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Lascò srl a socio unico

Country: Italy

Lascò srl a socio unico

7 Projects, page 1 of 2
  • Funder: European Commission Project Code: 2020-1-PT02-KA227-YOU-007642
    Funder Contribution: 102,307 EUR

    The DigitArt! project is a partnership promoted by three European organizations, Contextos - Cooperativa para o Desenvolvimento e Coesão Social CRL (Portugal), Lasco (Italy), and Asociación Fronteiras (Spain), which based on their expertise is looking to co-design a participatory methodology that will increase digital competencies and increase youth participation, identifying, reflecting and collecting day-to-day testimonies about Creativity, Arts, and Culture with the following objectives:1) Develop methodologies and training tools to promote empowerment, participation, and integral development of Youth in Europe through the participatory video and digital storytelling tools.2) Create a virtual community for exchanging experience, strategies, and generating sustainable alternatives, with the involvement of young participants, stakeholders, and members of organizations as key actors. 3) Train 18 participants to become active agents in the processes of political and economic transformation, through the development of digital and communicative skills and support the building of participatory and collaborative citizenship.4) Train 18 stakeholders of the participating organizations in the tools and methodologies developed during the projectThe DigitArt! methodology is structured following a bottom-up approach that seeks actively involving youth in the promotion of EU common values by using new creative ways for civic participation such as narratives based on audiovisual languages and contemporary arts (e.g. performances, music, theatre, urban art, etc). Focused on youth, the project aims to involve them in the process of rethinking themselves, as well as their role in the future of their localities. Participatory Video and Digital Storytelling and non-formal education are the methodologies chosen to develop audiovisual and multimedia content as a tool to express and generate ideas in order to identify the needs, local resources and collectively build sustainable alternatives. The project starts by identifying case studies and collecting information that can be further used to develop a methodology for promoting a creative learning environment and assessing the needs /priorities of youth and relevant stakeholders, in terms:1) learning tools and resources, materials, courses, and training modules to foster creativity, culture, and multiculturalism, 2) activities linked to reinforce all aspects of creativity in non-formal and formal education, by enhancing the development of digital skills and competences. ACTIONS1) Two Transnational Project Meetings;2) Two Transnational Mobilities with learning opportunities for 36 participants in creative spaces and cultural heritage sites;2) Development of 5 Intellectual Outputs (IO1 - State of Art Research; IO2 - Participatory Video - Develop a Methodological Guide for the implementation of innovative strategies that promote the participation of Youth; IO3 - Training Itinerary to Improve ICT Competences; IO4 - Methodological Guide for the Development of Collaborative Projects For Youth; IO5 - Collaborative Documentary4) Six focus groups to debate about youngsters’ motivation, significant obstacles exist that inhibit, and often discourage community activeness and reflect on how to use art and creativity in the new digital world to fight those problems, increasing the participation of youth in their local community.5) Three Local Dissemination Seminars (Multiplier Events)By the end of the project, the participants will develop their digital skills and competencies by enhancing creativity, while increasing the quality and innovation of youth work thanks to the tools provided during the duration of the whole project, contribute to overcoming physical borders and to facilitate interactions between similar populations in Portugal, Caserta, and Ayamonte, aiming at breaking isolation and at motivating the exchange of ideas, as tools for social change and participation.The objectives of our project are in line with the Erasmus+ program since through the planned activities we will help young generations and youth workers to acquire skills and competences, including digital competences, that reinforce creativity in education, as well as to boost quality, innovation and recognition of youth work that support the creative potential of youth, thus contributing to the resilience of the cultural and creative sectors.

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  • Funder: European Commission Project Code: 2021-2-PT02-KA220-YOU-000050829
    Funder Contribution: 231,592 EUR

    "<< Background >>In a fast-changing socio-cultural and economic scenario, everyone is required to react promptly and proactively to uncertainty, rapidly adapt to new paradigms both in human relationships and labour contexts and interact effectively with more complex and diversified environments. The COVID-19 pandemic exacerbated existing labour market vulnerabilities and disengagement among young people, leaving further behind those youngsters that have been struggling to manage their transition from education to the labour market. After reaching the lowest point for a decade in 2019, the pandemic brought the number of youth Neither in Employment nor Education or Training in the EU up to 13.7% in 2020. Social distancing, restrictions, and isolation have profoundly affected the engagement, connection, and empowerment actions sought by the EU Youth Strategy, bringing young NEETs further out of the main channels through which human and social capital can be accumulated, like education and work. Innovative interventions to foster Young NEETs’ personal and social development are essential to build resilience and equip youth with the skills to positively challenge themselves in a world that constantly changes its rules, and therefore reach the ambitious target of a 9%-NEETs rate by 2030, set by the EC in the European Pillar of Social Rights Action Plan. Personal, social and learning to learn competencies can play a decisive role in preparing young NEETs to develop the right skills for a changing world of work. In this context, the “InKEY” project aims to offer young NEETs new motivating and stimulating programs to acquire the key competence stressed in the LifeComp Framework by developing engaging digital tools that embed game dynamics, mechanics, and components, and online communities of practice. To create such tools, the project consortium will:-analyze the existing learning opportunities and best training practices, addressed to young NEETs, in the field of the implementation of the European Framework for Personal, Social and Learning to Learn Key Competence in the countries involved;-create tailored e-learning programs for the different sub-groups of the NEET population to foster the nine competencies of the personal, social and learning to learn areas of the Framework, such as wellbeing, flexibility, self-regulation, empathy, communication, collaboration, growth mindset, critical thinking and managing learning; -develop an e-learning platform to deliver the programs: the platform, starting from the assessment of skills, competencies, and aspirations, will provide learners with more personalized learning content, engaging and motivating them through simulations, role-plays and other active learning techniques, based on learning by doing, within a flexible and gamified learning-oriented environment, supported by an online community that will favour peer-to-peer learning and review opportunities;-develop “offline” learning activities for youth workers and trainers to integrate the e-learning programs, together with a toolkit with training materials to foster each of the nine competencies of the Framework.<< Objectives >>The project pursues the following objectives:GENERAL OBJECTIVES[1]To enhance the employability of Young NEETs;[2]To increase the quality and effectiveness of the empowerment actions of the organizations and professionals working with young NEETs.SPECIFIC OBJECTIVES[1]To develop tailored learning programs to enhance young NEETs’ engagement and motivation in learning;[2]To increase the key competencies of young NEETs, to let them unleash their dynamic potential, self-regulate their emotions and behaviors, cope with complexity, be thriving individuals, responsible social agents, and reflective lifelong learners;[3]To equip youth leaders, youth workers and trainers with knowledge, skills and innovative tools to empower young NEETs.<< Implementation >>WP1-PROJECT MANAGEMENT AND IMPLEMENTATION: administrative and financial management, scope, task, resources, knowledge, quality and risk management, project communications and meeting management, stakeholder engagement management.WP2-SHARING AND PROMOTION: activities aimed at sharing information on the project and promoting the e-learning platform among the target groups, ensuring the sustainability of the major project’s results through the appropriate exploitation planning, and ensuring the evolution of the INKEY’s virtual community after the end of the project. WP2 includes the development of the Sharing&Promotion Plan, knowledge transfer cafes, digital marketing campaigns, pilot tests and final conferences.WP3/R1-""LifeComp for the Employability of young NEETs: State of Art and Best Practices"". Research will be conducted in all the partner countries in order to identify and analyze the existing status and best practices in the application of the LifeComp concepts into formal and non-formal curricula and courses addressed to young NEETs. Activities to produce the R1:A3.1 Methodology DevelopmentA3.2 State of Art ResearchA3.3 Best Practices AnalysisA3.4 Focus Groups with youth workers and trainers (two focus groups per partner, with no. 12 participants each)A3.5 Data AnalysisA3.6 Publication of findings, recommendations and conclusionsWP4/R2-INKEY Tailored Learning Programs. Learning programs, based on non-formal education principles and gamification dynamics, will be developed to provide young NEETs with opportunities to foster the nine competencies of the LifeComp Framework. The programs will embed the conceptual provision of the Framework, tailoring the learning pathways around the existing skillset of the learners, evaluated through a gamified skills assessment tool. Activities to produce R2:A4.1 Development of the Methodology for the Tailored Learning ProgramsA4.2 Development of the Skills Assessment ToolA4.3 Development of the Learning BlocksA4.4 Development of the Tailored Learning ProgramsWP5/R3-INKEY E-Learning Platform. The platform will digitalize the developed Learning Programs (R2) to provide young NEETs with a free and open space to develop their competencies, in addition to guidelines for trainers and educators to integrate the learning contents and digital tools within their practices. Activities to produce R3:A5.1 Platform design (Information Architecture, User Interface & User Experience, Wireframes and Visual Mockups)A5.2 Platform developmentA5.3 Piloting cycles with early adopters (min. 20 young NEETs per country)A5.4 Final refinements and launch of the Beta version.WP6/R4-Toolkit for youth workers and trainers. This Result will consist of a collection of training and learning materials for youth workers and trainers to adopt and integrate into their work the methodologies and tools developed during the project. Activities to produce R4:A6.1 Development of blended training itineraries for young NEETs (integrating offline workshops and the e-learning blocks)A6.2 Training of Trainers (one ToT per partner, involving min. 10 participants, such as youth workers, youth leaders, trainers, educators and youth project managers)A6.3 National Bootcamps (one Bootcamp per partner, involving min. 20 young NEETs)A6.4 Development of the Guidelines for the implementation of the InKey modelA6.5 Design and development of the MOOC ""Implementing the LifeComp Framework to strengthen NEETs' employability: the InKey model""<< Results >>WP1. Project Management and Implementation•Tangible: 5 Partnership Agreements; PM Toolkit; Knowledge Repository; project documentation (administrative and financial documents, reports, registers); TPMs documentation (certificates of participation, agenda, participants lists, evaluation questionnaires, and minutes).•Intangible: improved governance and management capacities for the participating organisations; increased capacity of the participating organisation to operate at a transnational level; reinforced cooperation between the consortium members; increased quality in the implementation and monitoring of EU projects.WP2. Sharing and Promotion•Tangible: Sharing and Promotion Plan; Visual Identity of the Project; project website; 5 project newsletters and joint press releases; min. 4 knowledge transfer events; min. 5 promotional videos of the project e-learning platform; project promoted in min. 6 relevant third-party conferences, seminars and workshops; Follow-up Agreement.•Intangible: Extended impact of the project on youth professionals and organisations not directly participating in the project activities; transferred project knowledge, solutions and know-how to other organisations and educators at local, regional, national and transnational level; educators and organisations' increased awareness on the opportunities offered by the Erasmus+ Programme; development of new partnerships to promote further development and sustainability of the project results.WP3/R1-""LifeComp for the Employability of young NEETs: State of Art and Best Practices""•Tangible: Research methodology; 5 National Reports on the state of the art research and the best practices in the field of the implementation of the LifeComp Framework for NEET employability in the countries involved.•Intangible: engagement of 220 youth professionals in the project; increased knowledge of the gaps and successful applications in implementing the LifeComp Framework for NEET employability in the countries involved.WP4/R2-INKEY Tailored Learning Programs•Tangible: Methodology for Tailored Learning Programs; Skills Assessment Tool; min. 90 Learning blocks (10 per each of the nine competencies of the LifeComp Framework); Tailored Learning Programs.•Intangible: for the partners' staff, 200 youth professionals directly participating in the activities to produce R2, and those targeted by WP2, increased knowledge and know-how in the field of NEET empowerment, and the acquisition of innovative approaches to meet the needs and expectations of the different sub-groups of the NEET population.WP5/R3-INKEY.EU E-Learning Platform•Tangible: platform's requirement analysis; E-Learning platform to deliver personalised Learning programs (R2), tailored around the result of the LifeComp Skills Assessment Tool; evaluation reports and satisfaction surveys by early adopters (youth workers and trainers, and young NEETs). •Intangible: engagement of 100 NEETs and improvement of their personal, social and learning to learn competence; increased quality and effectiveness of the training practices targeting young NEETs of the professionals and those targeted by WP2.WP6/R4-Toolkit for youth workers and trainers•Tangible: 5 Reports of the national workshops with youth professionals and Bootcamps with young NEETs to, respectively, validate and pilot the blended training itineraries; publication of a training scheme for blended training itineraries, combining outdoor learning experiences and the learning blocks on the e-learning platform; MOOC for youth workers and trainers with 10 e-learning modules to learn how to implement the LifeComp Framework to strengthen NEETs' employability through the INKEY model.•Intangible: increased knowledge and know-how about innovative e-learning pedagogies to support young NEETs in developing their lifelong learning competencies for the partners' staff and the 50 youth workers directly participating in R4 activities, and those targeted by WP2."

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  • Funder: European Commission Project Code: 2021-1-BG01-KA220-VET-000034634
    Funder Contribution: 275,490 EUR

    << Background >>Taking into consideration the proposal for a Council Recommendation on VET for sustainable competitiveness, social fairness, and resilience, as well as the updated European Skills Agenda, the Osnabrück Declaration focuses on four primary areas for the years 2021 to 2025: 1. Resilience and excellence through quality, inclusive and flexible VET 2. Establishing a new lifelong learning culture – relevance of C-VET and digitalization 3. Sustainability – a green link in VET 4. European Education and Training Area and international VETEurope is facing unprecedented changes and challenges thrown into sharp relief by the COVID-19 pandemic. New technologies, new business models, digitalization, artificial intelligence, demographic and climate changes, and the economic crisis caused by COVID-19 demand flexible responses from VET systems, with appropriate methodologies to foster resilience and responsiveness to changing societal and labor market needs. VET providers play a fundamental role in this scenario: as stressed by the Council Recommendation of 24 November 2020 on Vocational Education and Training (VET) for sustainable competitiveness, social fairness and resilience (2020/C 417/01), high quality and innovative vocational education, and training systems provide people with skills for work, personal development, and citizenship, which help them to adapt to and deliver on the twin digital and green transitions, to cope with emergency situations and economic shocks, while also supporting economic growth and social cohesion. In this context, PI-VET intends to provide VET teachers and trainers with an innovative methodology and tools to co-create with their learners and external stakeholders learning programs that inclusive, digital, green, and more responsive to societal and labor market needs. The project activities and results address the following needs:- support the reform of VET providers toward more inclusive practices, empowering them to innovate their pedagogical approaches and learning materials to meet the learning needs of diverse VET learner groups, as well as enhance skills for digital transformation for both VET teachers/trainers and learners, and support the integration of environmental-friendly means of teaching and training (needs stressed in the “Communication on Achieving the European Education Area by 2025”, EC, 2020); - provide VET trainers and teachers with access to online learning resources and content that are relevant, interactive, and easy to use (need identified by the 2020 Public consultation); - support the development of VET systems that are proactive and flexible in supporting broader innovations for social and environmental sustainability objectives, and support the involvement of all the stakeholders who have an interest in quality and innovation in VET in shaping VET Provision, in order to anticipate skill needs of fast-changing labor market scenarios (needs stressed in the latest report of the ET 2020 Working Group on VET on “Innovation and Digitalisation”);- support VET providers in the development and improvement of their digital skills. Educators and trainees in VET do not meet the demands in digital skills to adapt to the digital transformation we find ourselves in and, consequently, make the most of the new pedagogical approaches and technologies. The COVID-19 pandemic exposed how many VET teachers struggled to teach online, confirming the finding from the 2018 TALIS data that around one-quarter of upper secondary VET teachers did not feel prepared for the use of digital technologies in teaching.<< Objectives >>GENERAL OBJECTIVES- To design an innovative methodology and tools to let VET providers co-create with learners and external stakeholders learning programs that embed inclusive, digital and green practices and that are more respondent to societal and labor market needs. The activities of the 7 Work Packages (WP) are willing to achieve a unique co-creation model for VET; - to digitalize VET training for trainers, giving them not only tools, but methodologies, guidelines and platforms for being used in their daily work in a collaborative manner;- to foster the involvement of all the stakeholders who have an interest in the innovation and quality in VET at a national and international level (e.g. companies, institutions and policy-makers, organizations representing the business world, VET centers, students, families, NGOs, youth workers, trainers, business, etc.) to shape VET provision through a virtual cooperation platform and a Public Ranking Tool. SPECIFIC OBJECTIVES-To create the pedagogical materials for VET providers to design more innovative learning programs involving digital, green and inclusivity; those material will include methodology, tailor made guidelines and digital tools, co-created with 200 VET providers of the participating countries during a virtual Knowledge Fair;-to create at least 5 different Sustainable Learning Canvases to let VET providers collaboratively create innovative sustainable curricula using the power of co-creation and visual thinking;-to increase the awareness of 700 VET providers and 180 business representatives from partner countries about the use of innovative education and co-creation to promote quality developments in partner countries and Europe, within 30 months;-to support VET providers in gaining knowledge and skills to increase digital, green, and inclusive transformations in their own centers and practices;-to extend the cooperation of VET with relevant stakeholders such as local and regional companies, work organizations, public institutions, to give participants better opportunities towards employment and shape programs that are more respondent to societal and labor market needs; -to develop an international cooperation platform (Public Ranking Tool), with a system of votes to foster the attractiveness in VET and societal engagement.<< Implementation >>WP1 – Project Management and Implementation. It includes all the task aimed at an effective implementation of the project, its objectives, and the coordination of the activities of the WPs. WP2 – Quality Assurance and Evaluation. Tasks of control, monitoring, evaluation of the quality of all the activities developed. WP3 – Sharing and Promotion. Dissemination of the project and promotion among the target groups. WP4 – Methodology for Sustainable Learning Programs (R1) Creation of guidelines (principles, tools and practices) for VET providers to create autonomously innovative learning programs that are inclusive, digital, green and able to provide students with lifelong learning skills. (T4.2) Performing online surveys to collect data of the needs the methodology should address. (T4.3) Open knowledge fair, to virtually exchange good practices and knowledge among VET teachers and trainers. Four pavilions with 50 places for educators each (Categories: Inclusion, Digital transition, green transition, and ecosystem building). Using virtual networking rooms guided by 2 experts each. (T4.5.) Creation of the Methodology content and development plan thought meetings and individual work assignments. (T4.4) Data analysis of the Fair results elaborated by the partners researchers, with the aim of improving the Methodology. (T4.6) Publication of the Methodology in the project website, E+ Project Results Platform and on the public Google Drive folder. WP5 - Sustainable Learning Canvases (R2). Activities focused in creating Canvas models by the VET providers in a collaborative way with the trainees. They will use new learning programs based on the Methodology: toolkit of visual charts and guidelines. (T5.2) 5 Co-creation labs (inclusion, digital, green, ecosystem and integration). With 65 participants per lab (30 VET trainers, 30 business representatives and 5 facilitators per project partner). Creation of the work groups, and a virtual platform with Virtual Collaboration boards. (T5.3) Analyzation of the results of the labs between the partners experts. (T5.4) Developing a HOW-TO guide on how Canvases should be designed. (T5.5.) Publication of the guide and Canvases. WP6. PI-VET Platform (R3) Creation of an online platform for supporting VET providers in the creation of sustainable learning programs. Design (T6.2), development (T6.3) and development of the algorithm (T6.4.) of a platform that will allow to key search canvases models and online resources (according to the theme chosen), so VET teachers and trainers can develop their models. 20 VET trainers will ensure its functionality. (T6.5.) Incorporation of user manual and video tutorials for VET providers to navigate the platform. (T6.6) Validation and refinement of the platform by the partners during the duration of the project. We will invite the trainers participating in the requirement gathering workshops to test the platform. WP7 Public Ranking Tool (R4). Developing a Ranking tool that will allow learners, employers, trade unions, and other stakeholders to shape VET provision, by ranking the programs and providing feedback. Preparation (T7.2) and development (T7.4) of a European competition of co-created VET programs/courses. Approximately, 10 applications per participating country. (T7.3) Creation of the Public Ranking tool that will host the competition. (T7.5) Surveying participants to assess effectiveness; (T7. 6) data analyses of the competition results; and (T7.7) publication of a study on the results of the application of the PI-VET methodology in VET centers. Five multiplier events in each of the participating countries, broadcasted on the project website and social media channels, will support the sharing and promotion of the project and its results.<< Results >>WP1- PM&IMPLEMENTATION/WP2 - QA&EVALUATION• Improved governance and management capacities, as well as capacity to operate at a transnational level, for the participating organizations and their staff; • high standards for project processes, outputs, and outcomes and improvement of risk and quality management practices and processes.WP3-SHARING&PROMOTION • Project Visual Identity Kit & Website. • Outreach and engagement of min. 6500 Education and Training providers not directly participating in the project activities (as min. 100 people involved in knowledge transfer events; min. 300 people reached through newsletters, min. 500 reached via traditional media and min. 2000 on social media channels; min. 3000 visits to the project website; min. 450 through the E+ Results Platform; min. 150 through direct presentations), and therefore transferred project knowledge, solutions, and know-how to other organizations and educators at local, regional, national, and transnational level, development of new cooperation and partnerships with other VET at national and EU level, increased awareness of educators and organizations on the opportunities of the E+ Programme. WP4-Methodology for Sustainable Learning Programs•Methodology for VET providers to co-create with their learners and stakeholders innovative learning programs that are inclusive, digital, and green, and more respondent to learners' and labor market's needs;•increase in awareness, knowledge and know-how regarding inclusive, digital and green teaching and training practices for min. 200 VET providers participating in the Open Knowledge Fair and Online Survey;•increased innovation and attractiveness of VET providers’ programs; WP5-Sustainable Learning Canvases •Set of 5 Sustainable Learning Canvases (R2) •How-to Guide for VET providers to make effective use of the CanvasesFor VET providers participating in the co-creation lab (150 teachers/trainers) and for those who will adopt the platform:•enhanced inclusive education, gender sensitivity and equality within their courses and programs; •increased adaptability of their teaching and training practices to the green and digital transitions; •increased know-how to develop cross-sectoral cooperation with relevant stakeholders to favour the continuous improvement of their teaching and training practices, and ease the transition of their students to work; •increase in the innovation and attractiveness of VET education and training programs; •increased VET providers' competence and motivation in their profession. WP6- PI-VET Platform•PI-VET Platform;•1 algorithm to scrape relevant online resources for VET providers;•1 user manual and 5 video tutorials to use the platform;For VET providers participating in the platform's design and validation (100) and for those who will adopt it during and after the project:•strengthened capacity to co-design with their learners and local ecosystems high-quality programs tailored to current societal and labor market needs, also remotely. •capacity to integrate practical digital tools to innovate their learning programs with more inclusive, green and digital practices; •increased quality and effectiveness of distance learning practices;•Increase in their learners' engagement and motivation in learning.WP7-Public Ranking Tool •Public competition guidelines and rules system •Participation of min. 50 VET providers in a EU competition •Public Ranking Tool available during the project and beyond •Final research to assess the efficiency of the PI-VET model and improvementsFor VET providers participating in the EU competition (min. 50) and for those who will adopt the Tool:•Increased attractiveness of their learning frameworks;•Increased cross-sectoral cooperation and partnerships at EU level for VET providers and stakeholders that will engage with the platform;•Increased learners' motivation and interest in learning;•Boosted international exchange of good practices.

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  • Funder: European Commission Project Code: 2022-2-IE01-KA220-VET-000097215
    Funder Contribution: 400,000 EUR

    << Objectives >>General objective: increase VET providers' capacity to prepare learners for the green transition.Specific objectives:- equip VET providers with GreenComp-based innovative practices and digital tools to foster learners’ sustainability competences;- increase VET teachers' knowledge and skills in sustainability education;- create a transnational cooperation platform for the continuous improvement and innovation of sustainability education;-increase VET learners' sustainability competences<< Implementation >>The consortium will implement a State of Art Research & Best Practices Analysis in fostering the 12 sustainability competences set out in GreenComp, in order to develop a Methodological Framework, a toolkit with management and educational resources to build an EU Sustainability Education Ecosystem (the Green Hive).The Ecosystem, a platform-based network composed of localised multi-stakeholder hubs (Green Combs) established within VET institutions, will be developed and piloted in 5 EU countries.<< Results >>The major project result will be the Green Hive digital platform, hosting and connecting 15 localised hubs and over 200 VET learners in 5 countries. The platform, dedicated to innovation of sustainability education, will include teaching and learning resources, capacity building for VET providers, activity co-creation, contest and event management tools. 500+ VET experts will be involved during the project and are expected to increase their capacity to prepare learners for the green transition.

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  • Funder: European Commission Project Code: 2021-2-PL01-KA220-SCH-000049306
    Funder Contribution: 273,317 EUR

    << Background >>Mentor 2.0 aims at supporting a paradigm shift in which teachers are – first of all – mentors to their students rather than just knowledge transmitters. Following on 6 years of Polish MENTOR pedagogy in the offline environment, CIE will Mentor 2.0 will develop, test and implement a conceptual framework and innovative digital platform to enhance mentorship qualities among teachers of primary and secondary education. The 2019 Council Resolution on further developing the European Education Area stressed the importance of supporting development competent, motivated and highly qualified teachers. The Coronavirus pandemic even more tested the well-being of students and teachers.Mentor 2.0 will address such important challenges of the European education, as:a) teachers’ lack of appreciation;b) lack of digital skills in the formal education environment which doesn’t follow digital transformation of societies and economy;c) increased number of dropout rates across EU – particularly during Coronavirus pandemic.Original MENTOR method developed by CIE prepares teaching staff to change the educational model: from the 19th century transfer of knowledge to the 21st century mentoring - high-quality support in the development of children and youth. Such school modernization can only be effectively achieved when conducted together with teachers and students and project will invite both of these groups to reform the status quo of their relations to make them more adequate to this century’s social and economic model.Further, following “Education & Training 2010 Report” of the Council and Commission of the European Union), integration of digital technologies into formal learning landscapes challenges the traditional instructivist model of teaching and learning, leading toward a more constructivist pedagogy. Educators should become facilitators and mentors who pave the way for the individual’s learning journey, rather than lecturers (Dias Figueiredo & Afonso, 2006).<< Objectives >>Mentor 2.0 aims to meet the needs of present time students who do not understand traditional repetitive models of teaching and learning and often disengage and drop out of schools because of it. The project will develop high-quality support pedagogies and innovative digital techniques for teachers and with teachers. It will also benefit from gamification, that has proven to increase the engagement and motivation of students in learning (B. B. Lambruschini, W. G. Pizarro, Tech—Gamification in university engineering education: Captivating students, generating SBC, 2015). Moreover, Mentor 2.0 will aim at:-strengthening teachers’ transversal competencies;-making teaching profession more attractive; -producing a gamified e-learning platform addressed to teachers counteracting digital illiteracy indicated by 2018 OECD’s Talis study;-boosting chances of teachers from small towns and villages to have access to ground-breaking digital pedagogy;-helping teachers identify those students who are at a higher risk of dropping out off school and to undertake intervention actions. -Helping teachers guide students so that they are aware of their strengths and talents and can build their future on hence improving transition between different stages of education and career pathways;-fortifying teachers’ communication and leadership skills; d) increase educators’ capabilities of cooperating outside school.Development of Mentor 2.0 Curriculum will allow to:a) increase attractiveness of the educational offer for students leading to reduced rates of early school leavers;b) better prepare young people for entering adulthood resulting in career choices based on their talents and strengths, rather than fashion of parents’ choices;c) help teachers regain the role of authorities and companions in the development of young generations hence strengthening educators’ self motivation;d) reduce inequalities in the labor market through increased competitiveness, efficiency and innovation of EU formal education;e) obtain support for the pedagogical role of the school in the environment of the region.The above can only be achieved with engagement of teaching staff and student body: analysis of mentoring methods used so far and diagnosis of shortages in educators’ tools in terms of effective mentorship will be applied from the very beginning of the project.<< Implementation >>1.State of the Art Research resulting in design and development of the transnational “Mentor 2.0 Curriculum”, aimed at providing teachers with knowledge, skills, and practical tools to become mentors for their students. Research - conducted in all the partner countries – will include:-desk research; and-online surveys to identify the mentorship tools and approaches used in formal education;- focus group gathering teachers’ and students’ experiential inputs and requirements to tailor the Mentor 2.0 around the wholistic approach to learning process. 2.Development of Mentor 2.0. Gamified Learning Modules.Scope: Design and validation of gamified learning modules to maximise the attractiveness of the Mentor 2.0 Curriculum and increase the motivation and engagement of teachers in the learning experience. Curriculum will be based on 6 modules:-Strengthening self- motivation;-Discovering and managing talents;-Team building and leadership at school and in the classroom;-Digital tools in school enhancing inclusive education;-School’s role in circular economy, practical environmental education;-Cooperation between school and the external environment, particularly employers.3.Digital Mentor 2.0: Design, development and validation of a digital platform and e-learning program, delivering the gamified learning modules, which will incorporate both the methods and methodologies of a good practice in this field, the MENTOR pedagogy, hosting a virtual classroom to provide a space where the asynchronous e-learning experience can be integrated with live sessions with teachers and mentors.Design and development of a comprehensive Mentor 2.0 Toolkit for Teachers, providing guidelines and support materials to support teachers to effectively integrate the digital program into work aimed at their professional development. The Toolkit will have designed: -methodological guidelines for applying the Mentor 2.0 program;-evaluation and certification tools;-platform user manuals for teachers - learners;-a Training of Teachers activity plan.4.A 5-day LLTA will be implemented in Athens in 2024 to let teachers increase their knowledge and competencies to implement the Mentor 2.0 Curriculum with other teachers they work with to bring the desired changes and contribute to their country’s school system innovation.5.Activities aimed at sharing, explaining and promoting the project results, including:-development of the project visual identity and web pages;-development and distribution of project newsletters and press releases;-implementation of knowledge transfer events – 5 New Education Forums;-direct presentations of the project and cross-dissemination at third-party events.All of the above Activities will be supported by proper Management and Quality Assurance tools and activities implemented throughout the project.<< Results >>Mentor 2.0 foresees the following outcomes and results to be developed during 24 months process:-Transnational research on already existing tools which enable teachers to play mentorship role towards their students, including analysis of best practices, feedback from surveys conducted among teachers and students and from focus groups organized with teachers and students participation and selection of original MENTOR method modules to be transferred to the online version (R1);-Design - through the incorporation of findings from the research - of gamified learning modules and their validation among teaching community, designed to be customizable, flexible and to work with any curriculum with mixed groups of teachers from primary and secondary education (R2);-Design and testing of a platform with virtual classrooms enabling teachers to strengthen their mentorship qualities (R3) which will provide a system to manage the program and monitor learners' progress, behavior and engagement. The platform will be tested in pilot with teachers of primary and secondary education and refined accordingly. The Platform will also host a long-term virtual transnational community composed by educators interested in innovating their practices through digital game-based learning and sharing knowledge and experiences;-Development of methodological guidelines for Mentor 2.0 as well as User Manuals for the Platform and their testing through LTTAs with participation of 20 teachers (5 from each country). These guidance material (R4) will be addressed to the users of the platform and will include: video-tutorials, e-learning modules and use cases for teachers and an interactive user manual for learners.Minimum 300 primary and secondary education teachers will directly participate in project (Results 1, 2, 3 and 4).Minimum 300 primary and secondary education students will directly participate in project Result 1.Minimum 5 high level New Education Forums will promote Mentor 2.0 Curriculum on regional, national, and international scale.International cooperation among five NGOs and Companies from Poland, Greece, Italy, Spain and Austria will also strengthen digital transformation in formal education. The fact that Mentor 2.0 will be online will make it accessible for underrepresented group of teachers from smaller towns and villages who have harder time to reach innovative educational solutions.

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