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UPIT

University of Pitesti
53 Projects, page 1 of 11
  • Funder: European Commission Project Code: 2017-1-DE02-KA204-004160
    Funder Contribution: 47,600 EUR

    Adult education is an important factor contributing to economic well-being and social inclusion in Europe. In many cases regional and national umbrella organisations as well as professional associations, universities and large education providers take on the task of providing adult education staff with sufficient high quality opportunities to maintain and extend skills they need to support and bring about positive economic and social developments. Those efforts are usually directed at (free-lance) teachers as well as pedagogical, administrative and executive staff in the organisations. These institutions thereby attend to the important tasks of quality assurance and professionalization of staff in adult education and they contribute to the development of the field of adult education as a whole. Train the Provider afforded staff training providers the chance to address some of their most prominent issues, search for solutions and exchange good practices with peer organisations from other EU countries. Main participating organisations:1. Lower Saxon League for Liberal Adult Education (GER): regional umbrella organisation responsible for centralised staff training programme 2. Hellenic Adult Education Association (GR): national professional organisation implementing train-the-trainer-programmes and developing key competences 3. University of Pitesti (RO): university active in adult education staff training 4. Folkeuniversitetet Øst (NO): adult education provider with internal staff training programmeIn addition, partners invited professionals and experts from the field of AE to their project meetings to gain further insight into strategies and practice from different angles. The transcultural approach offered partners the chance to gain new perspectives on the most pressing issues from their day-to-day working contexts. These included lack of national standards, high cancellation rates, low motivation among trainers to get further training and designing more relevant programmes for target groups. The discussions resulted in four short papers published via the project site (see below) as well as a short journal article published at https://www.futureacademy.org.uk/files/images/upload/EDUWORLD2018F004.pdfFour papers correspond with the Work Packages:A1: Reflexion, formulation and exchange of structural educational problemsPartners compiled a collection of central challenges they are facing in their day-to-day work and for which they were looking to brainstorm for solutions. Additional input was given by experts from regional organisations active in AE (LUH, Bildungswerk Ver.di, Landesverband der VHS in NDS). A2. Comparison of existing staff training programmes and identification of good practicePartners derived common ‘main topics’ from A1 and embedded them in the individual national AE systems they work in. Through the comparison, differences emerged in terms of standardisation and quality control, types of providers, target groups as well as ways of identifying their needs, evaluation of training results. Partners identified which mechanisms promote and which mechanisms hamper quality work in their institutions. Additionally, the consortium designed an online survey to gain further insight into these topics from a wider range of AE agents. An article outlining and contextualising the results was published as an OER (see link above).A3. Identification of relevant topics and target groupsPartners identified good practice examples from their current programmes, naming formats, methodology, target groups and learning outcomes and compiled the data into a table for consultation by third parties. These examples address the challenges outlined in A1 and give partners (as well as other AE agents) inspiration for their future programme development. The resulting cannon of good practice serves as reference to other AE staff training providers interested in expanding or improving their programmes. A4. Formulating benchmarksPartners identified success factors for their best practice programmes, outlining how others could adopt approaches they deem successful. This allows for comparison between partners’ approaches, programmes and target groups. The document can be consulted by other agents in AE to compare their programmes against and find inspiration for their development. The results have had and will have considerable influence on the partner organisations involved which have all found topics and approaches they are planning to adopt and try (see document for A4). Thus, lessons learned during the project will impact the quality and implementation of future programmes, creating staff training that is more focused on applicability and trainers’ real needs. Furthermore, the results have been distributed through partners’ networks and thus benefit the AE staff training sector as a whole. All results are available for download via https://www.aewb-nds.de/themen/eu-programme/train-the-provider/

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  • Funder: European Commission Project Code: 2017-3-CY02-KA205-001117
    Funder Contribution: 85,245.5 EUR

    Context/background The project CURSOR- Crafting Career Roadmaps addressed the issue of youth unemployment which was 17,7% (3.905 million young persons) in EU in February 2017 while during 2016 in the partners' countries it was 29,1% in Cyprus, 17,7% in Poland, 17,2% in Ireland and 20,6% in Romania according to Eurostat.Career support in youth work settings was deemed to be limited and in most cases, amounted to providing access to career guidance products that were usually available informal education settings. The partners believed that it was time for a completely new approach to support the development of career planning skills among disadvantaged youth target groups. Moreover, the partners had witnessed a lack of professional development training for youth workers working with disadvantaged youth as it regards to career planning. Objectives With the project CURSOR, we wanted to tackle the issue of youth unemployment and social exclusion. Our objective was to offer to youth workers an opportunity for professional development along with innovative tools to use in their work to support the employability of young people with fewer opportunities. We proposed a new model of career planning as a subject instead of career guidance as a service; a subject with resources at different levels, with required learning outcomes and an assessment framework to measure attainment. With CURSOR, the partners aimed to enhance the international dimension of youth activities and promote high-quality and inclusive youth work. Number and profile of participants 48 front-line youth workers completed the first In-service Training. Each youth worker then engaged at least 10 young people in career planning activities before the end of the project. This resulted in over 480 young people to engage in career planning activities, many of whom came from disadvantaged backgrounds. 72 youth professionals attended the dissemination workshops and final conference, at least 1.000 people benefited indirectly, and 2.500 people were reached. Description of activities The project developed an entirely new career planning framework where young people were supported to acquire the necessary skills to plan their own career progression pathway and to retain those skills for use throughout their active working life. CURSOR proposed the modernization of career planning to reflect the reality of the European employment marketplace where a change in career path can be a frequent occurrence. CURSOR harnessed the potential of digital technologies and developed a career planning framework, complete with all the required tools and resources, that benefited from blended learning; is free to service users and cost neutral to service providers; and easy to sustain and update in times of shrinking expenditure. Methodology to be used in carrying out the project CURSOR proposed an innovative, integrated approach to key competence building in youth work environments which was based on a youth-centred design approach. The partners followed an innovative, integrated enquiry-based learning approach based on non-formal education methods and tools. Based on Needs Analysis, CURSOR produced a career planning subject framework with outputs such as a Handbook for the youth professionals. Further, we created a number of Career Planning Resources and digital tools such as the e-learning portal to help young people to develop the necessary skills to enable them to construct their own career progression pathway and update it as required throughout their working life. The Handbook and the Resources were presented to selected youth professionals during an In-service Training. The young people were guided and trained face-to-face and online in the use of the Career Planning Resources. Results and impact CURSOR equipped the youth professionals with practical tools to use in their work. The results of the CURSOR project include a totally new career planning framework, complete with a full suite of 12 introductory and 12 advanced resources available to front-line youth workers to support their work with young people on the margins of society and economy. This way, the youth professional became more efficient in supporting the social inclusion of disadvantaged youth to formal education or employment and their progression as valued and contributing members of European society. Potential longer-term benefits Most importantly, young people, whatever their status, who completed the introductory and advanced career planning curriculum resources developed as part of the CURSOR project gained a considerable skill-set that will stay with them wherever they will go in their career and will have those skills to call on when the opportunity for career change presents itself. Ultimately, the project impacted the influence and recognition of youth work.

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  • Funder: European Commission Project Code: 2020-1-RO01-KA204-080196
    Funder Contribution: 218,081 EUR

    Nowadays, many European citizens face high risk of unemployment due to fast changing requirements of the job market. Technological changes, decreasing relevance of traditional working competencies and key meaning of new ones put many Europeans in high unemployment risk (i.e. due to automation or inadequacy of their competencies) or employment out of their competence profile (skills mismatch) leading to decreased productivity and life quality (Rathelot & Rens 2017). Especially constant innovation related changes, new technologies or business models, create the need for fast adaptation and developing corresponding competences which are not immediately available at the job market.In this scope, taking into account especially the major role of SMEs for EU economy, open innovation (OI) provides companies unique chances to engage in forefront innovation in face of often insufficient resources (Vanhaverbeke 2017). This however requires recruiting specialised staff that could support OI processes. Despite increasing (and expected to increase further) role of such positions as OI specialist/manager, networks and partnerships coordinator, knowledge manager, managers struggle to source recruits with required competences in this scope, while many EU adults face unemployment or high unemployment risk (Dabrowska and Podmetina 2014, Cedefop 2018). The OPI project aims to develop and test a comprehensive methodology and tools for requalification of human resources to obtain professional competences for those future oriented positions in open innovation scope. Due to, from one side, high importance of OI especially for strongly SMEs based economies and from the other, limited understanding of the OI processes, their benefits and job market opportunities among many job market stakeholders, the OPI project will aim at building labor market intelligence and competences in the area of open innovation that will allow to effectively develop supply of skills to fill the market gap while capitalising on existing pool of human capital. To this end, OPI will develop solutions that will focus on capacitating HR professionals to provide quality career guidance and counselling in the area of open innovation opportunities and requirements together with ready to use requalification/upskilling tools for unemployed and adults in risk of unemployment. The project will approach the issue from 2 perspectives. First, it will improve awareness of OI related professions, of their relevance and specifications among the staff related with HR development and guidance (staff of HR agencies, employment offices, NGOs fighting unemployment issues and firms' internal HR staff) and capacitate the staff to prepare employees and job seekers to adapt to new types of positions. In this scope, the project will not only extend and develop the competencies of the HR personnel supporting adult learners, but will also provide them with ready to use digital tools to diagnose re-qualification potential and further on, an on-demand OI upskilling program developed for the specific needs of OI competence building of unemployed/adults in unemployment risk. Second, it will directly address the needs of unemployed and staff in the need of requalification or upskilling to obtain key for modern and future market competences which is highly obstructed by lack of awareness of OI in the target group and lack of access to high quality learning opportunities in the OI area. It will allow them to gain practical competencies responding to the market needs. By providing specific methodology based on empirical research of market, its future orientation and target group needs, the project will support the individuals in obtaining key competences highly relevant for employability and innovativeness in a long-term. In OPI scope they will not only gain access to their needs oriented program for development of in-demand professional competences, but by capacitation of the specific HR support staff they will gain access to guidance in the area and will obtain critical motivation related with realistic recognition for the competences relevance in their job market environment (EIB 2019).Specifically, the project will deliver:-Study of local state of open innovation competencies,-Methodology and tools to build open innovation understanding among HR specialist and build their ability to guide job seekers or employees through upskilling/requalification to take position in scope of open innovation, -Diagnostic tool to evaluate human capital in scope of open innovation,-E-learning solution for building unemployed/employees in high unemployment risk competencies to take roles in scope of open innovation,-Comprehensive requalification guide for HR professionals and adult educators.

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  • Funder: European Commission Project Code: 2020-1-PL01-KA226-VET-096159
    Funder Contribution: 180,225 EUR

    The project is in line with the Europe 2020 Strategy, its implementation is in line with the objectives of the Strategic Framework for European Cooperation in Education and Training - ET2020, such as improving the quality and effectiveness of education, training and the implementation of the lifelong learning concept.The main goal of the project is to activate women by showing them model solutions in the field of preparation for remote work in the period from 01/03/2021 to 28/02/2023. Through support in the form of e-learning trainings, webinars and the preparation of a tutorial for learning remote work - a practical guide with a teacher by partners from Poland, Cyprus, Romania and Turkey.The project is dedicated to women who want to return to the changed covid -19 pandemic of the labor market. The created materials and e-learning training will be translated into the languages ​​of individual partners. The language of communication and the main language of the project will be English.The main activity in the project is:- development of 3 innovative e-learning courses in the field of: 1. computer operation, ability to work with software for remote work. 2. learning specialist programs on the example of accounting and HR programs 3. English language learning focused on a specialist language within specialist computer programs (the most popular phrases in the field of specialized vocabulary of computer programs)- implementation of 2 webinars in the field of soft skillsBLOCK I: communication training (with an emphasis on remote work) and workplace organizationBLOCK II: team conflict resolution (with an emphasis on remote work), and organization of working hours (with an emphasis on remote work),3. develop a digital guide - a tutorial for learning to work remotely - a practical guide with a teacher.Activities undertaken under the project will be carried out with the participation of experts and practitioners in the field of work psychology and career counseling with the use of new multimedia.The project is dedicated to women who, due to the covid 19 pandemic, cannot freely return to the labor market and want to remotely regain the possibility of active participation in society in order to prevent social and digital exclusion. The availability of the developed results in English will make it possible to use these materials for career counselors throughout the EU, because, as the OECD report shows, remote work is the best way to solve the problem of unemployment in small regions, as many as 55% of respondents would like to work remotely, if only they had such an opportunity. Research shows that the interest in remote work is greater than the possibility of using such a model of work.Group of direct recipients of the developedsupport, they will be:- women- experts from formal and informal education centers,-Vocational education and training organizations responsible for improving competences;- institutions supporting women - Centers for Continuing Education, Methodological Centers.The project is addressed to them and they will become the recipients of information on the possibility of taking part in the activities developed by the partnership: Eduexpert Poland, DITC LIMITED Cyprus, Alanya Hamdullah Emin Pasa Universitesi Turkey, UNIVERSITATEA DIN PITESTI Romania, Elektroszkolenia Poland.All these groups use the Internet and can take full advantage of the multimedia materials that are available to them - 3 e-learning courses, 2 webinars in the field of soft skills, 1 tutorial for learning remote work - a practical guide with a teacher.

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  • Funder: European Commission Project Code: 2020-2-AT02-KA205-002816
    Funder Contribution: 124,955 EUR

    There is growing evidence that health and education are closely linked and influence other parameters such as poverty and income levels. It is known that education has the power to improve not only prosperity, but it has a huge effect on health outcomes. Despite the immense benefits, health literacy remains a challenge for the European public health. Research findings refer that more than a third of the EU population face difficulties in finding, understanding, evaluating and using information to manage their health (Sørensen et al., 2015). It is also important to emphasise that nowadays, the COVID-19 pandemic is spreading around the world. Health literacy must carry a significant impact during this pandemic in order to combat the faster spread of the virus. Considering these global pandemic developments, one of the main challenges is to provide appropriate healthcare and education to migrants and refugees throughout Europe. UN High Commissioner for Refugees Filippo Grandi warns that the new wave of refugees arriving in Europe are living with very poor sanitary conditions, which are especially vulnerable to the pandemic. Therefore, difficult access to education and health literacy make this population extremely vulnerable. UNESCO recommends that education for health literacy should be learned in the same way as all other fields, both in formal and non-formal learning environments. Just as youngsters learn social habits that will enable them to face problems on their communities’ daily life, they must also learn and acquire the knowledge and habits of health that will enable them to achieve the highest possible degree of physical, mental and social health (Sanmarti, 1988). Health Literacy is a powerful strategy to contribute to the improvement of the population’s well-being, promoting citizenship in health, making people more autonomous and responsible for their own health and of those who depend on them and their community.For this reason, Health Without Borders project is to improve health literacy skills in young migrants, refugees and marginalised youngsters in an embedded learning perspective, while promoting a set of socio educational innovative approaches for front-line youth workers to raise awareness with young migrants and refugees about the importance of health literacy in their daily lives. Target-groups are:a) Young migrants, refugees and marginalised young people;b) Youth workers, social work specialists and non-formal educators.The key actions to achieve the aims of the project are:- Develop an innovative user-friendly Health Literacy Toolkit of Resources (IO1), which aims to foster Health Literacy skills, competences and attitudes by facilitating the access to audiovisual health information and improve their availability, while providing embedded learning opportunities. The main topics of the Health Literacy Toolkit of Resources are: (1) Digital Health Information & Social Media; and (2) Health Communication in Health Care Services, which will be embedded with (a) Multilingualism, (b) Science, technology, engineering e mathematics, and (c) cultural awareness. The resources will be built on Comics, Video Storytelling and Infographics.- Develop a front-line In-Service Training Programme (IO2) which aims to (a) present the educational resources on health literacy developed in the project; (b) better understand the principles of health literacy; (c) understand the importance of a cohesive communication strategy while working on health literacy with marginalised youth; (c) understand the principles and benefits of embedded learning environments with youth; (d) understand the principles and benefits of using comics, storytelling and gamification strategies while working with marginalised youth. - Develop a user-friendly Online Portal (IO3), aiming to (a) enable the access to all educational materials of the project in bite-sized units, according to the target-group learning needs, (b) establish a Health Literacy Repository, which will selectively disseminate projects and instruments that configure good practices in health education and literacy in the countries of the consortium; (c) facilitate peer-to-peer learning through a collaborative platform.-100 young migrants, refugees and marginalised youngsters will fully use the Health Literacy Toolkit of Resources (IO1);- 50 youth workers, social work professionals and/or non-formal educators will complete the In-Service Training (IO2)- 10 youth workers, social work professionals and/or non-formal educators will complete the short-term joint staff training event in Romania;- 20 representatives from the education and health field will be involved in the Local Working Groups;- 200 representatives from the main target-groups will attend and participate in Health Without Borders Workshops;- A minimum of 200 representatives from the main target-groups will be registered in the Online Portal.

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