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Description
The aim of the project is to create tools for staff working for the well-being of children and adolescents aged 12-16 years, developing key psychosocial competences
The project responds to the challenges set out in the OECD document: "The Future of Education and Skills: Education 2030. The Future We Want", which identifies three categories of competences, "Transformational competences", which respond to the growing need for innovation, responsibility and awareness of young people, i.e .: 1. Creating new value 2. Reconciling tensions and dilemmas 3. Taking responsibility.
Education should aim for more than just preparing young people for work; it must equip students with the skills they need to become active, responsible and committed citizens.
The acquisition of these skills is the greatest guarantee of getting out of the circle of exclusion. Exclusion can only be fought effectively through education. People working in this area need effective tools to achieve this goal.
To accomplish these tasks, Applicants will develop a set of tools consisting of:
R1: Smartphone application for young people developing the three competences listed by OECD
R2: Application for educators - how to support a child in the development of three categories of competences
R3: Lesson scenarios and training materials for teachers, educators, social workers, animators, tutors - group activities for students
R4: Train the trainer preparing to work with project products
All products will constitute a coherent whole - the topics will be related, e.g. the child gets a task to do, at the same time the parent / guardian receives tasks related to the exercise to be performed by the child, and the educator receives materials for the classes with the entire group of teenagers. The materials will allow for involvement in the development of: parents, teachers, peers, communites.
Summary of project results
The aim of the project was to create tools for staff working towards the well-being of children and adolescents aged 12-16, developing key psychosocial competencies. The project responded to the challenges outlined in the OECD document: "The Future of Education and Skills: Education 2030. The Future We Want." This document identified three categories of competencies - "Transformative Competencies," which address the growing need for innovation, responsibility, and awareness among young people, namely: 1/ Creating new value; 2/ Reconciling tensions and dilemmas; 3/ Taking responsibility.
The goal of education should be more than just preparing young people for work. Education must equip students with the skills they need to become active, responsible, and engaged citizens. Acquiring psychosocial skills/competencies offers the greatest guarantee of breaking the cycle of exclusion, which can be effectively combated through education. People working in this area need effective tools to achieve this goal.
The project focused on developing product outcomes, testing them, and creating final versions. A key element was disseminating the results of the developed activities and the feedback received from users.
The project developed the Future Competencies Development Program for Youth – ProComp, whose elements form a cohesive whole:
R1/ A smartphone application for youth, developing three key competencies
R2/ An application for educators
R3/ Lesson plans and training materials for educators
R4/ Train-the-trainer training to prepare for working with the project''s products.
The testing phase included evaluating the products, their relevance, and effectiveness by test users. This phase also examined the development of competencies among the youth participating in the test. A survey was conducted based on questionnaires, and the results indicate that a significant portion of the youth observed an average increase (on a scale of 1-5) in all indicated competencies. For example, learning skills increased by 1.07 percentage points, assertiveness by 1.88 percentage points, and participation in civil society by 2.5 percentage points. These data suggest that the tools were accurately selected, and their comprehensiveness led to the observed phenomenon of increased psychosocial competencies.