Five European entities - HEI, Schools, SMEs, Teachers Association - from 4 different countries - Denmark, Portugal, Estonia and Italy - will jointly develop a playful resource for the education of servant leadership characteristics that address the transformative competencies aimed for XXI century curricula. The goal of the project is to raise responsible children to participate in the world, and to empower teachers and parents with an engaging educative resource and guidelines, supporting the teaching and learning process. The main output of the Play to Lead project is a board game, also available online, dedicated to children (6 to 14 yo), teachers and parents for formal, non-formal and informal learning contexts. Following the latest guidelines from the European Commission and OECD, children must be prepared to take an important role in all dimensions of life – socially, economically and digitally. The transformative competencies (OECD, 2018) are related with the need of educating children to: - Create new value – “innovation springs not from individuals thinking and working alone, but through co-operation and collaboration with others to draw on existing knowledge to create new knowledge.” - Reconcile tensions and dilemmas – “Individuals will need to think in a more integrated way that avoids premature conclusions and recognises interconnections.” - Taking responsibility – “the concept of self-regulation, which involves self-control, self-efficacy, responsibility, problem solving and adaptability.” Thus, partners propose to explore the servant leadership model to develop the Play to Lead Board Game, engaging children, teachers and parents in a playful path to nurture six main transformative characteristics: authenticity, humility, stewardship, interpersonal acceptance, providing direction, empowerment (van Dierendonck, 2011).

"contextThe gap between the skills acquired at school and the skills needed in the working life is indicated as the critical factor in the strategic framework of European Cooperation for education and vocational training (""ET2020"") and requires an immediate alignment.Schools neglect many essential skills: entrepreneurship, creativity, innovation, resilience, passion and determination. These are also essential skills to start a business.The partnership of the project we are presenting will not only build tools, instruments and teaching contents to develop the skills mentioned above, but it will also create a shared vision of entrepreneurship, based on common values.objectives1) Create educational pathways and online activities on entrepreneurship that will be tested and will be immediately accessible to all schools2) Build international entrepreneurship programs based on the competences of the EntreComp document and its associated guidelines3) Test with the students the instrument “My Potential” for self-assessment of entrepreneurial skills4) Test with the students the instrument Vip 24 for youth orientation5) Use the ""Lesson study"" toolkit, developed by the Erasmus Plus project 2015-1-IT02-KA201-014774, to evaluate the activities of the Moodle course6) Test the methodology ""servant leadership"" to improve cooperation among teachersnumber and profile of participantsBetween 30 and 50 teachers and about 100 students will be involved in the project activitiesActivities and MethodologyDuring the first four to five months of the project, schools select the teachers who will participate in the staff training events and they organize the working groups that will create the Moodle course . Then a first staff training event will allow teachers to exchange ideas and share their different skills and competences to create the Moodle course. Teachers will go back to their schools and discuss what has been done abroad with their colleagues. Each working group will have 5 months to organize activities for the Moodle course and to deliver them to the manager of the Moodle platform.Once the course is built, a second training session will be conducted to guide both teachers and students in using the course and to inform them about the pilot test. During the second year, the pilot test of the course will be performed with the students. Students will self-assess their skills using "" MY Potential test "" before and after using the Moodle course . The work will continue via online cooperation on Moodle and with the help of an eTwinning project.A third training session, with students and teachers, will be conducted to analyze the quality of the Moodle course activities and the different teaching styles of the different countries, using the “Lesson Study” methodology.During a final training session the results of the pilot test will be analysed and teachers will learn how to transfer into daily practice what they have been doing during the project.Products1) a Moodle course. The Moodle course will include students' activities in accordance with the following documents: EntreComp, EntreComp into Action, Entrelearn2) Guidelines to use the Moodle course3) A Detailed plan to carry out the pilot test of the Moodle course4) Reports about ""Servant Leadership"" workshops to improve teacher cooperation5) 4 reports created analysing and observing lessons related to the Moodle course. The ""Lesson study methodology"" will be used to write the reports6) two projects to create training courses for teachers on Lesson study methodology and on quality control of teaching activitiesimpactCreate a shared vision of entrepreneurial skillsEncourage the use of innovative pedagogical approachesImprove the self-evaluation capacity of trainers and teachersImprove IT skills of both teachers and students using Moodle and other toolsEncourage cooperation between teachers and experts from different countries to create international learning paths by identifying common goals and strategies.Encourage students’ active participation in classe Promote self-assessment skills among students"

ContextThe latest Eurydice report “Teaching Careers in Europe: access, progression and support” examines recruitment procedures and working conditions for teachers, job requirements as well as continuing professional development and support.As far as career is concerned, there are two types of career structure: flat (single level) or hierarchical (multi-level). The project partner countries (Italy, Portugal and Poland) all feature a flat single level career. This means that teachers have a very limited professional development. Nevertheless, in all countries, teachers have the opportunity to diversify their roles and be in charge of other responsibilities in addition to their teaching activity. Objectives and participantsThe present project explores the possibility to apply the “servant leadership” methodology to work groups composed of teachers of vocational and technical schools in order to improve cooperation among teachers and lay the foundations for intermediate leadership, fostering the creation of a multilevel career. In addition to drawing up the guidelines for servant leadership, the project is intended to implement them within teachers’ groups who work together to build a Moodle course for the development of students’ entrepreneurial skills. Teachers of technical and vocational schools (3 for each project partner) will take part in the scheduled staff training events; 10 teachers for each project partner are expected to be involved on the whole. These teachers will act as guides within professional development groups in their schools. Around 100 students will be involved to test the Moodle course.MethodologyWorking groups will be formed during the first three months of implementation of the project . Afterwards, a first working group will draw up the guidelines for servant leaders. When guidelines are completed, ADI trainers will create a restricted group of servant leaders during the first staff training event. When servant leaders go back to their countries, they will start working within their working groups in order to select and collect materials for the Moodle course. The work of the servant leaders will be evaluated by other teachers of the school who will monitor groups as they work through the task and will fill in observation sheets. The same observations will be carried out on a control group acting without servant leaders. The creation of a Moodle course for the development of entrepreneurial skills will be the outcome of the work of the teachers’ groups. The aim of the second staff training event is to train teachers who will use the Moodle course and will spread its use in schools. Then a pilot test will be carried out on the Moodle course. During the pilot test students will use “My Potential “ tool to self-assess their own entrepreneurial skills. At the end of the project, the third staff training event will train teachers on internal quality controls and the communication strategies that schools can adopt. Results-Gudelines for servant leaders-1 Moodle course for students based on EntreComp and related gudelines-1 Moodle course for teachers on effective management of Erasmus Plus projects-1 eTwinning project-Documents (quality plan and valorization plan) that can be used by Vet schools for internal quality controlsImpact-Enhancing collaboration among teachers-- improving group works -Improving tutoring of newly-hired teachers-Creating a shared view of entrepreneurial competencies-Improving digital skills through the use of Moodle and project management tools-Increasing students’ participation in the classroom -Developing students’ self-assessment skills-Enhancing students’ entrepreneurial skills as outlined within the EntreComp frame-Enhancing schools’ self-assessment skills and effective communication skills with the outside worldPotential long-term effectsThe project is intended to lay the foundations for an in-depth analysis of the development of intermediate leadership in schools; its long-term goal is to create multilevel careers for teachers.

BACKGROUND After the economic crisis, in Italy and in all the European countries there has been a strong increase of the employment which in July 2017 came back at the same levels of the year 2008, before the crisis (inapp policy brief September 2017).The employment growth has involved also young people, although on a smaller scale compared with other social categories. In Norway this phenomenon has been carefully analyzed to reduce the government subsidies -OECD Economic Surveys Norway January 2018- the Norwegian welfare (NAV) has linked the youth unemployment problem with the existence of vocational school guidance systems which are not integrated and are not effective. OBJECTIVES The specific objectives of the present project are: 1)The analysis of different tools for guidance used by different partner countries. 2)The analysis of the monitoring quality systems in order to verify the efficiency of guidance tools. 3)The analysis of existing different counselor guidelines 4)Development of an European network which can lead to the development of new partnerships about this issues. TARGET GROUPS The main target group is made up by vocational schools teachers as well as educators and counselors. The teachers will be fully involved in the project together with ADi experts, Fonix experts and experts from “La Sapienza Univervsity” in Rome. Students belong to the secondary target group and they are the ones who mainly benefit from the use of effective and appropriate guidance tools. METHODOLOGY The methodology involves the establishment of different committees to manage and monitor the activities ( executive committee, quality commission, development commission and innovation commission), the compiling of quality control data sheets every three months, regular remote meetings through Skype, spaced by further meetings in the presence. The methodology implies the teachers' participation in every step of the project, since the initial phase, up to the drawing up of a final report. The final report, coming out from all the staff training events, has to describe all the tools analyzed and the objectives to be pursued by a guidance action aimed to the self-empowerment promotion, the three main types of guidance used in the different countries (informational guidance, learning support guidance, counseling guidance), the usefulness of self -evaluation within the guidance activities. Our objective, moreover, is to assess the ability of different guidance tools to develop youth skills that can be placed in the area ”resourses” of the document EntreComp of the European Commission issued in 2016, in particular the skills referred to self-determination. According to the project teachers of the partner schools have to test a guidance tool which is different from the one regularly used at school with at least 30 students. ACTIVITIES An initial meeting in Bologna will be necessary to start our activities. Four staff training events will follow up in the partner countries. (Italy, Norway, Germany, Poland). The staff training events objective is to analyze the different tools and methodologies used for youth guidance, they will enable us to contact other bodies interested in the activities (Ja Europe, local companies, public authorities, foundations, schools). SHORT-TERM IMPACT Revision of the guidance tools used by the different partners Integration of the different curriculums concerning some skills outlined in the document EntreComp Birth of synergies between schools and external bodies for youth guidance in order to create school guidance paths that can be integrated with work guidance projects. Establishment of new mixed working groups (teachers and experts) about the project issues Development of new European projects regarding this subject. LONG-TERM IMPACT Decrease of youth unemployment level Decrease of school drop-out in vocational schools below 10% as requested by Strategia Europa 2020 Foundation of common European tools for youth guidance for learning and working careers.

"Learning mobility is widely considered a key contributor to the enhancement of employability of young people through the acquisition of knowledge, skills and attitudes that are not purely occupational but that, as stated by the EC, are «fundamental to success in life».Now more than ever new ways of working and more frequent changes in jobs call for a broader set of skills. Transversal skills are those relevant to find jobs and occupations in different fields from the present or past ones. (“Skills for the labour market” 2017).In the ""Skills Revolution"" when new roles emerge as fast as others become obsolete, employers realize that what you are likely to learn is becoming more important than what you already know. The Council Recommendation of 22/05/2018 on key competences for lifelong learning invites member states to raise “the level of personal, social and learning to learn competences” by promoting as well opportunities for young learners to undertake “at least one practical entrepreneurial experience during their school education”.Within the framework of Erasmus+ an ever-greater number of VET students embark every year on work-based learning mobility. However a joint effort is needed to make sure the impact of these learning experiences have on beneficiaries’ transversal skills awareness is fully deployed. Our project aims therefore at defining solutions to facilitate the activation of key soft skills during such short-term mobility experiences and therefore promoting a conjunct effort of enterprises, schools and training agencies working together on improving the design and overall implementation of short term VET mobility experiences with the sole objective of improving consistently the impact of such experiences on students and organizations.The project meets the strategic aim of enhancing the ability of students to manage their personal growth through a better awareness of themselves and their skills and it aims to provide students with an innovative learning model which supports the development and assessment of transversal skills in a specific learning situation: a short (lasting less than a month) term work-based learning experience abroad. Skills Act 4 VET will address the following questions:- How can transnational short-term work-based mobility experiences effectively ensure transversal skills activation among young participants? - Which transversal skills can be effectively activated through transnational short-term work-based mobility experiences?- How can schools and institutional actors involved in learning mobility projects facilitate soft skills activation? Direct target groups are VET students (aged 14-18) experiencing a short term mobility and their teachers preparing and supporting the overall implementation of the related activities. Overall the project aims at reaching directly over 2.000 students and 800 teachers. Skills Act 4 VET will move towards the following specific objectives:•To design a Transversal Skills Framework with a focus on transversal skills that students can reinforce and develop during short term work-based learning experiences abroad (Skills Act 4 VET identification tool); •To develop new and adapt existing tools, methods and resources for an effective preparation and modularised training programme for teachers promoting short term VET mobility projects, able to facilitate students’ awareness raising around their personal growth and skills set;•To define a methodology and tools (the Work-Based Tasks Map and the Skills Assessment App), that could become a widely used reference at European Level.The effective implementation of the project activities can only happen within a transnational context, with the active participation of qualified organisations showing an appealing compensating diversity and coming from Spain, Italy, Greece, Bulgaria and Cyprus. As the project name recalls, Skills Act 4 VET has the ambition to reshape the way short term mobility experiences are conceived allowing VET students to make the best of their learning mobility experience abroad by gaining a deeper personal awareness and understanding about their own transversal skills set. The Skills Act 4 VET project results will moreover constitute versatile transverable tools that could be further developed, embrasing a larger number of transversal skills or describing a different learning situation that the one chosed with this project."