The partnership consists of 4 organizations. Their countries of origin are: Hungary, Germany, The Netherlands and the United Kingdom. The participating organizations have different profiles and level of experience with SEL.
Our project revolves around four main activities:
- Organizing field trips and workshops within the framework of 3 day partner meetings,
- Local development activities for the adaptation of the new practices to local context,
- Creating a website that would share background literature, project reports and photos with the broader public,
- Creating a toolkit that would help with the implementation of the presented best practices.
The long-term employability of job seekers cannot be improved by training schemes that only consider employers’ demands for competencies specificﬁc to their own immediate-term needs. Noncognitive abilities such as persistence, motivation, emotional stability or general social skills are equally or even more important than cognitive capabilities in determining success in the labour market. Interpersonal and emotional skills are increasingly demanded by many employers, particularly where there is a direct interface with customers or in the field of health care.
Social and emotional learning (SEL) programmes help children and adults to develop the fundamental skills for life effectiveness. SEL helps students to become good communicators, cooperative members of a team, effective leaders, and caring, concerned members of their communities. It teaches them how to set and achieve goals and how to persist in the face of challenges. By increasing their capacity for learning it helps to reduce the achievement gap between high- and low-achieving youth. Some SEL programmes combine classroom curricula with activities outside of the classroom, involving the entire school, parents, and the broader community. Many of the programmes that teach SEL skills have now been rigorously evaluated and found to have significant positive impacts.
The goals of SEL reflect the strategic goals of the European Commission for the development of vocational education and training as well. According to The Bruges Communiqué "it is important to empower people to adapt to new developments and manage change which means enabling people to acquire knowledge, skills and competencies that are not purely occupational. These broader competencies – key competencies – are important to succeed in life, and it should be possible to acquire them as well in VET as in any other form of education." Further, "participating countries should guarantee that initial VET provides learners with both specific vocational competencies and broader key competencies, including transversal competencies, that enable them to follow further education and training (within VET or in higher education) and to support career choices, participation in and transitions within the labour market".