activities. Also the number of online resources provided by each partner is higher, as well as the number and type of organizations involved in the project.we can count on the following outputs (tangible results):1 curricula: Becoming employable (all partners), 1 teamwork kit (France), 1 personal development plan for students (Poland), 1 Linguistic strategy paper (Germany), 1 Digital guide for future employees toolkit (Romania), 1 skills portfolio for future employees (all partners) And many teaching aids which are uploaded on the site www.my-skills-for-life.com, for the free use of anyone. We have also performed activities on Moodle platform and robotics workshop. We have issued also 90 Europass Mobility Certificates for students detailing the skills acquired during mobilities.
Partners (4)
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In September 2014, the unemployment rate in EU reached 20,1% due to low skills, which can lead to social and occupational exclusion. Moreover, students all over Europe have social issues in their personal development and their familial environments, some of them abandon school in order to provide for their families, hence they are exposed to long term personal and professional failure. The most important objective of “Skills for life” was to enhance any skills which might contribute to personal development and enable everyone to adapt to social and economic changes. It addressed 3 subtopics: core life skills, digital skills and career guidance. The project team assumed that career and life making is a personal process and individuals have to decide their own way and are responsible for their choices. From this perspective, the objectives were in line with the strategic objective of EU regarding education, namely “improving the quality and efficacy of education and training” and the Lisbon strategy, “an efficient investment in human capital through education and training at the same time promoting personal fulfillment, social cohesion and active citizenship”. The target group of the project was students facing social and economical obstacles or those who were facing a lack of perspective, indecision regarding their future career, absence of family support. We were 4 partners in this project, therefore there were 72 students, direct beneficiaries and 24 teachers involved in the Learning, teaching, training activities, but, in reality, there were more students and teachers involved, due to the actuality of the topic and the need for formation. We also invited parents to join the project activities in order to acknowledge the importance of being educated and skilled. Indirect beneficiaries of this project were teachers who benefited from the exchanged good practices, also the stakeholders (administration representatives, local firms representatives who have been involved in some of project activities, such as job shadowing activities). All participants, students and teachers, were involved in all stages of the project, from construction to dissemination stage which enabled the participants to develop initiative, team spirit and team work, active participation in decision making and forming an aware learning strategy. The visible measurable impact of the project is the enhanced quality of learning and decrease of the social and training gaps. The project used many strategies: self-assessment, individual and work group, debates, portfolios, short-term activities, digital skills evaluation with ECDL, progress report, remotely performed activities, such as web conferences or Twinspace activities, questionnaires and surveys and monitoring and evaluation forms and involved students, parents, teachers and local stakeholders in many activities such as self-awareness exercises (describing one’s interest, values or personality traits), labour market related activities such as researching on trades and professions, company visits, web conferences, self-presentation at an interview, digital activities such as elaboration of a letter of intention or a CV, creation of an e-profile or seminars given by professionals. The project included also 2 project meetings and 4 (four) Learning, teaching, training activities/hosted mobilities, to which each country took part in with 6 students and 2 teachers, so, in the end, there were 72 student mobilities and 24 teacher mobilities. All activities carried out addressed the objectives and priorities of Erasmus + programme, all objective are clearly stated on the Logical frame of the project and known by all partners, also the project activities addressed the needs of the target group. In order to provide a clear framework we have written a communication plan, a management and implementation plan, a risk control and a monitoring and evaluation plan, we have also elaborated a common dissemination plan. We stated in the application form that 18 students form each country will be involved in direct activities, but in reality the number is higher, because many students took interest in the project activities. Also the number of online resources provided by each partner is higher, as well as the number and type of organizations involved in the project.we can count on the following outputs (tangible results):1 curricula: Becoming employable (all partners), 1 teamwork kit (France), 1 personal development plan for students (Poland), 1 Linguistic strategy paper (Germany), 1 Digital guide for future employees toolkit (Romania), 1 skills portfolio for future employees (all partners) And many teaching aids which are uploaded on the site www.my-skills-for-life.com, for the free use of anyone. We have also performed activities on Moodle platform and robotics workshop. We have issued also 90 Europass Mobility Certificates for students detailing the skills acquired during mobilities.
