Wednesday 23, 14:30 – 15:45. Virtual room 2
Chair: TBA
(F) Contributions of the SocialNEET project to the development of skills for active life
Um trabalho de Juliana Costa, Arlinda Semedo, Sofia Bergano e Vitor Gonçalves
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
In 2019, GMIT along with partners IT Sligo and LYIT were awarded a HEA Innovation and Transformation award to build digital capabilities in the Connacht-Ulster Alliance (CUA). The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). GMIT Teaching and Learning Office is leading the development of DigitalEd.ie (work package 2 of the iNOTE project).
DigitalEd.ie, is a digital teaching and learning knowledge platform. that provides access to professional development pathways and a suite of digital resources, in order to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively.
This presentation will explore: the development journey of DigitalEd.ie; the creation of a digital champions team; designing learning pathways; creating a digital resources directory; staff insights on building their digital teaching and learning capabilities during the pandemic; and a suite of digital capability discovery tools (including a workshop, a digital discovery self-assessment tool, the INDEX survey, a discussion platform survey, and focus groups with digital champions and DigitalEd.ie participants). The suite of discovery tools deployed during the project (2019-2022), is supporting an action research study, that is informing a best practice model for developing digital teaching and learning capabilities in higher education.
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
In 2019, GMIT along with partners IT Sligo and LYIT were awarded a HEA Innovation and Transformation award to build digital capabilities in the Connacht-Ulster Alliance (CUA). The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). GMIT Teaching and Learning Office is leading the development of DigitalEd.ie (work package 2 of the iNOTE project).
DigitalEd.ie, is a digital teaching and learning knowledge platform. that provides access to professional development pathways and a suite of digital resources, in order to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively.
This presentation will explore: the development journey of DigitalEd.ie; the creation of a digital champions team; designing learning pathways; creating a digital resources directory; staff insights on building their digital teaching and learning capabilities during the pandemic; and a suite of digital capability discovery tools (including a workshop, a digital discovery self-assessment tool, the INDEX survey, a discussion platform survey, and focus groups with digital champions and DigitalEd.ie participants). The suite of discovery tools deployed during the project (2019-2022), is supporting an action research study, that is informing a best practice model for developing digital teaching and learning capabilities in higher education.
Teachers' Digital Competence and Participation in teacher networks (ED-Medi...Riina Vuorikari
Presentation from the ED-Media symposium "Teachers’ Role in the SNS-Era". Abstract:
Teacher networks, i.e. communities to share and co-construct professional knowledge, are touted to be important for teachers’ continuous professional development. Especially social networks and online communities can offer opportunities anywhere, anytime and at a relatively low cost as compared to on-site training. In this paper we present a concept for comparing a set of teachers’ digital competence frameworks at international and national level with a specific focus on indicators for participation and activities in teacher networks. Furthermore, using data from Survey of Schools: ICT in education we present national differences regarding participation in teacher networks and reflect it through some national programmes focusing on teachers' digital competence building. The final aim of the paper is to reflect how teachers' participation and activities in teacher networks could better be studied as part of digital competence with a final aim to support the European level policy actions as outlined in the newly launched Communication on Opening Up Education by the European Union.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
ILTA Seminar March 3rd 2021 Building Digital Capabilities with DigitalEd.iecarinaginty
ILTA national seminar by Dr Carina Ginty sharing the DigitalEd.ie story and how we are building digital teaching and learning capabilities in GMIT, IT Sligo and LYIT.
Common Digital Competence Framework for TeachersINTEF
Common Digital Competence Framework for Teachers - January 2017 - National Institute of Educational Technologies and Teacher Training - Ministry of Education - Spain
Mapping digital competence as a new subject in the Primary School curriculumUniversidad Nebrija
In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.
Used by euxtra.com as information to its user. PDF file created by and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/grundtvig/success-stories_en.pdf
Toward Competency-Based Programs as a Bridge to Career ePortfolios: Karuta Op...Raynauld Jacques
In this presentation, we will review several Karuta Open Source Portfolio use cases from French universities where students 1) Self-evaluate and receive evaluation of their skills development in learning activities; 2) Formalize and decode their academic and non-academic experiences; 3) Define and affirm chosen career paths; and 4) Showcase their professional potential. These use cases show how simple ePortfolios can link classroom work to career placement and provide a pathway to a gradual introduction of competency-based education.
This is the Results Report of the project `Improving youth volunteering through the Structured dialogue´, in which we have developed different activities, like an on-line consultation process in 9 different countries, a web platform http://all-in-vol.eu , videos on local problems and on good practices recorded by youngsters from all that countries, and a transnational seminar.
Teachers' Digital Competence and Participation in teacher networks (ED-Medi...Riina Vuorikari
Presentation from the ED-Media symposium "Teachers’ Role in the SNS-Era". Abstract:
Teacher networks, i.e. communities to share and co-construct professional knowledge, are touted to be important for teachers’ continuous professional development. Especially social networks and online communities can offer opportunities anywhere, anytime and at a relatively low cost as compared to on-site training. In this paper we present a concept for comparing a set of teachers’ digital competence frameworks at international and national level with a specific focus on indicators for participation and activities in teacher networks. Furthermore, using data from Survey of Schools: ICT in education we present national differences regarding participation in teacher networks and reflect it through some national programmes focusing on teachers' digital competence building. The final aim of the paper is to reflect how teachers' participation and activities in teacher networks could better be studied as part of digital competence with a final aim to support the European level policy actions as outlined in the newly launched Communication on Opening Up Education by the European Union.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
ILTA Seminar March 3rd 2021 Building Digital Capabilities with DigitalEd.iecarinaginty
ILTA national seminar by Dr Carina Ginty sharing the DigitalEd.ie story and how we are building digital teaching and learning capabilities in GMIT, IT Sligo and LYIT.
Common Digital Competence Framework for TeachersINTEF
Common Digital Competence Framework for Teachers - January 2017 - National Institute of Educational Technologies and Teacher Training - Ministry of Education - Spain
Mapping digital competence as a new subject in the Primary School curriculumUniversidad Nebrija
In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.
Used by euxtra.com as information to its user. PDF file created by and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/grundtvig/success-stories_en.pdf
Toward Competency-Based Programs as a Bridge to Career ePortfolios: Karuta Op...Raynauld Jacques
In this presentation, we will review several Karuta Open Source Portfolio use cases from French universities where students 1) Self-evaluate and receive evaluation of their skills development in learning activities; 2) Formalize and decode their academic and non-academic experiences; 3) Define and affirm chosen career paths; and 4) Showcase their professional potential. These use cases show how simple ePortfolios can link classroom work to career placement and provide a pathway to a gradual introduction of competency-based education.
This is the Results Report of the project `Improving youth volunteering through the Structured dialogue´, in which we have developed different activities, like an on-line consultation process in 9 different countries, a web platform http://all-in-vol.eu , videos on local problems and on good practices recorded by youngsters from all that countries, and a transnational seminar.
The Digital Manual of good practices in intergenerational education for adult educators working in multigenerational contexts, developed by the partners of the Erasmus plus KA2 project “Intergenerational Bridge: Connect To Create”, coordinated by the Italian lead partner EduVita.
Beyond Digital Competence: a proposal by the ELINET Network Fabio Nascimbeni
The vision on digital literacy of the ELINET network: proposing an holistic view that goes beyond digital competence and that includes contextual and cultural issues.
eScouts final publication: Intergenerational circle for community serviceAlba Agulló
The “eScouts: Intergenerational circle for community service” project is a complex, multidimensional and comprehensive initiative aiming to develop an exchange of innovative intergenerational learning experiences between people older than 55 years old and young volunteers in six European Member State (Bulgaria, Germany, Italy, Poland, Spain, the UK).
eScouts is aimed to develop an innovative intergenerational learning exchange between senior adults and youth volunteers in the context of non-formal education. It is centred on the development of the digital competences of the eldest and on the guidance to the youngest to better face their upcoming adult life challenges.
In this publication we explain our nice experience.
eScouts final publication: Intergenerational circle for community serviceFundación Esplai
The “eScouts: Intergenerational circle for community service” project is a complex, multidimensional and comprehensive initiative aiming to develop an exchange of innovative intergenerational learning experiences between people older than 55 years old and young volunteers in six European Member State (Bulgaria, Germany, Italy, Poland, Spain, the UK).
eScouts is aimed to develop an innovative intergenerational learning exchange between senior adults and youth volunteers in the context of non-formal education. It is centred on the development of the digital competences of the eldest and on the guidance to the youngest to better face their upcoming adult life challenges.
In this publication we explain our nice experience.
QuILL - Module 3:
Criação de recursos de qualidade para o Ensino das Línguas Baseados em Tecnologias Digitais
Como criar recursos simples de ensino e aprendizagem usando software livre
Creation of Quality Digital
Technology-Based Language Teaching Sources
2. How to create simple e-learning based teaching and learning resources using free software
The teacher that use a digital technology, built a citizen
Ar paper 800-innovation with augmented reality to erasmus studentsVitor Gonçalves
State of the art:
- Virtual Reality (VR)
- Augmented Reality (AR)
- Mix Reality (MR)
VR and AR apps
Example with Metaverse Studio
Example with Metaverse AR
Globalisation and the increasing use of technology
have greatly influenced how people work and interact
socially.
In today’s world being able to search for information
from various sources is essential to a person’s success.
The better and stronger an education a person has the
more qualified and prepared they are to evaluate
information and act on it.
Transição digital, Tecnologias digitais e Cidadania Digital.
A Caixa de Pandora Digital: os desafios e os riscos.
Iniciativas para minimizar o cyberbullying.
Competências de leitura e escrita (storyjumper, padlet, etc).
A realidade virtual e aumentada (do Google Translate ao MetaverseStudio)
Avaliação formativa baseada em questionários (google e microsoft forms).
Contributo da aula invertida e gamificação.
Avaliação formativa baseada em jogos (kahoot, Socrative, Quizizz, nearpod).
Plataformas de gestão de aprendizagem e de comunicação e colaboração (MS Teams, Google Classroom, Flipgrid, Moodle, entre outras)
Reflexão sobre a Taxonomia de Bloom
Articulação curricular
O bullying é um importante tópico de estudo na vida das crianças e dos jovens, principalmente na última década.
Os MOOC - Massive Open Online Courses – podem ser importantes para perceber que tipo de formação existe.
Para tal, a revisão sistemática da literatura (RSL) foi a metodologia mais adequada para uma investigação qualitativa que pretendeu dar resposta às questões de investigação.
- To use the AduLeT platform (cop.adulet.eu) to collect information about technologies, methods and usage experience.
To test game-based or similar interactive learning technologies.
To register the tools and experiences of using these technologies on the AduLeT platform.
To produce learning objects in 4 technologies for 4 sessions of a discipline.
To do a case study and register the experiences of using these technologies on the AduLeT platform.
To map and verify the applicability of these tools in this COVID-19 Pandemic scenario.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. Contributions of the SocialNEET project to the
development of skills for active life
Juliana Costa1, Arlinda Semedo2, Sofia Bergano3, Vitor Gonçalves4
1,2 Instituto Politécnico de Bragança, Portugal
3 CEAD, Instituto Politécnico de Bragança, Portugal
4 CIEB, Instituto Politécnico de Bragança, Portugal
1
2. Index
• Introduction
• SocialNEET: State of the Art
SocialNEET: Young NEET
SocialNEET: Facilitators of the youth NEET
SocialNEET: Entrepreneurship education of the NEET Facilitators
• Metodological framework: Contextualization of the project
• Reflections on the activities carried out
• Conclusions
• Acknowledgement & References
2
3. Introduction
• The creation of opportunities for youth employment, namely
for NEET (not in education, employment, or training), is among
the main public policies promoted by the European Union (EU)
as a way of promoting more equal territories;
• In this sense, the EEA and Norways Grants Funds for Youth
Employment, finances the SocialNEET Project in seven
European countries: Slovenia, Spain, Greece, Italy, Latvia,
Poland, and Portugal;
• Main objective:
to generating opportunities for young people to enter the labor
market or create knowledge to promote self-employment,
fighting social inequality, meeting the 2030 Agenda.
3
4. • In Portugal, the SocialNEET Project had its NEET meeting
point, promoted by the Polytechnic Institute of Bragança
(IPB), between November 2020 and February 2021;
• The main action was the training of higher education students
to assist the NEET youth training process;
• This work consists of a mixed case study, aimed at
understanding the perceptions developed by higher
education students, called facilitators (N = 10), in the support
of the training process for young NEET.
4
Introduction
5. SocialNEET : State of the art
• Education should be the main factor to reduce social
disparities among young people, as in 2020, more of 5.5
million young people were in NEET status in the EU (Lorinc,
Ryan, D'Angelo, & Kaye, 2019);
• The SocialNEET Project give an important contribute to the
2030 Agenda and the Suistanable Development Goals (SDG),
targeting the SDG 4 “Quality Education”, advocates increasing
the educational offer for young people who contribute to
improving literacy skills, “technical and professional skills,
which lead to employment, work decent and
entrepreneurship” (United Nations, n.d.).
5
6. SocialNEET: Young NEET
• The acronym NEET is used in the EU to define groups of
young people between 15 and 34 years old who are not in
education, employment, or training;
• It is considered a serious economic and social problem for
the 27 Member States (Giret, Guégnard, & Joseph, 2020;
Jongbloed & Giret, 2021);
• In this project the target audience were NEET between 18
and 29 years.
6
7. SocialNEET: Facilitators of the youth NEET
• The creation of opportunities to more attentive social needs,
entrepreunership and the ability to intervene and propose
innovative solutions must be among the training
competencies offered to students in the various areas of
higher education (Blázquez, Zaldívar, & Leite, 2018 ;
Gonçalves, 2020);
• The education for entrepreneurship offered by SocialNEET
training contributes to the training process of future
professionals more aware of their role as a global citizen,
acting in the construction of business opportunities that lead
to social justice and a better generation of income, going to
meeting of sustainable development.
7
8. SocialNEET: Entrepreneurship education of
the NEET Facilitators
• The 2030 Agenda clearly shows entrepreneurship education in
the SDGs as a goal to be achieved in favor of sustainable
development (United Nations, n.d.);
• It is necessary to educate the individual for social and business
skills, to awaken creativity and innovation, and to train
professionals with the ability to recognize soft skills and
intercultural communication as elements of strategic thinking
to achieve social equity (Blazquez et al., 2018; Gonçalves, 2020).
8
9. Metodological framework:
Contextualization of the project
• The NEET meeting point, was promoted by the Polytechnic
Institute of Bragança (IPB);
• The first training session took place at the School of
Education (ESE/IPB), in a blended learning approach;
• Between November 2020 and February 2021;
• The sample was constituted on a voluntary basis, being
formed by higher education students in different training
areas (N=10).
9
10. The training for NEET facilitators consisted of the following
modules:
i. Course “The peculiarities of intercultural communication” (9
hours)
ii. Recognition of soft skills and self and straight knowledge (5
hours)
iii. Education for entrepreneurship , using idea generation processes
in the context of Design Thinking and the Walt Disney Creative
Process, using brainstorming, SCAMPER, empathy map and the
business model canvas (5 hours)
Practical part by the methodology “learning by doing” (15 hours).
10
11. Methodology and procedures for collecting
and processing information
• The research was based on a mixed case study (quali-quanti);
• The data collection was carried out through an online
questionnaire or survey, in the Google Forms format;
• It was divided into two parts:
1. Sociodemographic understanding (the type of facilitators
(Challenge-Based Innovation or voluntary), sex, age, level of
education and experience in the labor market);
2. Thirty-six items divided into three blocks of twelve items each for
understanding the perception of the competencies of: i)
intercultural communication; ii) recognition of soft skills; and iii)
education for entrepreneurship.
11
12. • The evaluation was on a five-point multi-item opinion scale
(Likert scale), where one represented “did not contribute
anything” and five “contributed a lot”.
• The survey was made available to the facilitators at the end
of the SocialNEET training;
• The treatment of the data proceeded using a specific
statistical program the IBM SPSS Software (Statistical Package
for the Social Sciences);
• In addition to this data collection instrument, an observation
grid was also used where each of the trainers recorded the
most relevant actions, interactions, and iterations that he
considered important, not forgetting the identification of
individual or group results.
12
13. Characterization of participants
• The participants in this study correspond to two different
typologies: volunteer facilitators and CBI facilitators
(participants enrolled in the “10% up to you” program of the
IPB platform for entrepreneurship, employability, and training
innovation (https://if.ipb.pt), namely in the Challenge-Based
Innovation (CBI) module);
• The number of respondents was 10 facilitators, 80% of whom
are CBI facilitators (N=8), and 20% of whom are voluntary
facilitators (N=2);
• 80% are female (N=8; CBI and volunteers) and 20 % male
(N=2; CBI).
13
14. • The age of the facilitators is between 20 and 43 years (N=10),
with an average of 27 years for individuals, and a standard
deviation of 1.059 years;
• Regarding the level of study, 80% are studying at
undergraduate level (N=8), and 20% at master's level (N=2);
• In a total of 10 respondents, 90% of the facilitators (N=9)
claimed to have some paid work experience, and only 10%
(N=1) said had no work experience.
14
15. Reflections on the activities carried out
• The activities developed in SocialNEET training sought to
contribute to the development of skills in facilitators, in
order to prepare more active professionals for the creation
of opportunities to enter the job market;
• Among the skills worked on, intercultural communication,
provided facilitators with a reflection on the importance of
culture and the ability to communicate in business
relationships, being worked through the course “The
peculiarities of intercultural communication;
• The results are demonstrated in Table 1;
15
16. Skills/Items NCM(1) NC(2) N (3) C(4) CM(5) average standard
deviation
1- The peculiarities of intercultural
communication:
Improve the way I communicate; - - 2(0,2%) 4(0,4%) 4(0,4%) 4,20 0,789
Develop intercultural communication
skills;
- - 1(0,1%) 5(0,5%) 4(0,4%) 4,30 0,675
Know how to communicate with others; - - 2(0,2%) 6(0,6%) 2(0,2%) 4,00 0,667
Reflect on the creation of stereotypes and
their negative effects on society;
- - 3(0,3%) 4(0,4%) 3(0,3%) 4,00 0,816
Know how to communicate with others; - - 2(0,2%) 6(0,6%) 2(0,2%) 4,00 0,667
Develop knowledge that allows me to
avoid stereotypes during the
communication process;
- - 1(0,1%) 4(0,4%) 5(0,5%) 4,40 0,669
Know the different types of
communication
- - 1(0,1%) 4(0,4%) 5(0,5%) 4,40 0,699
Communicate openly and clearly - - 2(0,2%) 6(0,6%) 2(0,2%) 4,00 0,699
Table 1- Descriptive results for competence: The peculiarities of intercultural communication
16
17. Enabling cultural differences to be
recognized and optimised as a resource
for learning
- - 1(0,1%) 4(0,4%) 5(0,5%) 4,40 0,699
Broaden my knowledge about the
intercultural differences between
peoples
- - 1(0,1%) 2(0,2%) 7(0,7%) 4,60 0,699
Reflect on the creation of stereotypes
and their negative effects on society
- - 3(0,3%) 4(0,4%) 3(0,3%) 4,00 0,816
Understand the need to improve verbal
and nonverbal communication between
sender and receiver
- - 1(0,1%) 3(0,3%) 6(0,6%) 4,50 0,707
Understand the importance of
respect in the sharing of spaces
between different nationalities
- - 1(0,1%) 2(0,2%) 7(0,7%) 4,60 0,699
Realizing the importance of
understanding culture within
business relationships
- - 1(0,1%) 5(0,5%) 3(0,3%) 3,9 1,197
Global relationship - - - - - 52,0 6,815
1- Does Not Contribute at all (NCN); 2- Does not contribute (NC); 3- Neutral (N); 4- Contribution(C); 5- Contributes (Contributes A Lot)
Source: prepared by the Authors, May 2021
17
18. • Following the SocialNEET training, the soft skills recognition
competence addressed through group dynamics on the
theme of self and hetero knowledge, the facilitators worked
on the ability to understand that personal and professional
skills are transferable between knowledge fields, the same
being considered important elements for teamwork;
• The results found for this competence are demonstrated in
Table 2;
18
19. Skills/Items NCM(1) NC(2) N (3) C(4) CM(5) average standard
deviation
1- The competence of
recognition of soft skills:
Reflect on me and get to know
myself better;
- 1(0,1%) 1(0,1%) 4(0,4%) 4(0,4%) 4,10 0,994
Valuing and monetizing the skills
demonstrated by other people;
- - 1(0,1%) 5(0,5%) 4(0,4%) 4,30 0,675
Identify areas of personal skills that
can be transferred;
- - 1(0,1%) 2(0,2%) 7(0,7%) 4,60 0,699
To help me get to know others; - - 1(0,1%) 1(0,1%) 8(0,8%) 4,70 0,675
Work in a diverse team; - - 1(0,1%) 1(0,1%) 8(0,8%) 4,70 0,675
Adapt-me to different context; - - 1(0,1%) 4(0,4%) 5(0,5%) 4,40 0,669
Allow me to know the personal
characteristics and behaviors that
can affect professional
performance
- - 1(0,1%) 6(0,6%) 3(0,3%) 4,20 0,632
Table 2- Descriptive results for soft skills recognition competence
19
20. To provoke in me reflections on
attitudes and behaviors towards
me and the other
- 1(0,1%) 1(0,1%) 3(0,3%) 5(0,5%) 4,20 1,033
Understand how knowledge of the
other can contribute to the
cohesion of the work team
- - 1(0,1%) 4(0,4%) 5(0,5%) 4,40 0,699
understand - - 1(0,1%) 2(0,2%) 7(0,7%) 4,60 0,699
Recognize my characteristics and
monetize them in the context of
work
- - 2(0,2%) 4(0,4%) 4(0,4%) 4,20 0,789
Identify ing competencies to be
strengthened in the sense of
personal and professional
development
- - 1(0,1%) 4(0,4%) 5(0,5%) 4,40 0,699
Identify the importance of having
clear focus and objectives to
achieve success
- - 1(0,1%) 4(0,4%) 5(0,5%) 4,40 0,699
Global relationship - - - - - 52,6 7,862
1- Does Not Contribute at all (NCN); 2- Does not contribute (NC); 3- Neutral (N); 4- Contribution(C); 5- Contributes (Contributes A Lot)
Source: prepared by the Authors, May 2021
20
21. • For the field of entrepreneurship, the use of the learning by
doing methodology allowed the facilitators a practical
experience for which they were trained;
• In this sense, the global average obtained was demonstrated
in Table 3;
21
22. Table 3- Descriptive results for entrepreneurship competence
Skills/Items NCM (1) NC(2) N (3) C(4) CM(5) average standard
deviation
1- Competence of
entrepreneurship
Demystify the concept of
entrepreneurship and its
typologies;
- 1(0,1%) 5(0,5%) 4(0,4%) 4(0,4%) 4,30 0,675
Identify and work my
entrepreneurial profile;
- - 1(0,1%) 4(0,4%) 5(0,5%) 4,40 0,699
Develop my entrepreneurial skills; - - 1(0,1%) 5(0,5%) 4(0,4%) 4,30 0,675
Dream project or business ideas; - 1(0,1%) 1(0,1%) 2(0,2%) 6(0,6%) 4,30 1,059
Design project or business
ideas;
- 1(0,1%) 1(0,1%) 2(0,2%) (0,8%) 4,70 0,675
Collaborate in the creation of a
project or business model;
- - 2(0,2%) 2(0,2%) 6(0,6%) 4,40 0,843
Develop skills that have enabled
me to become an entrepreneur
- - 2(0,2%) 3(0,3%) 5(0,5%) 4,30 0,823
22
23. Develop skills that enabled me to
act as a facilitator
- - 1(0,1%) 2(0,2%) 7(0,7%) 4,60 0,699
Know and use free tools useful
for the process of building a
project
- - 1(0,1%) 3(0,3%) 6(0,6%) 4,50 0,707
Learn how to draw a customer
empathy map
1(0,1%) - 1(0,1%) 5(0,5%) 3(0,3%) 3,90 1,197
Learn how to design a business
model (Bussines Model Canvas)
1(0,1%) - 2(0,2%) 2(0,2%) 5(0,5%) 4,00 1,333
Identify ing competencies to be
strengthened in the sense of
personal and professional
development
- - 1(0,1%) 4(0,4%) 5(0,5%) 4,40 0,699
Develop communication skills to
present projects in format, pitch
1(0,1%) - 1(0,1%) 5(0,5%) 3(0,3%) 4,00 0,943
Global relationship - - - - - 51,1 8,504
1- Does Not Contribute at all (NCN); 2- Does not contribute (NC); 3- Neutral (N); 4- Contribution(C); 5- Contributes (Contributes A Lot)
Source: prepared by the Authors, May 2021
23
24. Conclusions
• The SocialNEET Project, through peer facilitation (NEET and
facilitators) provided the group of facilitators with an
opportunity for tutoring and practical skills within
intercultural communication, the recognition of soft skills
and entrepreneurship education;
• Through the training actions of the project, the facilitators
were able to understand that entrepreneurship means much
more than a business model, being above all a way to build
knowledge, and allow the construction of a more equal
society.
24
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This work has been supported by FCT – Fundação para a Ciência
e Tecnologia within the Project Scope: UIDB/05777/2020.
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26
Thank you