"The project enhances the responsibility and the social impact of vocational training, through a deepening of the sectors that show a more evident orientation in this perspective: the sectors of well-being and aesthetics that actually represent significant numbers in the European economy, directly impact psycho-physical health and the quality of life of European citizens. The project is based on the real exchange of ""practices"" carried out through the development of a new multi-disciplinary and inter-sectoral approach to the training of operators, in such a way as to simulate at a qualifying level the work in teams alongside doctors, psychologists, social assistance workers, etc. All this in order to share, define and disseminate common methodological lines at national and European level to define the multi-disciplinary profile of ""social beautician"", promote lifelong learning and improve the quality and effectiveness of international experiences and practices for the purposes of learning and continuous improvement in the levels of professionalism and qualifications and their accessibility. The Project directly involves the operators of different sectors and the managers and operators of organizations that with different skills work towards the pursuit of a common goal: the health and well-being of the people through the construction of higher levels of qualification, competence and professionalism putting into practice paths based on dialogue, participation and international comparison, on multi-disciplinarity, inter-sectoriality and on ""learning outcomes"" in carrying out a professional training activity really at the service of the European community and its citizens , at the same time potentially functional to the development of new employment and entrepreneurial opportunities.Participating organizations:(Applicant) ECIPA UMBRIA (Italy) - Leader of the Partnership - Vocational Training Center (VET)(P1) OSEDAE (Greece) - National federation of professionals in the aesthetic sector(P2) ATEI.Th (Greece) - Third Level Vocational Training Institute(P3) DIAKONIA COLLEGE (Finland) - Vocational Training Center(P4) TEB (Poland) - Vocational Training Center(P5) CNAIB (France) - National Association of the wellness-aesthetic-health sector(P6) AUCC (Italy) - Association for the fight against cancer(P7) CNMRNC ""DR N Robanescu"" - Public rehabilitation ClinicAssociated Partner - CEPEC: European level umbrella organization of the national associations of the BES sectorMethodological approach:The proposed project is constructed through the application of an integrated and innovative Bottom-Up participatory approach based on the exchange of ""practices"" and on a relational system that characterizes both the management and the implementation methodology (MULTI-LAbs Program) . This method requires the creation of multi-disciplinary and inter-sectoral working groups (teams) involved in the production of a new and common European training course for the qualification of Expert in Social Aesthetics.Within a heterogeneous, dynamic and flexible partnership, the primordial nucleus of a future inter-sectorial network, subjects coming from different environments and with different specific roles are compared and worked together. A partnership that intends to acquire strength and representativeness to obtain the recognition and / or improvement of training and employment policies in the various European countries that are currently characterized by significant development gapsAction Plan:(A1) Project coordination and management activities (transversal)(A2) Preparatory activity (information, training, selection of participants)(A3) Implementation activities (No. 4 MULTI-LABS + Methodological guidelines of the training course + Recommendations with Agreement of Understanding for project follow-up) The project, through the implementation of bottom-up participatory and training processes based on the exchange of ""practices"", on the involvement of multi-sectoral and multi-disciplinary groups and on the simulation of the coordinated work experience as a team, intends to develop common methodological guidelines at European level at the base of the ""expert in social aesthetics "", supported by a concrete proposal of Recommendations for the formal recognition of the same path at a social and political level and to improve accessibility to continuous improvement of qualifications and key competences.(A4) Communication, networking and dissemination activities (transversal)Expected impact: permanent dialogue, comparison and efficient exchange of ""practices"", ideas and experiences, direct and participatory involvement of target groups and stakeholders."

"<< Background >>The EC confirmed its commitment to building ""a more digital Europe"" by encouraging Member States to initiate reforms that adapt their economic and social systems to digital progress. One of the areas that suffer most from digital inadequacy is that of VET. Even today, 1 in 5 European students do not have a fast internet connection, just as 18% of European schools do not have access to broadband. On the other hand, not all trainers have the adequate skills to use digital tools to support their teaching and national school systems rarely foresee updates in this direction (Digital Education Action Plan, 2018; 2nd Survey of Schools: ICT in Education, 2019 ).Although, to deal with the COVID-19 pandemic emergency, distance learning was necessary to keep the education and training system active in many European countries, following the closure of school spaces, the EC found that students have suffered a substantial loss in terms of learning (eg France, Italy and Germany loss of learning between 0.82 and 2.3% with respect to the standard deviation). In addition, the suspension of formal learning aggravated the already existing educational inequalities, as the most vulnerable students had less access to digital learning tools.Micro, small and medium-sized enterprises are the backbone of the European economy and society. 23.8 million craftsmen and SMEs provide 67% of jobs and create almost 60% of EU added value. Europe will only be able to meet future challenges and increase wellbeing, growth and employment with thriving SMEs. Digitization and technological changes are perceived by the business system as worrying challenges for micro-small (29.8%) and medium-sized enterprises (22%) (SME United “The future of Europe, 2017). The vast majority of SMEs raise a shortage of skilled workers (only 35% of European workers have basic digital skills - Digital Skills for all Europeans, 2019).In the analysis conducted by international and national institutions on the competitiveness of SMEs (OECD 2015, OECD 2017, ILO 2016, EC 2016, BIS 2014, World Economic Forum 2016, Deloitte 2017, (EIM Business & CRAFT and PMI VET net Policy Research 2011) a key challenge is represented by the limited participation of SMEs in the knowledge-based economy (skills shortages, mismanagement, low level of training of the workforce).Across Europe, although the VET sector continues to provide opportunities and support students in their careers, it is characterized by a poor image in society, persisting low-quality perceptions and non-positive professional development prospects. VET systems are characterized by fragmented nature, complexity and a wide variety of actors.<< Objectives >>The CR.E.ATE project intends to strengthen skills, competences and VET resources to effectively address the transition to digital education and learning, enhancing and promoting the use of ICT in order to initiate a continuous improvement process of educational, pedagogical approaches, preparation for the world of work and developing specific skills and methodologies for teachers and operators in particular aimed at a more effective and more consistent use of technological and digital resources to the new needs that emerge both from young people (demand) and from the labor market (supply). The project also intends to develop and promote a virtual learning environment, open and participatory, accessible and inclusive, highly motivating and emotionally attractive, able to stimulate and bring out the creativity and talent of young people and to trigger virtuous dynamics of encounter. effective between job supply and demand and strengthen collaboration and cooperation between VET providers, companies and representatives of the world of work and institutions.The Create 4.0 project represents an evolution of the previous CR.E.ATE which defined a common didactic model (""Crafts Atelier"") based on the measurement of three categories of professional skills (head, hand, heart). Innovation concerns the integration of the digital methodologies of augmented education and digital story-telling to be developed as part of a latest generation Digital Educational Ecosystem characterized by a student-oriented, highly attractive and motivating approach<< Implementation >>The project is aimed at VET trainers / operators, VET students (ages 15-19), including those with socio-economic and learning problems (BES-DAS) and stakeholders from the world of business, work, research and institutions .7 partners from 6 different countries are involved in the project 4 training schools, 2 universities 1 European organization representing SMEs + other strategic associated partners.The heart of the project is the Pilot Test structured through a competitive and stimulating Contest in which students trained according to the new methodology become co-builders of digital and multimedia products through the application of team building techniques, learning by doing, Cooperative learning and learning. peer to peer.The Create 4.0 project develops through inter-connected phases and results:1. MANAGEMENT (Nov 2021-Oct 2023)Preparatory activities and communication / awareness raising and involvement campaigns, creation of the Steering Committee for the activation of the transversal functions of coordination and management of the project (half-yearly financial control, half-yearly monitoring and risk prevention, internal communication and continuous management of information flows, planning actions and tools for promotion and dissemination) and carrying out of No. 3 Project Meetings (1st TPM: Dec 2021; 2nd TPM: Oct 2022; 3rd TPM: Oct 2023).2.IMPLEMENTATION (Jan 2022 - Sep 2023)-PR.01 Definition and elaboration of the methodological guidelines (TEACHING in CR.E.ATE 4.0: Jan 2022 - Sep 2023)-PR.02 Development of a DIGITAL EDUCATIONAL ECOSYSTEM (LEARNING in CR.E.ATE 4.0: Jan 2022 - Dec 2022)-PILOT TEST for the experimentation of the new educational system:1st STEP: CONTEST / Gaming Strategy launch - Pilot Test launch with data collection / initial cards (Oct. 2022 - Jan 2023)2nd STEP: (National Contest Phase) virtual & distance learning through application of new methodology (PR.01) + Digital educational ecosystem (OER - PR.02) (Jan 2023 - May 2023)3rd STEP: (International Contest Phase) INTERNATIONAL LAB FOR LEARNERS - Mobility of VET students selected during the national phase of the CONTEST (May 2023)4th STEP: Final evaluation of PILOT TEST results (Evaluation Report) (May - Sept 2023)-PR.03 Digital Story-telling Tool Package (TELLING the CR.E.ATE 4.0 EXPERIENCE) (Apr - Sep 2023)3.PROMOTION AND SHARING (Nov 2021-Oct 2023)Implementation of actions and information, promotion and sharing tools. There are 4 phases with different objectives and times:- Project launch campaign and common institutional information (Nov 2021 - Apr. 2022)- Information campaign, awareness raising and involvement of taget groups and stakeholders (Jan 2022 - Nov 2022)- Sharing and promotion of the intermediate results of the project (Oct 2022 - Jul 2023)- Sharing and promotion of the final results of the project (Jul - Oct 2023)In these last two phases the organization of N ° 5 NATIONAL WORKSHOPS (Jul - Sep 2023) with simulations and demonstrations of the CR.E.ATE 4.0 model + n ° 1 INTERNATIONAL WORKSHOP (Oct 2023) is foreseen. In each event, ample space will be given to participated dialogue on the follow-up of the project and to the signing of the PROTOCOL OF UNDERSTANDING for the transferability, sustainability and formal recognition of the ""CR.E.ATE 4.0"" System<< Results >>OC.1 To Strengthen the capacities, skills and resources of VET institutions to effectively address the transition to education and digital learning;OC.1.1 To Enhance and promote the use of digital technologies in order to initiate a continuous improvement process of educational, pedagogical approaches, preparation for the world of work and, in a transversal manner, the ability to communicate and share information with the new generations;OC.1.2 To Develop specific skills and methodologies for VET teachers and operators, in particular oriented towards a more effective and more consistent use of technological and digital resources to the new needs emerging both from young people (demand) and from the labor market (offer).Through the definition of a teaching manual on the use of online and digital learning tools (PR.01), VET operators / trainers will acquire and share new methods, codes, languages, tools. These methodological lines will represent the basic structure of an international training LAB (C1) for the acquisition / strengthening of digital skills oriented to augmented teaching and the teaching of the Cr.E.Ate 4.0 method and for the construction of educational approaches. more effective and stimulating for students and oriented to the transformations taking place in the labor market and to the requests from SMEs.OC.2 To Develop and test an open and participatory learning ecosystem in which digitization is synonymous with dialogue, knowledge exchange, equal opportunities and social inclusion;OC.2.1 To promote the VET system by improving its competitiveness, attractiveness and usability by students and indirectly their families;OC.2.2 To strengthen collaboration and cooperation between VET providers, businesses and representatives of the world of work, businesses and institutions.The Digital Education Ecosystem (PR.02) that supports the application of the ""CR.E.ATE 4.0"" Model is a dynamic virtual environment focused on four key functions: 1. Communication to encourage continuous dialogue in the VET sector multiple levels, allow a mutual exchange of information, experiences, practices, develop peer relations and strengthen further links with external networks;2. Sharing of know-how, tools, innovations, contents, methods, resources;3.Collaboration to co-build, co-design, co-program, etc.4.Cooperation to create and implement what is shared through e-learning and other formal and non-formal virtual educational applications, in particular focused on the craft sectors of the Create 4.0 model (beauty and wellness, graphics and web design, artistic / craftsmanship, interior design ).The effectiveness of these functions will be tested through a highly innovative strategic combination of:- motivating interventions (Ref. CONTEST) that refer to a positive management of competitiveness typical of modern work environments in the start-up phase- participatory and training processes with high V.A. (Ref. Transnational LAB for VET Students - C2) to develop digital skills, language skills, project management, relational critical thinking and emotional intelligence- tools for elaborating and expressing the story and the memory of the experience (Ref. PR.03)The significant involvement of more vulnerable students in the project activities will demonstrate the effectiveness of the model also in terms of developing a more inclusive VET system.At the end of the project, the partner organizations and stakeholders involved during the implementation of the project at various levels both nationally and internationally, will define and sign a Agreement of Collaboration for the recognition, transferability and sustainability of the project."

"Some years ago, ECIPA in collaboration with local stakeholders started working on the conceptual guidelines, methodological and practical development of an Atelier of Crafts Model, an educational model aimed to promote employability, professional and social development of those learners (above all youth less qualified) who need to be integrated into the labour market.Then, ECIPA decided to transfer such Model to other VET institutions, contributing to the internationalisation of VET programmes. In fact, Cr.E.Ate is crucial in co-designing and testing an innovative VET programme that can appeal to young learners, facilitating their Labour market transitions, reducing the European gap between demand and supply of labour, increasing the level of employability.The main objectives of the Cr.E.Ate project were the following: - create a transnational partnership of VET providers and open dialogue, exchange of ideas for the internationalisation of the sector - search, build and share flexible, sustainable, innovative, open to new technologies methodologies - create and promote an experimental catalogue of the sectoral training offer - encourage the transnational mobility of VET learners and staff, contributing to the internationalisation of the VET sector. In this project aimed to the construction and development of a European Network Atelier Crafts two specific target groups have been reached through the implementation of the LTTAs: 1) Trainers and VET Operators, identified with an internal selection (C1 and C2) 2) Young Learners selected by ag, identified with an internal selection (C2).Below a summary of the Activities completed, in line with what defined in the Project Proposal:I. Organization and setup of the KoM II. Publication of the Call for C1 on the project websiteIII: Recruitment of C1 ParticipantsIV. Short-term-joint staff training events in Spain (C1)V. Elaboration of Guidelines ""Ateliers of Jobs"" (LABEL)- to be tested during the C2 pilotVI. II TPM in PolandVII. Publication of the Call for C2 on the project websiteVIII. Selection of C2 Participants (and collection of Europass CVs)IX. Short-term-joint staff training events in Italy (C2)X. Testing of the Model of Atelier of Jobs (workshops + work placements abroad)XI. Review and Translation of the ""European catalogue of the Crafts Atelier""XII: Final TPM (Italy)XIII: Final reportsThe main results achieved is the ""European catalogue of the Crafts Atelier"" aimed to introduce the Cr.E.Ate Model co-designed by project partner. To share the results of the project to the stakeholders across Europe, this document is available in English and all national language of the partnership.Our Model, drafted during C1 and tested during C2 focuses on the theoretical assumption that the learning process should be based on three main elements (skills):1.theoretical (head): connected with the studied subject area; 2.practical (hands): related to the abilities necessary for future work; 3.transversal (heart): soft skills as communication, motivation, commitment, self-management, etc.The ""European catalogue of the Crafts Atelier"" also contains the Cr.E.Ate Training Units Catalogue, divided into the 3 main sectors: Beauty/Wellness; Design/Art Crafts; Graphic and web design. The Profiles and the Learning Outcomes of the 13 Training courses provided in the Catalogue are the ones achieved by C2 participants during their transnational mobility.During C2, ECIPA organized Workshops and work placements within SMEs. Cr.E.Ate assessing model combines two dimensions: Quantitative and qualitative assessment. The feedback collected from C2 participants (both learners and accompanying persons) underlines the very positive impact of the experience on the beneficiaries. In fact, they claim the piloting of the Cr.E.Ate Model played a key role in supporting to acquire/reinforce skills and competencies crucial to employment and personal growth. According to the VET staff who joined C2, the project was crucial to the internationalisation of VET field, as it created an innovative VET programme appealed to young people and fundamental for the acquisition of skills and competencies needed to easily access the labour market through work-based learning experiences. Cr.E.Ate had a particular impact on the following stakeholders: - VET learners/staff (C1: n.12 participants; C2: n.76 participants) who participated in the project and tested the Model during C2. They had the chance to develop personal and professional competencies through workshops and work-based experiences abroad. - trainers and teachers of VET centres have been trained to teach to young people a new way of learning crafts and arts. All trainers are now able to use such an innovative approach and methodology and disseminate the model across Europe. - SMEs (36 local companies) which hosted the students work-based learning- VET institutions across Europe (16 outside the Partnership)"