In 2017 the Catalan Government introduced the Decret 150/2017 educational act designed to address students’ diversity and ensure an Inclusive school system. The act drew attention to the need to implement efficient strategies to promote educational inclusion and equity and to improve the students’ outcomes; in particular to close the gap between advantaged and disadvantaged students’ outcomes, especially in areas with high levels of diversity. Our project “Evidence Informed practices for school inclusion” (EIPSI) aims to design, prototype and test innovative solutions for teachers and stakeholders (such as educational counsellors, inspectors, public administrators, delegates) to improve students’ equity and inclusion through the use of evidence-informed practices. EIPSI responds to the “Social Inclusion” priority area and School education priorities: “Tackling early school leaving and disadvantage” and “Strengthening the profile of the teaching professions”.Addressing school inclusion requires of a holistic and interdisciplinary approach, and our consortium is formed by professionals from different area of knowledge and expertise: research, teaching, policymaking, teacher training, coaching, school development, school inspection, psycho/pedagogical and educational counselling from five different countries and three types of institution: higher education, public administration and professional association. To address these priorities, the project proposes a holistic approach, including a 360º Intervention Plan addressing three pillars: (1) teachers’ capacity building; 2) school development; 3) networks with stakeholders and increasing awareness.Derived from these three areas of intervention, the project will produce tangible results in five domains by producing five intellectual outputs, including: 1) Systematic datasets of criteria and indicators for teachers, school leaders and policymakers on evidence and research-informed practices for school inclusion;2) A database with resources (effective, innovative teaching practices) for diverse classrooms and a digital prototype to engage teachers with quality and validated evidence and to facilitate the creation of multidisciplinary partnerships and networks, as well as an interactive workspace for school cooperation and information packs; 3) Training materials for teachers, school leaders and educational counsellors /tutors and education policymakers to tackle school diversity through EIPA; 4) School development plan including intervention guidelines, materials and structures; 5) European guidelines for policymakers and community stakeholders on how to foster networks and awareness level of evidence-informed decisions in the field of school inclusion and equity. Our target group are high complexity schools, those schools with high numbers of immigrant pupils, special needs children, children with high levels of school mobility and those from poor social- economic family background.The project involves a methodological strategy to maximise collaboration and co-design to reduce the transfer gap, such as a system of co-leading and mixing teams formed by research and schools’ teachers, inspectors and councillors. The project will directly involve a pilot sample of 10 high complexity schools in each partner country. In each school an “Impulse groups” will be formed including teachers and leaders responsible with the implementation of EIPI strategies at school level and to develop organisational conditions for its sustainable implementation. The methodology is innovative since:(1)The development of the platform will utilise Human Centred Design, Design Thinking and Scrum processes;(2)The development of the capacity building programmes will effectively employ the Research Learning Network (RLN) approach. (3)The school development area will use the potentialities of Coaching procedures;(4)The networking and awareness will benefit from the collaboration between researchers and stakeholders networks to co-create transferable guidelines for EIPA implementation. The project includes a comprehensive dissemination plan by which all these outputs will be open access and available to the general public in the project's website and prototyped platformed, in all the languages of the partners' countries and adapted for special needs users. In addition, some outputs will be included in the School Gateway portal or eTwinning as useful resources for schools and local policymakers.All the countries participating in this project are facing important challenges regarding educational inclusion (migrant and refugee population, socio-economic status, ethnical aspects or special needs). As such, the transnational character of the project will provide extremely useful knowledge for all countries involved.

The STRENGTh project will focus on increasing Social and Emotional competence in career counsellors. Due to the ongoing deep economic crisis with sharply rising unemployment, the European labour markets are expected to change profoundly and in this respect, lifelong guidance is increasingly considered as pivotal in assisting individuals to shape and manage their careers throughout their lives. Therefore the preparation of career guidance practitioners for dealing sufficiently with highly demanding labour market issues is considered vital for providing quality and effective services in career guidance and counselling. As career counselling, is the interaction between a career/guidance counsellor and a person, and is mostly based on understanding clients’ requests, communicating effectively and empathizing easily with others, showing sensitivity to their moods, feelings, temperaments, motivations, understanding and managing other people and developing healthy personal relationships, it’s absolutely necessary for the counselor to have improved social and interpersonal skills, Social Intelligence Skills, in order to establish a successful professional relationship with the clients and be effective professionals.The STRENGTh project will examine, analyse and measure the factors that define and form Social Intelligence, with a special focus in the field of career guidance professionals, who face enormous current and future challenges in converting knowledge and ideas into products and tailor made services according to their client’s diverse needs, for social and economic benefit. The aim of the project is to propose concrete solutions to train a new generation of socially aware career guidance professionals, able to develop and use interpersonal and social intelligence skills, in order to successfully build professional relationships and navigate diverse social environments. So the specific aims include the development of innovative methods and tools that enable career guidance practitioners in being more effective and improving their competences. The participants of the project are mainly guidance practitioners and their supervisors (700 persons) and other 200 experts and stakeholders in Career Guidance.The STRENGTh project will foresee the development of 5 Intellectual Outputs.The first intellectual output is a toolkit for developing Social and Emotional Intelligence skills, which will be developed according to a revision of the state of the art in International scientific literature and especially focusing in the research produced in partner countries regarding Social and Emotional Skills, and on other hand, presenting the most effective methods used for the improvement of those skills. The second intellectual output is a Report on Training Needs of Career Counselors, which will conclude on the main Social and Emotional skills that the practitioners need to develop so as to improve their efficacy as professionals. Based on the findings and conclusions reached by the Intellectual Output 1 ( Toolkit for developing S.E.I.skills) and Intellectual Output 2 (Handbook on needs), a program with specific techniques focusing on communication, persuasion, networking and several other skills that will evoke from the IO2 will be developed and later tested to Career guidance practitioners. The fourth IO will include an online program based on several strategies, exercises for improving 3 main social intelligence skills and additional information for counsellors. Lastly, the partnership will produce as IO5 a useful guide for career counsellors and trainers to improve their Social Intelligence Skills and to use it with the persons to whom they offer their services. The guide will be a practical, “how-to-do” guide for guidance practitioners so that they can implement the developed methodology and train themselves how to evaluate the level of Social and Emotional Skills and how to improve those skills so as to increase their efficacy as counsellors. The Project Coordinator will adopt a methodology based on participatory management approach in order to empower each partner and to comply with the commitments on which partners agreed during the project design phase and at the following check points. Each Intellectual Output will foresee a coordinator of the IO and the involvement of all partners.The STRENGTh project results will lead at improving competences and skills of guidance practitioners, so as to further assist their clients in better career decisions and career planning. Through the results of the project, the impact will be double : on the one hand the improvement of the competences and efficacy of professional practitioners and on the other hand the improvement of the employability and decision making of their clients.Regarding the general results, the project's expected results are in line with the strategic framework for education and training (Education & Training 2020 - ET2020) and with reference to othe

"According to the European Lifelong Guidance Policies, career guidance should be based on the European framework of the Career Management Skills (CMS) because it represents the set of competences and skills each person needs to take strategic e suitable decisions about the own future. MY FUTURE project stressed the main findings of a previous project (Learning and decision making resources Project Number 2014-1-IT02-KA200-004105) to improve and develop innovative practices and career learning tools for school systems in Europe. Learning Career Management Skills is pivotal for the implementation of the European Lifelong Guidance policy and for reaching the goals of the Education and Employment strategies.Furthermore, the growing of the information and communication technologies in the field of lifelong guidance opened new opportunities to integrate theoretical and participatory research findings with digital technologies that enable teachers and practitioners to get a concrete impact in the development of the career management skills of youth and youngers.Main objectives of MYFUTURE were:1- Supporting schools to tackle early school leaving2 - Developing assessment and evaluation methods and practices to improve the quality of Career Guidance at school, involving the local career guidance systems and the main stakeholders; 3 - Strengthening the capability of schools to cooperate and share open web resources with Municipalities, Local Authorities, Public Employment Services and Universities.4 - Identifying and developing innovative teaching and learning approaches, methods and ICT resources that effectively support the development of Career Guidance activities at school;5 - Sharing and spreading the European concept and framework of Career Management Skills, as transversal key competences for managing lifelong study and work transitions;6 - Providing coherent and ""user friendly"" tools and learning materials for students, teachers and school counsellors, in different languages.The partnership was a balanced mix of competences and knowledge made by academic institutions, with experts and researchers, and public and private providers of career guidance at school:1-The University of Camerino (Italy): Lead partner2- Regione Marche (Italy)3- Centre Studi Pluriversum (Italy)4-The University of Derby (United Kingdom)5-Hertfordshire County Council (United Kingdom)6-UU-Lillebælt (Denmark)7-University of Malta (Malta)8-CMBRAE Bucuresti (Romania)The methodological approach of the project was based on the participatory action research, with direct involvement of students, teachers and career practitioners to set out priorities and to share best practices and resources.Main activities implemented were:-Organization of focus groups with students and teachers in each partner countries;-Construction and sharing of questionnaires to collect data on needs, practices and tools;-Analysis of data and production of relevant knowledge in the field of career guidance practices;- Setting out and sharing guidelines for using the tools and to design guidance activities;-Development of open educational resources available on-line freely;-Development of ICT tools for teachers and students;-Dissemination of the project activities in events at national and international level;-Organization of conference seminars and training activities for teacher and career guidance practitioners.During the implementation of these activities were involved 174 students and practitioners for the field research, more than 205 questionnaires were administrated, 1152 among students and practitioners took part to the pilot actions, 121 participants attended the multiplier events,333 people subscribed the website, more than 1000 practitioners were reach with the social network and on line articles, 369 users download document from the platform.The intellectual outputs produced were:IO1-Developing career education. Publication.IO2-The potential of e-portfolios in career guidance. An innovative web site.IO3-Enhancing the quality of career guidance. The handbook for schools, with the on line check list to self evalutate quality standards.IO4-The map of career guidance. IO5-Career guidance App. A new tool for mobile phones.IO6-E-learning platform for teachers and practitionersThe products were designed for students services that reach ever-increasing numbers of young people in a cost effective and efficient way. The e-learning platform and the open education resources guarantee an increasing impact on the regional systems in each partner country. All the partner are implementing activities and planning new programmes based on the evidences of MYFUTURE project. The contacts achieved during the dissemination are creating new partnership and enlarging the communities of teachers an practitioners interesting in the development of digital resources and tools for career guidance at school.info on www.myfutureproject"

"The project aims to prevent early school leaving and school drop-out, through the development of career learning in primary schools and the improvement of teaching skills. Early School Leaving (ESL) is a serious and complex problem for Europe as it represents missed opportunities for young people and a loss of social and economic potential for the whole society. The idea of JOBLAND is to improve career learning at the first level of the school system in 6 Countries for preventing early school leaving, including schools, HE institutions and organisations involved in research and career guidance. The main aims of the Partnership were: To identify and develop teaching and learning approaches, methods and ICT resources that effectively support the development of Career Management Skills in primary schools, as transversal key competences; To develop evaluation methods and practices that improve the quality of Career Management Skills learning at school; To identify and develop training paths for teachers and school counsellors at European level. More than 110 schools were directly and indirectly involved in the project in 6 European countries. Beneficiaries of this project were:-912 teachers and school counsellors involved in the training paths and in the development and testing of the career guidance models and tools.-2461 pupils directly involved within 6 pilot actions for testing the models.-over 5000 teachers and stakeholders involved in events and on-line dissemination and exploitation activities.-over 450000 practitioners and teachers involved in wide open dissemination activities.The project fostered the idea of improving career education at school via an intervention to empower teachers with new skills, methodological resources and education materials (based on gamification and career learning theories), in order to prevent early school leaving and of educational disengagement.The main results of the project were to: 1 - Identify and develop teaching skills for teachers and coherent learning approaches, methods and ICT resources for the development of career education activities at school, within the European concept and framework of Career Management Skills (see Resolution on Lifelong Guidance 2008) as transversal key competences for managing lifelong study and work transitions; 2 - Develop assessment, evaluation methods and practices that improve the quality of learning of Career Management Skills; 3 - Identify skills and develop training paths in this field for teachers and school counsellors, transferable at European level; 4 - Provide coherent and ""user friendly"" tools for teachers and school counsellors in 6 languages.The set of tools and methodological documents of the JOBLAND project included: O1 - CAREER MANAGEMENT SKILLS - A methodological framework for career learning at school; O2 - CAREER TEACHING - Teaching and guidance skills for improving career learning at school; O3 - DESIGN MY FUTURE - Career Learning Units and Videotutorials; O4 - JOBLAND - Exploring careers - Educational game for schools; O5 - CAREER LEARNING AT SCHOOL - Handbook for teachers and practitioners; O6 - JOBLAND DAY - Career Learning in Europe - From theories to practice.The impact of project lies in the essential character of the JOBLAND consortium which enabled to gather institutional relationships and organisations that work at a national and international level in the education, training and guidance sectors, in each Country (Romania, Italy, Denmark, United Kingdom, Spain, Turkey).The impact of the project observed in the pilot actions revealed a great interest of students, teachers and practitioners for digital results, learning units with video tutorials and gamification. Assessment sheets completed by teachers and practitioners showed a great success of Jobland's intellectual results in school practice. 97% of the evaluations were very good, and the suggestions addressed subjective aspects of teaching. The project will certainly develop, in the coming years, a wide base of resources from each partner involved, which can be extended and combined to broaden the effect of the project at European level. In many countries participating in the project, these changes in teachers' mentality regarding the new educational strategy in career education are already being implemented starting with Jobland digital resources. In Romania, for example, the Jobland video tutorials and the Powtoon application, used to create these video tutorials, had a great impact in the context of the pandemic. Romanian Jobland experts have created many educational videos that have inspired the creation of videos throughout the Romanian counselling network. In the CMBRAE network, over 20 videos were created using PowToon, with a national impact on the education system. IO6-JOBLAND DAY, offered the greatest impact of the project at European level."