Booklet

Context

We live in an increasingly digital world where people work, socialise, and receive public and private services online. Insufficient individual digital skills probably will have a negative impact on people’s employability and life quality. The exclusion carries a series of deteriorations in life paths like poor health, poor lifelong earnings and an increased risk of marginalization. Tackling inequality will make our societies fairer and our economies stronger.

FOCUS ON SUSTAINABLE DEVELOPMENT GOALS FRAMEWORK, TO ACHIEVE Goal 8 on “Promoting sustained, inclusive and sustainable growth, full and productive employment and decent work for all”, with a specific reference to youth with socio-economic barriers.

Our overall objective of the collaboration is linked to the ET 2020 policy objective of “Promoting equity, social cohesion, and active citizenship – project participants will take part in the activities in the programme that address their personal development, focusing especially on building their self-confidence, improving attitude and behavior, and enhancing basic skills such as communication, team working, etc.”. With the intended impact on operators and staff in the participating NGOs and organizations, we expect to those operators can provide better training and support to youth in the future.

The target group

ICT skills enhancement and computer learning courses are not accessible to those that left education early or do not possess the economic means to enrol in professional courses. In particular, those that resides in rural areas where schools have limited resources or there the training offer is more limited, face serious challenges to keep up with the technology progress. On the other hand, in big cities, digital, economic, social divide is stronger and it is getting wider,

Therefore, Youth with fewer possibilities for improvement of their skills are not prepared to secure a decent job and are vulnerable to poverty and exclusion.

Why digital skills

In the Open Book for Educational Innovation, digital literacy specifically is seeing as a powerful way for youth to develop the key competences for the XXI century. In relation with ICT literacy and computer related skills in the changing digital economies, according to THE JOURNAL TRANSFORMING EDUCATION THROUGH TECHNOLOGY every educator should have comprehensive technology skills, because as computer and associated technologies continue to change and evolve, educators must continue to strive for excellence in their work.

The issue

NGOs and youth associations are the one that can better balance school education deficits, as they are more agile in adapting to society/target group needs. However, to achieve that goal, they need sufficiently trained staff to support youth in their learning process, understand their specific needs, and possess the appropriate tools and skills to increase their ICT levels. With that aim, they need to be able to develop and integrate development projects and look for practices they can use to create inclusive and digitally literate youth communities.

While setting up the consortium the partners listed the following as their main needs:

         understand the key elements of digital competence;

         how to embed them in non-formal activities;

         how to check if their young audiences achieve them;

         what can be used as support for assessment;

The consortium

The partners decided to start the present consortium, to gain a more precise idea on which techniques can be employed to foster digital and ICT skills in youth, especially in some areas of the world that have great disparities among rural and urban areas, as the ones selected for the project. More in particular, they are curious to understand what educators do to support youth in developing their digital skills in their area of action. Partners have been purposefully selected 1 per continent based on these availability of decent/sufficient training/learning possibilities within or outside formal education.

The project

The consortium is composed by 6 partners (from 4 continents) with different background and specialization, already active in sustaining and offering support to disadvantaged youth but they need more refined skills and tools to overcome the lack of central support.

The project contributes to the personal and professional development of NGOs and YOUTH OPERATORS working in the participating countries, offering them the possibility to increase their ICT skills and their ability to support disadvantaged youth in the learning process of basic ICT skills. Youth organizations and NGOs lack the technical competency but they already have well-grounded competences in offering nurturing environment to disadvantaged youth and offer program that foster transversal skills with non-formal education methods.

During this capacity building experience, they are willing to:

·         Increase EDUCATORS abilities and competences, to enable them to foster ICT skills in non-formal education settings, targeting disadvantages youth

·         Research and select methods, tools and educational resources tested in the EU that can be shared and adapted for local use with minimum effort and costs

·         Research the impact of the proposed items on the participating organizations and their educators

·         Find new possibilities to add the new skills and methods in their actual offer, offering a better service to their audiences

Key Elements

The main innovation of the project is the composition of the partnership and the different approach to social inclusion, digital competences development and non-formal education approach. The consortium will capitalize on the capacity and skills offered by the 6 partners to create methods, tools and educational resources that can be easily used by a variety of actors.

Considering the importance of ICT in the global market and the employment opportunities connected to it, increasing ICT literacy and digital skills is a widespread objective around the world. Thus, this root-based initiative could offer a good starting point for the improvement of further and more articulated learning provision.

Topics for professional development

The participants from the partner’s organizations with the support of the specialized trainers will refine their skills and knowledge in topics as non-formal education techniques, digital and ICT skills, how to empower youth with digital tools and to involve and motivate both youth and local actors/stakeholders in participating more in the local dialogue.

Living in an increasingly digital world, which highly affects the way of carrying out many processes in everyday life, as educators it is crucial to ensure that learners obtain the knowledge, skills and attitudes needed to be equipped in this emerging digital society. 

To get an overview of this competence, “digital competence is one of the eight key competences and refers to the confident and critical usage of the full range of digital technologies for information, communication and basic problem-solving in all aspects of life. This may sound simple to many of us but, according to the Digital Agenda Scoreboard 2015, 40% of the EU population has an insufficient level of digital competence, including 22% who do not use the Internet”.

As already mentioned, digital competence and all the concerning knowledge are now, more than ever, essential in our everyday routine. Working, learning, social interaction is a few of our life aspects where digital competence and skills have become necessary. Especially for education, it is not sufficient to just comprehend the competence itself and its necessity, but also to have the knowledge and skills to develop it.

It is an undeniable fact that children and adolescents are more avid learners with greater acceptance than adults. Therefore, as in any other form of knowledge, the digital competence should also start being gained at an early age. Surely, decisions should be made based on the material learnt at every level, for example, about the types of technologies and amount of time spent with them. “Providing educators with sufficient digital competence is a key factor: the latest OECD’s TALIS study (2013) showed that 18% of trainers and educators feel that they need more development of ICT skills for teaching and 16% on the use of new technologies in the workplace.” 

According to UNESCO, “digital skills are defined as a range of abilities to use digital devices, communication applications, and networks to access and manage information.”[1] People with basic digital skills are able to create and share digital content, communicate, collaborate and solve problems in many aspects of life. They also use digital devices and online applications on a basic level, which is widely considered a critical component of a new set of literacy skills in the digital era. There are advanced digital skills, too, which include users to make use of digital technologies in empowering and transformative ways such as professions in ICT.[2]

Based on a framework about digital skills developed in the UK and intended to support adults to improve their basic digital literacy, the most essential digital skills are:

·         Foundation Skills – use of devices and applications

·         Communicating

·         Handling information and content

·         Transacting

·         Problem solving

·         Being safe and legal online.[3]

The ICT skills are defined as “the skills needed to use efficiently the elementary functions of information and communication technologies to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the internet.”[4]

Some fundamental ICT skills are considered to include:

·         Email Management and Setup

·         Online Research

·         Social Media Management

·         Online Collaboration

·         Data Management and Queries

·         Desktop Publishing

·         Use of Smartphones and Tablets

·         Word Processing

·         Other ICT Skills such as: Calendar Management, Organization, Concept Inbox, Realtime Board, Data Analysis, Big Data, Computer Science, Computer Programming and much more. [5]


Source:https://ec.europa.eu/education/sites/default/files/document-library-docs/deap-factsheet-sept2020_en.pdf

 

EU Youth Strategy

“The EU Youth Strategy is the framework for EU Youth policy cooperation for 2019-2027. EU youth cooperation shall make the most of youth policy’s potential. It fosters youth participation in democratic life; it also supports social and civic engagement and aims to ensure that all young people have the necessary resources to take part in society.”[6]

The Eleven European Youth Goals that have been decided and developed in terms of the EU Youth Strategy concern specific areas that are interconnected and concern people’s lives. They aim at pointing out challenges and bringing into the surface the outcomes that ought to be delivered in every field. The EU Youth Strategy’s ultimate goal is to shape the vision that will inspire young people and their progress in society. At the same time, EE’s values comprise the basis of the following Youth Goals:

1.      Connecting EU with Youth

2.      Equality of All Genders

3.      Inclusive Societies

4.      Information & Constructive Dialogue

5.      Mental Health & Wellbeing

6.      Moving Rural Youth Forward

7.      Quality Employment for All

8.      Quality Learning

9.      Space and Participation for All

10.  Sustainable Green Europe

11.  Youth Organisations & European Programmes

EU Youth Strategy is developed and progressing around three main pillars which indicate the actions and/or activities that will be decided, organized, and implemented for the promotion of the Eleven European Youth Goals. These are: Engage, Connect, and Empower. Based on these sectors, material for Intellectual Output 1 will be gathered and evaluated in order to define and build the competence model needed for the education and/or training of youth educators and workers on digital skills.

“With engagement, the EU Youth Strategy aims towards a meaningful civic, economic, social, cultural, and political participation of young people.”[7]

Member States and the European Commission are invited to:

·         Cultivate the democratic way of thinking and inspire young people to adopt and participate in democratic processes, regardless of the field they are active

·         Bring together young people and youth organizations or/and other organizers of youth work in order to establish policies and frameworks regarding their lives

·         Promote and enhance young people’s representation and participation in multiple levels

·         Promote the EU Youth Dialogue to highlight diversity and respect

·         Diffuse citizenship education and learning strategies to achieve competencies development in the field of citizenship

·         Support participation in learning opportunities by raising awareness

·         Explore the emerging options in alternative forms of learning and participation

Likewise, youth workers and educators ought to aim at encouraging and promoting the participation of all young people in learning processes, engaging and supporting young people, youth organizations and other organizers of youth work into specialized activities at local, regional, and national level, including diverse opinions of young people in decision-making processes, fostering the development of citizenship competencies, and exploring and promoting the use of innovative and alternative forms of democratic participation e.g. digital tools.

“Young people in Europe are getting more and more connected. Connections, relations, and exchange of experience are a pivotal asset for solidarity and the future development of the European Union. This connection is best fostered through different forms of mobility.”[8]

Member States and the European Commission are invited to:

·         Provide cross-border mobility opportunities to young people through actions and activities that promote solidarity and collaboration, especially with disadvantaged young people

·         Promote functional ways (e.g. access to schemes or tools or institutions) that can add young people’s involvement

·         Engage young people and related organizations more actively in the design, implementation, and evaluation of programs or projects that serve these goals

·         Recognize and enhance, wherever possible, the skills and competencies young people gained through non-formal and informal learning

Bearing solidarity and interconnection in mind, youth workers and educators should provide learners with cross-border mobility opportunities, support measures and schemes, access to synergies and EU funding programs, ways to find and share best practices and work validation and recognition of skills and competencies gained through non-formal and informal learning.

“Empowerment of young people entails encouraging them to take control of their own lives. Today, young people across Europe are facing diverse challenges and youth work in all its forms can serve as a catalyst for empowerment.”[9]

Member States and the European Commission are invited to:

·         Create and promote a European Youth Work Agenda to set standards that reassure the quality of young people’s work

·         Promote youth progress professionally through policy development, training, legal frameworks, allocation of resources etc.

·         Recognize and equip youth organizations to provide young people with skills and knowledge required for their social inclusion and professional development

·         Establish youth points or spots where young people can be informed on work, competences, training related issues

One of the most important goals of DIG IN project is the empowerment of young people on obtaining and/or enhancing digital skills. Educators and youth workers who will be occupied with this activity will need to be offered training and education, if new in the field, in order to create the ideal conditions and environment to empower and foster the learning process to young learners.


https://ec.europa.eu/youth/policy/youth-strategy_en


In terms of EU Youth Strategy, a specialized platform has been developed. “The EU Youth Strategy Platform facilitates participatory governance and coordination of the implementation of the Strategy. This platform also aims to build a basis for a regular civic dialogue, to give stakeholders a greater role in coordinating the implementation of the strategy and to offer opportunities to exchange information on activities and results.”[10]

Dedicated meetings will be organized by the European Commission in several places accessible to young people who want to be informed on several topics by representatives of EU institutions, National Agencies of Erasmus+ and the European Solidarity Corps, youth organizations and other relevant stakeholders as well as local and regional authorities. These meetings will be great opportunities for youth educators to connect and share knowledge regarding this special platform and its use along with other topics related to digital skills and competences that may come up.

It is likely that preparation, study, and training will be of paramount importance for educators before they start implementing activities with youth. The above-mentioned platform and other digital tools will be available to both educators and learners to work on; the same applies for the knowledge gained from meetings and other sources. A good example of this kind of knowledge could be the following best practices commonly shared by partners and developed through other projects aiming at learning among young people.

Digital Competence Framework for Citizens

The European Digital Competence Framework, also known as DigComp, offers a tool to improve citizen’s digital competence. Today, being digitally competent means that people need to have competences in all areas of DigComp.

DigComp 2.0 identifies the key components of digital competence in 5 areas which can be summarised as below:

1) Information and data literacy: To articulate information needs, to locate and retrieve digital data, information and content. To judge the relevance of the source and its content. To store, manage, and organise digital data, information and content.

2) Communication and collaboration: To interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. To participate in society through public and private digital services and participatory citizenship. To manage one’s digital identity and reputation.

3) Digital content creation: To create and edit digital content To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licences are to be applied. To know how to give understandable instructions for a computer system.

4) Safety: To protect devices, content, personal data and privacy in digital environments. To protect physical and psychological health, and to be aware of digital technologies for social well-being and social inclusion. To be aware of the environmental impact of digital technologies and their use.

5) Problem solving: To identify needs and problems, and to resolve conceptual problems and problem situations in digital environments. To use digital tools to innovate processes and products. To keep up-to-date with the digital evolution.


https://ec.europa.eu/social/main.jsp?catId=738&furtherPubs=yes&langId=en&pubId=8203

 

The report called DigComp 2.0 presents the updated list of 21 competences (also called the conceptual reference model) whereas the eight proficiency levels and examples of use can be found in DigComp 2.1.[11] The European Digital Competence Framework for Citizens (DigComp) has been developed by the European Commission, aiming at a better understanding of this competence and the steps that need to be taken for its implementation among all European citizens. It is divided into five areas including 21 competences.

The DigComp Conceptual reference model[12]

Competence areas
Dimension 1

Competence Dimension 2

1.

Information and data literacy

1.1 Browsing, searching, and filtering data, information, and digital content

To articulate information needs, to search for data, information, and content in digital environments, to access them and to navigate between them. To create and update personal search strategies.


1.2 Evaluating data, information and digital content

To analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content. To analyse, interpret and critically evaluate the data, information and digital content.


1.3 Managing data, information and digital content

To organise, store and retrieve data, information and content in digital environments. To organise and process them in a structured environment.

2. Communication and collaboration

2.1 Interacting through digital technologies

To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context.


2.2 Sharing through digital technologies

To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices.


2.3 Engaging in citizenship through digital technologies

To participate in society through the use of public and private digital services. To seek opportunities for self-empowerment and for participatory citizenship through appropriate digital technologies.


2.4 Collaborating through digital technologies

To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of resources and knowledge.


2.5 Netiquette

To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication strategies to the specific audience and to be aware of cultural and generational diversity in digital environments.


2.6 Managing digital identity

To create and manage one or multiple digital identities, to be able to protect one’s own reputation, to deal with the data that one produces through several digital tools, environments and services.

3.Digital content creation

3.1 Developing digital content

To create and edit digital content in different formats, to express oneself through digital means.


3.2 Integrating and re-elaborating digital content

To modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge.


3.3 Copyright and licences

To understand how copyright and licences apply to data, information and digital content.


3. 4 Programming

To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task.

4. Safety

4.1 Protecting devices

To protect devices and digital content, and to understand risks and threats in digital environments. To know about safety and security measures and to have due regard to reliability and privacy.


4.2 Protecting personal data and privacy

To protect personal data and privacy in digital environments. To understand how to use and share personally identifiable information while being able to protect oneself and others from damages. To understand that digital services use a “Privacy policy” to inform how personal data is used.


4.3 Protecting health and well-being

To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. To be able to protect oneself and others from possible dangers in digital environments (e.g. cyber bullying). To be aware of digital technologies for social well-being and social inclusion.


4.4 Protecting the environment

To be aware of the environmental impact of digital technologies and their use.

5.

Problem solving

5.1 Solving technical problems

To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems).


5.2 Identifying needs and technological responses

To assess needs and to identify, evaluate, select and use digital tools and possible technological responses to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility).


5.3 Creatively using digital technologies

To use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments.


5.4 Identifying digital competence gaps

To understand where one’s own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development and to keep up-to-date with the digital evolution.

The European Framework for the Digital Competence of Educators (DigCompEdu)

There have been plenty of studies, research, and surveys for the development of digital competences in Europe. They were not carried out only with learners as the target group but for educators on that field, as well. Through these kinds of research good practices, frameworks, competences, sets of qualifications etc. come up as outcomes which indicate further research or actions. One such outcome is the European Framework for the Digital Competence of Educators (DigCompEdu) for the development of educators’ digital competence in Europe. By providing a common frame of reference, it intends to promote the digital competence of citizens and boost innovation in education.

Its efforts concentrate on addressing educators’ need for a set of specific digital competences so that they will be able to take advantage of the existing and emerging digital technologies in the field of education.

The DigCompEdu Framework is directed towards educators at all levels of education, both for general and vocational training, even special needs education, and non-formal learning contexts. It aims to gather information from as many Member States as possible, and especially from regional governments, relevant national and regional agencies, educational organizations themselves, and public or private professional training providers, which will also be the receivers of the framework.

“The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent.”[13] It helps to guide policy and can be directly adapted to implementing regional and national tools and training programs. In addition, it provides a common language and approach that will help the dialogue and exchange of best practices across borders.

The ubiquity of digital devices and the duty to help learners become digitally competent requires educators to develop their own digital competence. On an international and national level a number of frameworks, self-assessment tools and training programs have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training.

Educators are first of all citizens who need to be equipped also with digital competences that will allow them to participate in society personally.  For their professional participation in society, educators are considered to be important role models for their learners. This is why it is important to demonstrate their digital competence to learners and pass on their theoretical and practical knowledge. It should be noted that above all educators are learning facilitators. Their main priority is teaching and activity, so the DigCompEdu, apart from the general digital competences for life and work, describes these educator-specific digital competences needed for their occupation.

The DigCompEdu Framework aims to capture and describe these educator-specific digital competences by proposing 22 elementary competences organized in 6 areas. The six DigCompEdu areas focus on different aspects of educators’ professional activities:

 


DIGCOMPEDU AREAS AND SCOPE

https://ec.europa.eu/jrc/en/digcompedu

 

Area 1: Professional Engagement, using digital technologies for communication, collaboration, and professional development.

Area 2: Digital Resources Sourcing, that is creating and sharing digital resources.

Area 3: Teaching and Learning by managing and orchestrating the use of digital technologies in teaching and learning.

Area 4: Assessment, which is achieved by using digital technologies and strategies to enhance it.

Area 5: Empowering Learners using digital technologies to enhance inclusion, personalization and learners’ active engagement.

Area 6: Facilitating Learners’ Digital Competence by enabling learners to creatively and responsibly use digital technologies for information, communication, content creation, wellbeing and problem-solving.

Framework | EU Science Hub

More analytically:

01 Professional Engagement

This area includes:

1)      Organizational communication – the use of digital technologies to enhance communication with learners, parents and third parties and the contribution to the development and improvement of organizational communication strategies

2)      Professional collaboration – the use of digital technologies to engage in collaboration with other educators, sharing and exchanging knowledge and experience, and collaboratively innovating pedagogic practices

3)      Reflective practice – the individual and collective reflection on the critical assessment and active development of one’s own digital pedagogical practice and that of one’s educational community

4)      Digital Continuous Professional Development (CPD) – the use of digital sources and resources for continuous professional development

02 Digital Resources

Educators are currently confronted with a wealth of digital educational resources they can use for teaching. One of the key competences any educator needs to develop is to come to terms with this variety, to effectively identify resources that best fit their learning objectives, learner group and teaching style, to structure the wealth of materials, establish connections and to modify, add on to and develop themselves digital resources to support their teaching. At the same time, they need to be aware of how to responsibly use and manage digital content. They must respect copyright rules when using, modifying and sharing resources, and protect sensitive content and data, such as digital exams or learners’ grades. 

This area includes:

1)      Selecting digital resources – to identify, assess and select digital resources for teaching and learning and consider the specific learning objectives, context, pedagogical approach, and learner group, and planning their use.

2)      Creating and modifying digital resources – the modification and progress on existing openly-licensed resources and other resources where this is permitted. To create or co-create new digital educational resources. To consider the specific learning objectives, context, pedagogical approach, and learner group, when designing digital resources and planning their use.

3)      Managing, protecting, and sharing digital resources – the organization and availability of digital content to learners, parents, and other educators, along with the effective protection of sensitive digital content. It is respecting and correctly applying privacy and copyright rules, understanding the use and creation of open licenses and open educational resources, including their proper attribution.

03 Teaching and Learning

This area includes:

1)      Teaching – the planning and implementation of digital devices and resources in the teaching process, so as to enhance the effectiveness of teaching interventions. Teaching is also about appropriately managing and orchestrating digital teaching strategies and experimenting with and/or developing new formats and pedagogical methods for instruction.

2)      Guidance – the use of digital technologies and services to enhance the interaction with learners, individually and collectively, within and outside the learning session. Digital technologies are used to offer timely and targeted guidance and assistance. Experimentation with new forms and formats offers guidance and support.

3)      Collaborative learning – the use of digital technologies to foster and enhance learner collaboration. Learners ought to be enabled to use digital technologies as part of collaborative assignments, as a means of enhancing communication, collaboration, and collaborative knowledge creation.

4)      Self-regulated learning – the use of digital technologies to support learners’ self-regulated learning, i.e. to enable learners to plan, monitor and reflect on their own learning, provide evidence of progress, share insights and come up with creative solutions.

04 Assessment

This area includes:

1)      Assessment strategies – the use of digital technologies for formative and summative assessment. The diversity and suitability of assessment formats and approaches are enhanced.

2)      Analyzing evidence – to generate, select, critically analyze and interpret digital evidence on learner activity, performance and progress, in order to inform teaching and learning.

3)      Feedback and planning – the use of digital technologies to provide targeted and timely feedback to learners, the adaptation of teaching strategies and provision of targeted support, based on the evidence generated by the digital technologies used, the enablement of learners and parents to understand the evidence provided by digital technologies and use it for decision-making.

05 Empowering Learners

This area includes:

1)      Accessibility and inclusion – to ensure accessibility to learning resources and activities, for all learners, including those with special needs, consider and respond to learners’ (digital) expectations, abilities, uses and misconceptions, as well as contextual, physical or cognitive constraints to their use of digital technologies.

2)      Differentiation and personalization – the use of digital technologies to address learners’ diverse learning needs, by allowing learners to advance at different levels and speeds, and to follow individual learning pathways and objectives.

3)      Actively engaging learners – the use of digital technologies to foster learners’ active and creative engagement with a subject matter. Digital technologies within pedagogic strategies are used to foster learners’ transversal skills, deep thinking and creative expression. Learning to new, real-world contexts, which involve learners themselves in hands-on activities, scientific investigation or complex problem solving, or in other ways increase learners’ active involvement in complex subject matters.

06 Facilitating Learners’ Digital Competence

This area includes:

1)      Information and media literacy – the incorporation of learning activities, assignments and assessments which require learners to articulate information needs; the information and resources needed in digital environments; the organization, process, analysis and interpretation of information; and the comparison and critical evaluation of the credibility and reliability of information and its sources.

2)      Digital communication and collaboration – the incorporation of learning activities, assignments and assessments which require learners to use digital technologies for communication, collaboration and civic participation effectively and responsibly.

3)      Digital content creation – the incorporation of learning activities, assignments and assessments which require learners to express themselves through digital means, and to modify and create digital content in different formats. Learners are taught how copyright and licenses apply to digital content, how to reference sources and attribute licenses.

4)      Responsible use – the measures needed to ensure learners’ physical, psychological, and social wellbeing while using digital technologies. Learners are empowered to manage risks and use digital technologies safely and responsibly.

5)      Digital problem solving – the incorporation of learning activities, assignments and assessments which require learners to identify and solve technical problems, or to transfer technological knowledge creatively to new situations.

 

DIGCOMPEDU COMPETENCES AND THEIR CONNECTIONS (https://ec.europa.eu/jrc/en/digcompedu)

The focus of the Professional Engagement Area is educators’ digital competence expressed in their ability to use digital technologies not only to enhance teaching, but also for their professional interactions with colleagues, learners, parents and other interested parties, for their individual professional development and for the collective good and continuous innovation in the organization and the teaching profession.

Educators are currently confronted with a wealth of Digital Educational Resources they can use for teaching. One of the key competences any educator needs to develop is to come to terms with this variety, to effectively identify resources that best fit their learning objectives, learner group and teaching style, to structure the wealth of materials, establish connections and to modify, add on to and develop themselves digital resources to support their teaching. At the same time, they need to be aware of how to responsibly use and manage digital content. They must respect copyright rules when using, modifying and sharing resources, and protect sensitive content and data, such as digital exams or learners’ grades.

Digital technologies can enhance and improve Teaching and Learning strategies in many different ways. However, whatever pedagogic strategy or approach is chosen, the educator’s specific digital competence lies in effectively orchestrating the use of digital technologies in the different phases and settings of the learning process.

Assessment can be a facilitator or bottleneck to innovation in education. When integrating digital technologies into learning and teaching, we must consider how digital technologies can enhance existing assessment strategies. At the same time, the educator must also consider how they can be used to create or to facilitate innovative assessment approaches. Digitally competent educators should be able to use digital technologies within assessment with those two objectives in mind. Furthermore, the use of digital technologies in education, whether for assessment, learning, administrative or other purposes, results in a wide range of data being available on each individual learner’s learning behavior. Analyzing and interpreting this data and using it to help make decisions is becoming more and more important – complemented by the analysis of conventional evidence on learner behavior. At the same time, digital technologies can contribute to directly monitoring learner progress, to facilitating feedback and to allowing educators to assess and adapt their teaching strategies.

One of the key strengths of digital technologies in education is their potential for supporting learner-centered pedagogic strategies and boosting the active involvement of learners in the learning process and their ownership of it. Thus, digital technologies can be used to facilitate learners’ active engagement, e.g. when exploring a topic, experimenting with different options or solutions, understanding connections, coming up with creative solutions or creating an artefact and reflecting on it. Digital technologies can furthermore contribute to supporting classroom differentiation and personalized education by offering learning activities adapted to each individual learner’s level of competence, interests and learning needs. At the same time, however, care must be taken not to exacerbate existing inequalities (e.g. in access to digital technologies or digital skills) and to ensure accessibility for all learners, including those with special educational needs.

Digital competence is one of the transversal competences that educators need to instill in learners. Whereas fostering other transversal competences is only part of educators’ digital competence in as far as digital technologies are used to doing so, the ability to facilitate learners’ digital competence is an integral part of educators’ digital competence. Because of this, this ability merits a dedicated area in the DigCompEdu framework. Learners’ digital competence is captured by the European Digital Competence Framework for Citizens (DigComp). Thus, the DigCompEdu area follows the same logic and details five competences aligned in content and description with DigComp. The headlines, however, have been adapted to emphasize the pedagogical dimension and focus within this framework.

Educators are highly encouraged to use the DigCompEdu framework as a tool at work and it includes many parts that can be adjusted and used with learners in order to identify their cognitive level and the level of their knowledge. The descriptors from Newcomer (A1) to Pioneer (C2) can motivate and assist educators to assess their achievements and evaluate their progress.

It is acknowledged that educators’ digital competence goes beyond the concrete use of digital technologies within teaching and learning. Digitally competent educators must also consider the overall environment, in which teaching and learning encounters are embedded. Hence, it is part of educators’ digital competence to enable learners to actively participate in life and work in a digital age. It is also part of their competence to reap the benefits of digital technologies for enhancing pedagogic practice and organizational strategies.

“It is widely accepted that the following taxonomy explains the subsequent cognitive stages of any learning progress well, from “Remembering” and “Understanding”, to “Applying” and “Analyzing”, and finally to “Evaluating” and “Creating”.”[14]  Taking this for granted, it is noted that Newcomer (A1) and Explorer (A2) educators in DigCompEdu compile new information and knowledge and develop initial digital practices; continuing, Integrator (B1) and Expert (B2) educators implement and reflect on their digital practices and try to extend them; at the last stages, Leader (C1) and Pioneer (C2) educators transmit their knowledge, examine existing knowledge and develop new practices and/or policies.

https://ec.europa.eu/jrc/sites/jrcsh/files/digcompedu_leaflet_final.pdf

 


[3] Source: European Parliament and Council of the European  Union (2006); cedefop, 2012,  Cedefop (2014).Terminology of European education and training policy. Second Edition. A selection of 130 key terms. Luxembourg: Publications office of the European Union, 2014. Access to: https://www.eqavet.eu/eu-quality-assurance/glossary/basic-ict-skills

[4] Source: European Parliament and Council of the European  Union (2006); cedefop, 2012,  Cedefop (2014).Terminology of European education and training policy. Second Edition. A selection of 130 key terms. Luxembourg: Publications office of the European Union, 2014. Access to: https://www.eqavet.eu/eu-quality-assurance/glossary/basic-ict-skills

[8] https://ec.europa.eu/youth/policy/youth-strategy/connect_en

[14] https://ec.europa.eu/jrc/en/digcompedu

ITALY

Name of Initiative / program / course

EYP program Employable Young People

SHORT DESCRIPTION (no more than 100 words) – what is this about?

The EYP PROGRAM offers a way to engage disadvantaged youth in activities aimed at their personal and professional development.

The program is divided into 4 phases aimed at helping youth organizations and associations working with the target group in gaining a more structured support by their stakeholders. This will ensure the necessary resources to run the activities with the young participants.

In addition, by gaining the support of the local businesses, the program offer youth a better chance to get in contact with potential employers.

Provider

AREGAI

Sponsored by

ERASMUS PLUS Strategic Partnerships for youth

2015-3-UK01-KA205-023003)

Target groups

Who is the beneficiary of the activities

Youth and teenagers

Unemployed

NEETs and socially disadvantaged youth 

Local community / network of organizations

Full description

The EYP program is a general frame for youth oriented actions. The aim of the program is support the community in finding new ways to include disadvantaged youth in the labour market, by seeking the support of their stakeholders.

The EYP program offers the young participants a concrete way to enter in contact with work-related situations, have a better idea of how structured and formally defined organizations operate and work. This opportunity can be a huge step for those NEETs who have been disengaged from the labour market for a long time or maybe have no work experience whatsoever.

The program is divided into phases. Each phase has a set of courses / training camps for youth to learn new skills. The program at the moment offers 3 camps aimed at:

ü  Improving motivation and self- esteem

ü  Enhancing soft skills and employability skills

ü  Widening their perspectives on active citizenship

ü  Fostering their interest for participation in the democratic process

ü  Increasing awareness and sense of responsibility

The benefit for the association and organizations using the program can be summarized as:

ü  Increased availability of professional staff

ü  Initiating a collaborative and sustainable improvement process at local level

ü  Facilitating NEETs social inclusion and participation into society and labour market

ü  Assessing the capacity of the local economic actors to absorb newly trained youth

ü  Increasing awareness toward youth unemployment issues

ü  Enhancing young people’s employability and personal skills  

As a result the community will have:

ü  Better understanding of local problems

ü  Increased awareness on how to respond to local issues, especially those related to youth 

ü  More efficient job matching

ü  More efficient school to work transition

ü  Increased local cohesion and shared interest for improvement

The involvement of the community, local employers and economic sector is an essential component of the EYP PROGRAM. By bringing the private sector into the process and ensuring their participation and commitment, the EYP program’s promoters are more likely to produce positive and long lasting effects on the participants and their community. In general, if there is a real intent to create new job positions or job possibilities, the community has to build better connections at local level and increase their acceptance of young people.

Duration

1 to 2 months

The overall duration depends also on the length of each camp/course and their frequency.

The program is adaptable to the needs of the target group, the resources available and the time at organizers disposal.

Modality for use/delivery:

Most of the activities are organized by a team of educators with different specialties that are connected to the specialty of the organizers, the needs of the participants and the needs of the labour market.

The program is best organized in a ‘face-to-face’ modality, to favour social interaction among participants, and visual observation by the educators and, most importantly to allow participants to get in contact with the SMEs and potential employers.

Tools

1 GUIDEBOOK with the description of the program

1 MANUAL for increasing educators competences

Technical tools needed to deliver the program

The courses presented in the guidebook might require a computer and a projector to show presentations and offer visual support to the activities.

Depending on the sort of courses the organizers are planning, the tools can be different, from “low tech” to “highly tech” settings. 

Knowledge area for implementation – what competences you need to deliver this program? in general

Planning /managerial skills for NGOs

Networking with the community

Youth engagement and empowerment

Skills assessment and development, teaching

Non formal education techniques

Knowledge in the topic of the courses you want to deliver

Best Practice justification

The instructions offered in the methodology manual have to be adapted and blended with the organizations’ practices. The methodology can be adapted and tailored in relation to the different networks and based on members’ specialization, needs and resources. In addition, and more importantly, with the needs of the target group and the skills that have to be development to meet community’s needs or labour market needs.

 

Costs for implementation / replication

The documents can be downloaded for free

Cost of the internal staff for initiating the program

Then, funding according to the length and range of the activities

Source of information (link to the initiative)

https://aregai.it/projects/employable-young-people-3/

http://www.eypprogram.com

 

Name of Initiative / program / course

SGAG

Skill generator assessment game

SHORT DESCRIPTION

Online course on soft skills for vocational education students. 

Provider

AREGAI

Sponsored by

ERASMUS PLUS Strategic Partnerships

E2015-1-CZ01-KA202-013948

Target groups

Who is the beneficiary of the activities

Vocational education students

Unemployed youth

High / vocational schools

Full description

SGAG offers schools and youth organizations a way to increase young people’s soft skills.

The SGAG products have been prepared to offer a concrete support to teachers and educators, but also youth workers and work instructors, tutors, mentors and any other education professional supporting young people from 13 to 19 years of age personal development.

 

The project offers 4 tools:

ü  Teachers’ Manual offers an overview on the 25 soft skills described in the e- Course and tested in the game. It illustrates also the benefit of soft skills training, and their relevance in relation to everyday life or work situation.

ü  SGAG e-Course is a digital and modular course, ready to use either as class activities support thus illustrated by a teacher during a class or used for students’ individual study.

ü  SGAG Game is a virtual space where learners can test and experiment soft skills. The game form has been selected to offer young people a more engaging experience.

ü  Evaluation is embedded in the game; it works as a scoring system and offers some simple feedback based on the points gained during the simulation.

The course can be delivered by any organization interested in increasing soft skills in youth using digital contents/tools.

 

The overall aim

ü  Help the students in enhancing and improving their employability skills so they can be better suited for their future jobs and society.

ü  Increase their own ability to communicate effectively with co-workers, employers, students and parents and their own family member and friends.

ü  Gaining the ability to recognize symptoms of stress and in themselves and in people around them.

 

BENEFITS on the education professionals

ü  Possibility to have ready to use materials that can be used as a full course or associated with other class activities, so to focus with one skill at the time.

ü  Acquire new skills while preparing to support the students

ü  They’re upskilled to use new and different materials, which keeps them motivated and fresh

ü  Get to know better the selected skills and how those are connect with everyday life, actions, and work

Duration

The course lasts 5 to 10 hours and can be divided in to smaller lessons/unites, depending on the time and resources available.

Modality for use/delivery

Teachers, students either in a group or by themselves can choose the approach that fit better their needs. In facts, the modular organization of the topics (in different lessons in the e-Course and levels in the game), make it easy for them to split the contents and use only what they consider more relevant in that moment.

The course + game can be used in 2 ways:

1. The teacher can:

a)       Use the e-Course as visual support as the contents are explained orally to the group.

b)      Introduce and highlight a topic and the students read the contents individually (in class or in their own time).

2. A (young) person can enrol to the e-Course and the game, and follow the resources by him/herself, as described before. In any case, a person should play the game by him/herself as the scoring system offers an evaluation on the acquired knowledge.

Tools / materials offered

Teachers manual

Online course

Online game

Technical tools needed to deliver the program

Computer or tablets for following the course and the game

Projector in case the course is class based.

Course could be delivered “via zoom” and game played by youth individually

Knowledge area for implementation – what competences you need to deliver this program? in general

Knowledge on soft /transversal skills, how to develop them and how to assess them

ICT skills – basic

 

Best Practice justification

MANUAL FOR TEACHERS: good starting point for learning about soft skills and how to develop them. It can be enlarged and enriched with the lists of skills promoted by the Partners’ National guidelines on the same topic. It can be used as a guideline to describe the DIGITAL COMPETENCES to be developed by the project.

 

THE COURSE and GAME can be used and ADAPTED for local use. ADAPTING IT could be done at the training, so we can produce the NATIONAL VERSIONS of the courses, with cultural / language adaptation.

Costs for implementation / replication

Cost of the educator, computers for each participant (maybe works on smartphones).

Source of information

(link to the source if possible)

https://aregai.it/progetti/sgag-skill-generator-assessment-game/

 

 

 

 

VIETNAM

Name of Initiative / program / course  

Gamification

SHORT DESCRIPTION (no more than 100 words) – what is this about?

The main objective of the project is to promote the digital gamification as new, innovative tool for youth engagement on various topics – democracy, unemployment, civic engagement, human rights, youth entrepreneurship, environmental education, social responsibility and active participation in community activities among youth leaders and youth workers.

Provider

Youth Employment and Society Development YESD

Sponsored by

European Union

Target groups

Who is the beneficiary of the activities

          Youth workers, youth leaders

          Educators

Full description

Gamification as a tool for youth civic engagement itself is an innovative element, since gamification in the youth civic engagement sector is not often used. Gamification can be used to package motivation and engage many different audiences in many different activities to test and stimulate engagement of the youth in different cultural, age, geographical and

thematically oriented groups and settings via gamification.

Within the frame of the program, gamification provides the opportunity to package motivation, interests, and actions into a digital engagement model and scale it at a much lower cost than a similar physical engagement model. This aspect has to be considered also as innovative element of the project,

that engagement of youth through the gamification methods will have much lower costs comparing to traditional, physical ones.

 

The main objective of the project is to promote the digital gamificiation as new, innovative tool for youth engagement on various topics – democracy, unemployment, civic engagement, human rights, youth entrepreneurship, environmental education, social responsibility and active participation in community activities among youth leaders and youth workers. We foresee that combining the European partner’s experience in the use of digital gamification and partners – youth NGOs experience in youth involvement in different regions and experience in the education sector, can contribute to development of valuable handbook, training course and curriculum as well as gamification tool – universal for all regions. We foresee that project will contribute further involvement of the youth in the partnership regions by using the possibilities offered by project and using technologies.

The project aims to:

1) Facilitate youth engagement in European, Asia and Latin America countries through developed online video training, handbook and adapted online interactive multilevel educational game;

2) Promote the cooperation between youth organizations and organizations in the education and training fields and stakeholders;

3) Promote new forms of youth work, use of open and flexible learning, open educational resources (OER) and better exploitation of the ICT potential;

4) Encourage and educate youth organizations to use and create new tools for youth participation, using new technologies;

Duration

The project is for 1 year with different activities to learn and engage youth workers, officers and educators.

Modality for use/delivery

Most of the activities are organized by a team of educators and youth workers with direct face-to-face meetings and interaction to introduce the methods and engage directly the learners into the process to provide instant feedbacks on how to improve them.

 

The learners later can apply the teaching methods and gamification elements into their daily work which improve the efficiency and effectiveness.

Tools / materials offered

1 GUIDEBOOK with the description of the program  

1 MANUAL for increasing educators competences  

Technical tools needed to deliver the program

·         Computers

·         Projectors

·         Tabletes

Knowledge area for implementation – what competences you need to deliver this program? in general

·         Gamification

·         Facilitating and planning skills

·         Teaching and delivering skills

·         Networking with the community 

·         Youth engagement and empowerment 

·         Non formal education techniques 

Best Practice justification

Apply gamification elements into the training to make it more interesting.

Costs for implementation / replication

·         Course materials is available on public website.

·         Costs for staff to implement the program

·         Costs of some training materials

·         Costs of technical equipment needed for the training

Source of information (link to the initiative)

 

 

Name of Initiative / program / course

Teaching digital skills for local community

SHORT DESCRIPTION

A series of workshops for local guides, local homestay owners and youngsters of Ha Giang province on how to use digital tools and devices.

Provider

YESD

Sponsored by

YESD and angle donors.

Target groups

Who is the beneficiary of the activities

·         Local youngsters

·         Local guides

·         Local homestay owners

Full description

The project ‘Teaching digital skills for local community’ is under a capacity building project planned and implemented by YESD. The project bases in Ha Giang province, the Northern part of Vietnam with the participation of local people from youngsters to middle-aged people.

Being aware that local people from mountainous areas have really limited access to technology and have low technology literacy while it’s extremely important now to foster their business in tourism. YESD called for sponsors and organized the training for those people on how to use the basic tools and devices.

The project aims to:

·         Build capacity for local people on digital skills

·         Increase local community’s livelihood by taking advantage of technology

·         Connect the local community as a whole on the cyber place.

The program has a series of workshops facilitated by different trainers focusing on following topics:

·         How to use computer and basic computer applications on daily work such as: gmail, drive, word, powerpoint, excel …

·         How to use different platforms to promote tourism: tripadvisor, google review, booking, agoda, Airbnb …

At the end of the course, participants are able to use computer and computer application smoothly and they can register their personal accounts on different platform for their personal use and business.

 

Duration

1 month

Modality for use/delivery

·         Group training with private sessions to guide the participants

·         Online homework to practice the tools that are taught.

Tools / materials offered

·         Powerpoint presentation

·         Videos

·         Manuals

Technical tools needed to deliver the program

·         Computers

·         Ipads

·         Projectors

Knowledge area for implementation

·         Digital skills

·         Facilitating and planning skills

·         Teaching and delivering skills

·         Networking with the community 

·         Non formal education techniques 

Best Practice justification

Since the local people have limited capacity for understanding, it is more effective to break sessions into the small ones and adding private sessions to guide personally as well.

 

Practice is really important to apply what they have learnt into reality. Therefore, a good amount of homework at home is necessary.

Costs for implementation / replication

·         Course materials is available on public website.

·         Costs for staff to implement the program

·         Costs of some training materials

·         Costs of technical equipment needed for the training

Source of information

(link to the source if possible)

 

 

Name of Initiative / program / course  

Join the club, go for the future

SHORT DESCRIPTION

An online platform to equip youngsters with social entrepreneurship knowledge.

And a series of training to train e-mentors on creating the online courses, taking advantage of digital world to add elements into online course to make them deliverable and interesting.

Furthermore, a variety of tools are being introduced to the potential e-mentors to support them make use of the technology. Tools include but not limited to: H5, video editing …

Provider

YESD and partners

Sponsored by

European Union

Target groups

Who is the beneficiary of the activities

·         Social entrepreneurs

·         Social workers and leaders

Full description

Nowadays, the social entrepreneurship has been acknowledged as an effective means to the end of creating new jobs, improving the standard of living and encouraging the citizens’ participation in the decision making process at all levels. It can also contribute to the integration of marginal and precarious strata of the population, the creation of wealth and re- investment or making new investments in various countries across the globe. In order to enhance the social entrepreneurship in our countries, it would be absolutely necessary to supply the young people who dream of becoming social entrepreneurs with appropriate competences, contacts and the will to launch social entrepreneurs commensurate to their own profile & the needs of their milieu. In this context, we wish to organize a long-term project to favor the experiences’ exchange and develop the competences of youth workers and instructor designers, so that they can come up with innovative educational methods about the social entrepreneurship and act as multipliers who will help this type of entrepreneurship to spread among the young people in their countries and elsewhere.

The basic aims of our project are:

·         To enable a group of youth workers and staff to exchange and acquire knowledge, skills and competences about innovative methods for non formal education of young people to social entrepreneurship, networking, On line training, support and coaching, and building their capacity for the use of modern learning methods related to non-formal education of young people and social entrepreneurship based on virtual technology; in order to modernize their working methods and optimize their supporting role in favor of young people of different backgrounds and abilities who wish to learn and invest in social entrepreneurship.

·         To promote the adoption of innovative practices in social entrepreneurship education by developing personalized and collaborative learning and networking approaches through strategic use of ICTs and open educational resources.

Elements of the project include:

·         Create a virtual youth club that promotes social entrepreneurship and aims to offer dynamic distance-based training on the theme that meets the needs of young people with personalized and sustainable support.

·         Improve participation in learning and strengthen the connection between non-formal education and employability by developing a methodical innovative and sustainable training tool for assistance and service.

·         Forming a new generation of E-mentors/ course designers to become able to:

ü  provide appropriate support to the members of our virtual club.

ü  update the club to meet the changing needs of its members.

Duration  

2 years

Modality for use/delivery

·         Online training

·         Offline training

·         Peer review and feedbacks

Tools / materials offered

·         Manual on the topic of social entrepreneurship

·         Powerpoint presentation

·         Videos

Technical tools needed to deliver the program

·         Computers

·         Ipads

·         Projectors

Knowledge area for implementation – what competences you need to deliver this program? in general

·         Digital skills

·         Social entrepreneurship knowledge

·         Community development

·         Project management

·         Facilitating and planning skills

·         Teaching and delivering skills

·         Networking with the community 

·         Non formal education techniques

Best Practice justification  

·         Integrate different digital tools into the course to enhance the concentration of the learners.

·         Interactive sessions to engage learners’ participation.

Costs for implementation / replication

·         Course materials is available on public website.

·         Costs for staff to implement the program

·         Costs of some training materials

·         Costs of technical equipment needed for the training

Source of information (link to the initiative)

 

 

ZIMBABWE

Name of Initiative / program / course  

STUDSYS OFFLINE DIGITAL LEARNING SYSTEM (SODLS)

SHORT DESCRIPTION

SODLS is digital learning system out roll project aimed at giving vulnerable youths in rural and small towns access to digital learning ,with limited or no access to online internet learning,

Provider

Gotronics Africa

Sponsored by

PARENT/Gotronics Africa/School partnership

Target groups

Who is the beneficiary of the activities

Youth in rural and small town schools

Full description

STUDSYS OFFLINE DIGITAL LEARNING SYSTEM is a digital interractive learning software system that provide education learning materials based on school curriculum, without any access to internet. The system is made accessible to every child at subsidised fee of 3 USD per each school term. Other more vulnerable students like orphans get free access to using the system. The system is installed on smart phones, tablets and computers. The project aims to provide the neccesary hardware required to host the learning  free of charge to every vulnerable child thus every child has access to education even in lockdown periods ,when physical classroom learning is restricted.

Duration

Not applicable

Modality for use/delivery

The system is installed on smart phones, tablet or computers , students learning either as individuals , group or class guided by the teacher or parent. As an interactive digital learning system, allows students to also self taught themselves either in classroom or home.

Tools / materials offered

Offline Educational school curriculum digital  learning system

Technical tools needed to deliver the program

Smart mobile phones, tablets and computers

Knowledge area for implementation – what competences you need to deliver this program? in general

·         Knowledge of school curriculum and syllabus

·         Digital skills

·         Planning /managerial skills

·         Networking with the community

·         Youth engagement and empowerment

·         Skills assessment and development, teaching

·         Non formal education techniques

Best Practice justification

·         Community based Implementation partnership

·         Program materials relavant, developed based on target groups.

Costs for implementation / replication

Costs of implementation is found on the website of the system developer

Source of information (link to the initiative)

GOTRONICS AFRICA intellectual outputs

www.gotronicsafrica.co.zw

 

 

Name of Initiative / program / course

Don’t Stop Learning

SHORT DESCRIPTION

While the pandemic has impacted negatively on the majority of learners across the country, the majority of learners in low-income communities have limited alternatives learning access. The MP3 players are a low technology initiative that is aimed to bridge the digital divide that exist between marginalised learners and learners in well or better resourced areas. The MP3 player is loaded with an SD card which is loaded with compressed rapid content that the learner is able to use while at home in the event that the learner is not able to attend school physically. The content is tailor-made for each specific group of learners and can be updated when necessary.

Provider

Teach For Zimbabwe

Sponsored by

Teach For All

Target groups

Who is the beneficiary of the activities

Marginalised learners in Chiredzi district (Masvingo Province) and Mutoko district (Mashonaland East Province)

Full description

 

The MP3 player is a portable device that is used to listen to audio files. The audio file has to be in MP3 format in order for it to play on the MP3 Player. The MP3 set consist of the earphones, memory card and charging cable and the cost ranges from US$10 upwards. The MP3 players have 4 Gigabyte memory cards which have a capacity to record an estimated 400 hours of voice recording. That is 800 lessons of 30 minutes each. Considering that between 8 am to 1 pm, a child at school has an average of 10 periods of 30 minutes, it implies that a single 4 Gb memory card can store data enough for 80 school days! That is more than the number of school days in Zimbabwe which average between 62 to 68 days. Learners can charge their MP3s using electricity or solar. The rapid learning content will be loaded on MP3s which are low‐tech audio gadgets that a learner will use away from the classroom for continuous learning in their area of lag as identified by the subject teacher. The teacher records his/her lesson using a voice recorder and transfers the lesson to his/her computer. The teacher then loads the lesson to the learner’s MP3 Player using a memory card reader. The learner now plugs in his/her earphones and listens to the lessons wherever he/she might be. The rechargeable battery makes it easy to maintain. The major advantages of using this low technology gadget include that the learner will be learning anytime, anywhere. It can be while doing chores, going to school, herding cattle or even during breaktime. The learner is in control of the lesson since he/she can start or pause the lesson whenever he/she wishes. This means that when the learner notices that he/she is no longer concentrating, he/she can simply stop the playback and then paly it at another time. It does not require the use of internet at any stage at all and it comes with earphones which serve to limit noise interference. The device has a rechargeable battery, thereby not having any extra cost for the learner in terms of maintenance. The teacher’s voice on another device can be fun for the learners. The MP3 audio format does not use up too much space. This means that a 4 Gigabyte memory card can record an average of 300-400 hours. The device is relatively cheap. At home, all the other family members can also listen in to the recordings. This allows them to be involved in the learning processes of the child.

Duration

This program is funded for 18 months but can go on as long as it is required.

Modality for use/delivery

The teacher records and gives the loaded MP3 player to the learner to listen on their own at their own convenience when they are away from school.

Tools / materials offered

MP3 player with SD card loaded with educational content and earphones

Technical tools needed to deliver the program

Laptops and recorders

Knowledge area for implementation – what competences you need to deliver this program? in general

·         Subject specific expertise

·         Knowledge of syllabus and curriculum

·         Knowledge of the learning gaps

·         Voice recording skills and

·         basic ICT to be able to manage the gadgets while recording and uploading content.

Best Practice justification

 

·         Content development

·         Accuracy of recorded information

·         Integration of the parents into the learning of their children

·         Educator capacitation in use of technology

Costs for implementation / replication

Costs largely depends on the coverage and reach, on average it costs about USD80 per learner to be part of the program for 18 months.

Source of information

The MP3 player content can be changed and adapted to suit different contexts, levels and requirements. The content can be adapted to different languages and different grades and environments. This inexpensive, low tech gadget, the MP3, is easy to use, maintain and carry and moreover, each teacher will have the responsibility of loading the content. Parents, learners and teachers will be taught on how to maintain these gadgets so that they can last long and not be used for the wrong purpose.Refer to the link below for an visual illustration the MP3 player innovation. https://drive.google.com/file/d/1GzvLep4e23LHPGpoBeoOfKhS9n3W_ovh/view?usp=sharing

 

 

 

NEPAL

Name of Initiative / program / course

“YES Club-Youth Entrepreneurs Social Club”

SHORT DESCRIPTION  

The programme is initiated by TOIT with one of the partner organization from a Greek, named “Solidarity Tracks”. The programme has developed an e-learning platform for youth through E-club.eu by involving 8 partners from different continents (Vietnam, Nepal, India, France, Greece, Romania, Argentina and Spain.

It aims at spreading entrepreneurship knowledge and good practices among youth in their countries. Interested participants can easily get easily access on this platform.

It conducts training courses for improving content and services of the club to respond to the progressive needs of the beneficiaries.

Provider

TOIT coordinating with Solidarity Tracks from Greece

Sponsored by

Capacity building in the field of youth under ERASMUS + project with reference number 608708-EPP-1-2019-1-EL-EPPKA2-CBY-ACPALA.

Target groups

Who is the beneficiary of the activities

-Youth of aged between 17 to 35 years old,

-A person willing to start his / her own business,

-A person willing to serve his community and

-To become e-mentor

Full description

The platform “youtheclub.eu” provides an opportunity for young people aged 17-35 to do something useful for the self and for their community, i.e. to create and realize socially innovative project / initiative, improve their professional skills, become brave leaders and eventually launch their own social business creating jobs in the hosting countries.

Youth entrepreneur’s club provides multiple benefits :

-Build partners with young people who are interested on the topic “the social entrepreneurship”,

-Improve the entrepreneurship skills and profile of the members of the club,

-Help members to find financial means for the realization of socially innovative projects,

-Develop ability of the club members to turn their passion into a professional engagement,

-Support young people members of the club to start social business of the self and the others.

The platform have two evaluative and complementary programs under our youth entrepreneurship club :

1)      Youth E-Club-Seed

          Youth E-Club-Seed is aimed for youngsters willing to develop their entrepreneurship skills and profile. During the course, they are required to define socially innovative project that leads to answer the current need of their communities. E=Seed contain 4 interactive courses:

Course I : Social problems in my community: This course explains how to address social problems in their community and how to find solutions.

Course II : Solve social problems from Idea to action : This course provide tools and methods to come with innovative ideas to solve the existing 7 defined social problems.

Course III : Entrepreneurship and social entrepreneurship : This course support learners to know more about entrepreneurship and social entrepreneurship skills.

Course IV: The profile of social entrepreneur : In this course, they can learn more about their personal characteristics and skills to become social entrepreneur.

After completing the course, an EU valid certificate is issued. They can continue their journey through Youth entrepreneur’s club E-stream.

2)      Youth-E-club –stream :

-The aim for the course is to encourage youngsters to continue “dreaming” about better society and to help them to find innovative solutions for social problems.

-It helps the youngsters to address social problems on innovative way and to develop high quality plans for actions in community.

-Participants need to implement their approved project idea in the community.

-Participants are made to continue the implementation of their projects and are asked to write project implementation report.

 

If they are selected, participants entering in Youth-E-club – stream project, they are financially supported.

– It helps them to develop business idea, develop product prototype, test the business idea and finally run the business.

This is 10 months long process (from idea development to running business). Depending of the idea, each participant got his mentor which follows him through the process.

Duration

Maximum 10 months

(Depending on the proposal and the participants’ motivation)

Modality for use/delivery

-The online course is available at all times through the platform. If any learners need support, e-mentor along with the instruction will be available through online. For any quires, one has to write a message using the platform.

-There are also several kinds of training course relating to the programme.

Tools / materials offered

-The whole learning materials are available on the platform,

– Printed guidelines are also provided by the partners organization in respective country,

– If requested, printed booklet is also available.

Technical tools needed to deliver the program

-There is a promo video available,

-A computer and internet service is a must for the course.

Source of information (link to the initiative)

https://youtheclub.eu/

 

 

 

ARGENTINA

Name of Initiative / program / course  

” YES Club – Youth Entrepreneurs Social Club” – currently under implementation

SHORT DESCRIPTION

Over the past decades, social entrepreneurship has emerged globally as

an innovative economic actor combining positive social impact with

entrepreneurial spirit at the service of common good. While addressing

social, environmental or societal issues, social enterprises also enable the

improvement of the inclusiveness of the labour market by creating new

job opportunities and encourage participation of different stakeholders in

decision making process.

The success and impact of various social enterprises and the increasing

interest in such initiatives worldwide encourage institutions such as the

European Commission to promote and support social entrepreneurship

development.

However, despite its growing policy attractiveness, the lack of knowledge

and awareness about social entrepreneurship and its benefits among

youth, and the lack of existing support for developing specific

competences, are the first obstacles in the development of social

entrepreneurship among youth in the world.

Due to this situation, we have previously developed an e-learning platform

on Youth E-club.eu by involving 8 partners from different continents,

which aims at spreading this type of entrepreneurship among youth in

their countries. As a continuation, we are planning to implement a second

phase named « E-stream » (Entrepreneurship stream) for:

– improving the content and services of the club to respond to the

progressive needs of the beneficiaries

– extending to new partners and countries

– and sustaining the impact of this platform, which will strengthen the

capacity for implementing social entrepreneurship initiatives among youth.

Provider

Solidarity Tracks – Greece (leader), in consortium with organizations from: India, Vietnam, Nepal, Romania, Spain and Argentina

Sponsored by

Erasmus Plus

Target groups

Who is the beneficiary of the activities

young people

youth workers.

Full description

 

Develop the skills of youth workers & educators , particularly in social

entrepreneurship education and for supporting young people online,

including disadvantaged young people.

• Develop the ICT skills of youth workers by training in the use of

Moodle, a free software learning platform, to create online training and

modernize their working methods

• Develop and recognize the pedagogical, civic, technical (including ICT)

and entrepreneurial skills of youth entrepreneurship club members

(including disadvantaged young people) in order to facilitate their

integration into the labour market through social entrepreneurship, and

encourage their initiatives.

Duration

 

Depends of motivation of each participant

Modality for use/delivery

 

Modules available in the platform, online education.

Tools / materials offered

Platform

Technical tools needed to deliver the program

Website

Knowledge area

No special qualifications are needed. Only possibility access to internet and computer

Best Practice justification

Our platform “youtheclub.eu” provides an opportunity for young people  aged 17-35 to do something useful for them self and for their community,  i.e. to create and realize socially innovative project/ initiative, improve  their professional skills, become brave leaders and eventually launch their  own social business that will create jobs in their hosting countries.

Youth entrepreneur’s club provides multiple benefits: 

∙ contact & building partnership with other young people who are  interested to the same topic “the social entrepreneurship,  ∙ improving the entrepreneurship skills & profile of the members of  the club.

∙ helping the members to find financial means for the realization of  socially innovative project. 

∙ developing the ability of the club members to turn their passion into  something into a job, 

∙ Supporting young people members of the club to start social business and the solution of self-employment and the employment  of others.

We propose two evolutive and complementary programs under our youth  entrepreneurship club :

Youth-E club -seed

Youth-E-club -stream

Youth E-Club-Seed Youth E-Club-Seed is aimed for youngsters who would  like to develop their entrepreneurship skills and profile & define socially  innovative project that can answer to one need of their communities.

Costs for implementation / replication

The actions are funded by budget project, although for the sustainability of the platform the leader organization is paying extra for the website hosting.

Source of information (link to the initiative)

“youtheclub.eu”

 

Name of Initiative / program / course

Local Green Jobs, the role of civil organizations in the promotion – currently under implementation.

SHORT DESCRIPTION

Its main objective is to link local governments with the private sector to create green jobs and transform the production and consumption models of cities.

 

Provider

Argentinean Network of Municipalities facing Climate Change (leader) in consortium with Italian Chamber of Commerce in Rosario, IN SITU, and Wangeningen University.

Sponsored by

European Union in Argentina

Target groups

Who is the beneficiary of the activities

Entrepreneurs

Small enterprises

Community

Young people looking for a job

Full description

The project seeks to train entrepreneurs to develop their enterprises taking

into account environmental aspects. In addition, it is intended to stimulate

demand and also training in new job skills such as installation of solar

water heaters, supplier of energy efficiency systems for the home, since it

has been detected that these trades do not exist and are extremely necessary

for sustainable development.

Duration

The length of the project it´s estimated in 3 years and training sessions may vary from one or two sessions or 6 months.

Modality for use/delivery

Mostly activities are delivered online.

Besides many agreements were celebrated with Universities so trainings will have formal recognition.

Moreover local fairs are held in different cities so consumers and entrepreneurs can meet. In these fairs is also important to highlight that entrepreneurs explain benefits of their product for the environment so they also educate civil society in responsible consumption

Tools / materials offered

Virtual sessions, investments for entrepreneurs, contests, fairs

 

Technical tools needed to deliver the program

Technicians and teachers

Knowledge area for implementation – what competences you need to deliver this program? in general

Some knowledge related with environment is desirable

Best Practice justification

Trainings will be recognized by University. In Argentina, studies that are developed abroad may not have validation, such as Youthpass for example so it´s interesting to provide courses with formal recognition in each country. And abroad may not be valid a certification only from Argentinean organization so agreements with formal education schools give extra motivation for the participants.

Costs for implementation / replication

The actions are funded by project´s budget, although some municipalities are providing local teachers or other resources.

Source of information

(link to the source if possible)

https://ramcc.net/empleosverdes/

 

Name of Initiative / program / course  

Sustainable public purchases

SHORT DESCRIPTION (no more than 100 words) – what is this about?

The project aims to provide tools to promote sustainable public procurement from local governments, also seeking to legislate aspects that commit local governments to incorporate sustainable suppliers in their purchasing and acquisition processes.

Provider

Argentinean Network of Municipalities facing Climate Change

Sponsored by

Own resources

Target groups

Who is the beneficiary of the activities

Local entrepreneurs

Local governments

Full description

 

For the development of this training, which was carried out in times of pandemia with a duration of 5 virtual meetings, debate sessions were held between local entrepreneurs, technical members of local governments, purchasing areas and people from the legislative body. The idea was to sanction in each locality participating in the training an ordinance that commits local governments to base their purchases considering environmental criteria.

Duration

 

In each session the attendees had to complete surveys. In turn, the entrepreneurs had to be categorized according to certain parameters.

Modality for use/delivery

The sessions were moderated by an international specialist lawyer in sustainable public procurement

Tools / materials offered

Each participating locality, whether as a local government or an entrepreneur of that place, obtained as a result an ordinance contemplating the purchasing criteria in order to be able to act for its implementation and complying with all legal aspects.

Technical tools needed to deliver the program

Local ordinances and regulations, internet connection

Knowledge area

Legal knowledge was necessary for the implementation in addition to some management of public procurement procedures by the attendees

Best Practice justification

The possibility of obtaining local regulations means that the results are prepared in a specific way and not in a general way, which generates a greater chance of success in local implementation

Costs for implementation / replication

The training was implemented with own resources. It was necessary to pay the coordinator salary for his work

Source of information (link to the initiative)

 

 

Name of Initiative / program / course  

‘Sustainable Development Goals – inspiration for youth entrepreneurship’– currently under implementation.

SHORT DESCRIPTION

To promote youth entrepreneurship in the field of microenterprises with the application of Sustainable Development Goals in our target group through a quality training which improves youth workers professional development and therefore to transfer to youth workers innovative training methodologies so as to improve entrepreneurial competences among young people and awareness of necessity of sustainable development in business and life training in EU and Latin America for youngsters.

Provider

          Instytut wspolpracy regionalnej (leader)

          Osrodek doradztwa monika tarczynska

          Comitato d’intesa tra le associazioni volontaristiche della Provincia di Belluno

          Centro de estudios de paysandu

          Asociacion civil red de accion climatica

          Cooperativa de turismo e promocao social – cooperbom turismo

Sponsored by

Erasmus Plus

Target groups

Who is the beneficiary of the activities

Young people

Youth workers

Full description  

An online platform will be set up, using open source software, in order

to create an online space as connection for project target groups, and dissemination of project events, progress and deliverables. The idea is to create an interactive learning platform with user-friendly interface, test evaluations, interactive exercises and videos that will encourage involvement of the target group. The e-learning modules will be freely available as open educational resource (OER) on the project online platform. The e-learning course will develop cognitive skills on participants, which involve applying methods in new situations to solve problems. E -learning course will consist 8 modules

Duration  

It will depend of each participant. Each module is more or less 5 pages and when it´s finished a multiple choice activity is displayed.

Modality for use/delivery 

The participants can develop the course in an anachronistic way since the platform keeps track of the progress

Tools / materials offered

Digital Guide “Best practices around the world – How to create a micro enterprise with application of Sustainable Development Goals”

The Digital Guide will contain all the good practices drafted taking into account the experience and theopinion of all participants in which the consortium will identify the best approaches to foster youth skills for youth entrepreneurship.

Technical tools needed to deliver the program

Internet, computers

Knowledge area for implementation

Some knowledge of environmental issues is desirable

Best Practice justification

The follow-up platform is a valid resource for the rapid development of activities without the need for teachers, but this also presents drawbacks when it comes to exchanges, since there are no discussion forums and development and follow-up activities by a teacher. Knowledge can be limited to theory.

Costs for implementation / replication

Costs are covered by project´s budget. It was necessary to pay for website design

Source of information (link to the initiative)

Website is still under construction

 

PORTUGAL

Name of Initiative / program / course  

Otherness

SHORT DESCRIPTION

The OTHERNESS project addresses the transversal skills correlating to social and civic competences, as well as cultural awareness and expression. The planned project activities are related to educating students to show tolerance, to express and understand different viewpoints, to negotiate with the ability to create confidence, and to feel empathy.

Project participants will be supported in becoming responsible citizens, valuing diversity and respecting Otherness, in being prepared to overcome prejudices and to compromise, in building a world based on collaboration, assertiveness and integrity, in being interested in socio-economic developments and inter-cultural communication.

The project will enhance digital integration in learning and training through developing a digital tool complementing the Teachers’ Manual comprising new media products, documentaries, video lessons and other relevant digital e-content.

Provider

IPSantarém

Sponsored by

Erasmus + Programme, Key Action 2: Cooperation for Innovation and the Exchange of Good Practices – Strategic Partnerships in the Field of Education, Training and Youth

 2015-1-BG01-KA201-014300

Target groups

Who is the beneficiary of the activities

Youth and teenagers

Teachers

Local community

Full description

The project aims to develop training tools in support of teachers, including a manual that will collect non-formal activities and digital resources to educate students to diversity, human rights, intercultural dialogue and active citizenship.

Project activities and outputs:

1. Researching (Output1): relevant initiatives, strategic documents and available research papers on the way Otherness is reflected in school books and supplementary teaching materials in the participating countries and students’ attitude to otherness in the allocated educational institutions prior to project activities.

2. Designing a training program (Output2) for raising students’ sensitivity to Otherness, cultural differences, skills for intercultural dialogue and active involvement comprising 2 complementary products: a Digital tool for students and a Teachers’ manual. The themes are Human rights, discrimination and prejudice; Diversity and Identity and citizenship. Each theme is presented in the teachers’ manual and supported by e-resources in the Digital tool with relevant activities.

Duration

66 ativities  55 minuts each

Modality for use/delivery

Activities are delivered with teacher in a classroom

Tools / materials offered

Teachers’ Manual comprises 66 teaching resources teachers can use with their students. They are distributed in 3 topics, namely Human Rights, Diversity and Identity and Active Citizenship. Each training resource is a step-by-step guide for the teacher, and it also contains several e-resources or deliverables which are to be used as part of the specific training.

Technical tools needed to deliver the program

Computer

Knowledge area for implementation

Diversity and Identity and Active Citizenship

Best Practice justification

Can be used to provide an example on informal education activities

Costs for implementation / replication

Cost of the trainers

Source of information (link to the initiative)

Project card – https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/2015-1-BG01-KA201-014300

Manual for teachers – https://ec.europa.eu/programmes/erasmus-plus/project-result-content/6e3392f2-9940-4749-bb3f-04271175c3d4/O2_EN.pdf

 

Name

DIGITAL GAMIFICATION FOR YOUTH ENGAGEMENT

SHORT DESCRIPTION

Based on the research, NGO can play important role to promote youth engagement and participation, this project will foster participation in youth sector by activities using digital gamification elements as new form of youth engagement, develop attractive and innovative methods of youth work and provide open educational resources.

Gamification is the application of game elements and digital game design techniques to non-game problems, such as business and social impact challenges. That is a psychology- and motivation-based approach to increase the motivation, engagement and contribution of the target audience, as well as stimulate achievement of the necessary results through their active involvement. During the project stages, we will research the elements and tools of gamification, and create handbook, gamification tool and training (including curriculum) to educate the youth organizations on how to use the digital gamification, how to create the game by using of existing free templates and applications, how to involve and educate a greater number of young people on various topics -democracy, unemployment, civic engagement, human rights, youth entrepreneurship, environmental education, social responsibility and active participation in community activities among youth leaders and youth workers.

The project aims to:

1) Facilitate youth engagement in European, Asia and Latin America countries through developed on the spot and online video training, handbook and adapted online interactive multilevel educational game/tool;

2) Promote the cooperation between youth organizations and organizations in the education and training fields and stakeholders;

3) Promote new forms of youth work, use of open and flexible learning, open educational resources (OER) and better exploitation of the ICT potential;

4) Encourage and educate youth organizations to use and create new tools for youth participation, using new technologies;

5) Disseminate results.

The project involves youth workers mobility during which they will be trained on the topic of gamification and get increased their personal and professional qualification, get new points of view on their local issues and there will be transfer of skills and knowledge. As well it will have mobilities to summarize different approaches indifferent regions concerning youth engagement.  

Provider

IPSantarém

Sponsored by

Erasmus+ Key Action

Target groups

Who is the beneficiary of the activities

Youth

Full description

Training course is about a workshop created regarding gamification for youth engagement (a transnational approbation workshop). The content created and shared was with the intent of introducing the concept of gamification providing the knowledge regarding the framework in which it was built upon (games) and showing how it connects with human psychological and emotional traits.

Duration

Total Course Time: 14 hours and 15 minutes

Modality for use/delivery

Training course is delivered with teacher in a classroom

Tools / materials offered

1) Handbook “How to succeed with digital gamification for youth”, 280 printed in 8 languages, and in pdf format in all languages published for free receiving in partners web pages;

2) Curriculum, workshop and online training “Gamification as a tool for youth engagement”, available later on for free in partners web pages;

3) Online interactive multilevel educational game (tool), available later on for free;

4) Transnational conference “Play for changes”;

5) Experience exchange visits, where European partners will share the experience with Latin America and Asia organizations.

Technical tools needed to deliver the program

The course in available for free here: Gamification as a Tool for Youth Engagement or https://ej.uz/ygame

Knowledge area for implementation

digital gamification; youth engagement, develop attractive and innovative methods of youth work and provide open educational resources.

Best Practice justification  

Making the

Costs for implementation / replication

 

Source of information

(link to the source if possible)

Project card – https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/581644-EPP-1-2016-2-LV-EPPKA2-CBY-ACPALA

Programe https://ec.europa.eu/programmes/erasmus-plus/project-result-content/c756c33e-ddef-4148-92ad-552776d8bc87/Gamification%20Course_agenda.pdf

Course – https://ej.uz/ygame

 

 

Name of Initiative / program / course  

Digital Literacy for the Work Market

SHORT DESCRIPTION

The program “Digital Literacy for the Work Market” (DLWM) aims to capacitate students with intellectual and developmental disabilities, with digital skills and soft skills adequate for work market.

Provider

IPSantarém

Sponsored by

Private companies.

Target groups

Who is the beneficiary of the activities

Young people with intellectual and developmental disabilities with a degree of disability equal to or greater than 60%, such as students with 21 trisomy.

Full description

The program DLWM is an innovative and solidary programme, whose most relevant particularity is the fact that it is the first model of inclusive education training in a Portuguese higher education context for intellectual disability. This makes it a model of reference and training for other experiences, the main feature being personal development, well-being and social and labour inclusion from the higher education environment of the School of Education of IPSantarém.

The goals of the program are to capacitate students with disabilities to:

·         Apply autonomously the concepts, theories and principles acquired in problem-solving and decision-making, in new or unfamiliar work environments or in unfamiliar environments.

·         Acquire socio-labour skills that enable them to grow as full citizens.

·         Answer to requirements and carry out tasks appropriately with a combination of skills and cognitive practices, knowledge, motivation, values, attitudes and emotions,

·         Acquire digital competences that allow to effectively solve problems and perform tasks, using different tools in the work context;

·         To acquire flexibility, understood as an ability to adapt to change and as a prelude to critical ability to analyse the work itself;

·         To maintain enthusiasm for lifelong learning;

·         To acquire the necessary training to apply for different offers (adapted for people with intellectual disabilities) in order to obtain a employment in public administration agencies;

·         To participate actively in the university environment, putting into practice a system of values that promotes coexistence through satisfactory relationships.

The program is organized in two academic years. The first year is general in nature and gives priority to classroom teaching, with the aim that the knowledge acquired can be applied to different contexts in everyday life. In the second year, students receive specific training to capacitate them to work in companies, with a greater weight of the practical component, carrying out internships in different services, institutions and organizations through protocols with the School of Education of IPSantarém.

The program includes studies on:

1st YEAR

1st semester

2nd semester

Accounting

Construction of the Professional Profile

Communication and Customer Service

Development of Motor Skills I

Values Development

Business Technical Skills Development

English I

Emotional Development I

Business Information and Communication Technology Literacy I

Introduction to Learning Concepts

Business Organization

Quality of Life

 

2nd YEAR

1st semester

2nd semester

Development of Motor Skills II

Labour Relations

Emotional Development II

Final Program Work

Information Management and Data Treatment

Internship for Initiation to Labour Practice

History, Culture and Arts

 

English II

 

Business Information and Communication Technology Literacy II

 

 

Duration

Two academic years.

120 ECTS (European Credit Transfer and Accumulation System)

In the second semester of the second year the students do an internship.

 

Modality for use/delivery

With teacher in a classroom. The activities are mainly hands-on activities and with a strong focus in digital work.

Tools / materials offered

Laptops

Technical tools needed to deliver the program

Projector

Knowledge area for implementation – what competences you need to deliver this program? in general

Advanced digital skills

Formal and non-formal education techniques

A global understanding of inclusive education

Knowledge in the topic of the courses you want to deliver

Best Practice justification

The most relevant elements for the partners study and eventually use are related with the integration of young people with intellectual and developmental disabilities in a higher education context and how to prepare adequate activities for their developmental, capacitate them to the work market.

Costs for implementation / replication

680€ year per student.

Source of information (link to the initiative)

https://siese.ipsantarem.pt/ese/cursos_geral.FormView?P_CUR_SIGLA=LDMT

Other comments

 

Goals

Improving skills concerning non-formal education techniques
Improving the skills to involve and support young people in the development of both key and digital skills

 

 

 

Creative Learning

 

Creative Time

 

Morning


Unfreeze

Create your character and
introduce yourself

4P   Brainstorming


During the session we will 
analyze the four pillars
of creative learning
Afternoon

Creative learning session with        
Lego Mindstorm

 

 

Collaboration Time

 

Morning

Team working games.

Afternoon

Tool and device to learning coding
SCRATCH
MIT APP INVENTOR 2
TINKERCAD
OZOBOT
MICROBIT
SPHERO SPK EDU
LEGO MINDSTORM
CLICK4ALL

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