Emotional and Entrepreneurial Education in Vocational Training Erasmus Project

Project Title

Emotional and Entrepreneurial Education in Vocational Training

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for vocational education and training

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Pedagogy and didactics; Quality Improvement Institutions and/or methods (incl. school development); Entrepreneurial learning – entrepreneurship education

Project Summary

Our project was based on the PROEMO (Professional-Emotions) methodology. It consisted of learning to manage emotions in a professional environment in order to create a more efficient and effective workplace. This emotional education was undertaken in the modern European context, in which individuals must develop linguistic and multicultural abilities as well.
Specific training on Emotional and Entrepreneurial Education emphasized the fact that each person interpreted events differently based on their own life experiences. Research has shown that many work environments were overwhelmingly negative and contributed to burnout syndrome among employees. Developing the empathy of their staff improved teamwork and school moral, as mutual understanding, respect, and support were crucial for a healthy personal and professional life. These values had been developed in an international context, focusing on the different lifestyles, cultural traditions, and linguistic diversity of the project partners, with the aim of building mutual respect and tolerance. Participants had the opportunity to interact with European peers of varying ages, genders, ethnicities, religions, and socioeconomic classes. They could improve their English and communicate using modern technology. Although emotional and linguistic development focused on individuals within the project, the ripple effect allowed those individuals to share their newfound skills with their peers, their educational communities, and their societies. The achievements of the project had been shared in local and national press, social media, radio and television, and a dedicated website for the project iesluisbunuelalcorcon.es/erasmus. As a result, all participating institutions benefited from an improved standing in their local communities and could use the tools gained from the partnership in order to improve those communities.
This project enhanced Teachers’ and Students’ work on cultural, professional and educational connections with European partner schools in an active climate. The exchanges gave direct opportunities to experience and use different European languages. Students and Teachers prepared:
• a Logo for the project through a contest: https://acortar.link/Y0kPcZ
• Project Webpages:https://acortar.link/PVtS7Z
• Multilingual/multimedia dictionary phrasebook with terms related to Emotional and Entrepreneurial Education and topics of the project in English:https://acortar.link/NTO1ps
• Leaflets/Brochures based on each country’s shared values and perspectives for the project:https://acortar.link/LhtQQd
• Lessons/unit plans based on emotions and/or Entrepreneurship:https://acortar.link/9c9lUv
• COVID 19 Videos and Presentations on Emotions and Entrepreneurship through a contest:https://acortar.link/0Q9ya8
• Virtual Activities with students:https://acortar.link/J11H94
• VEET Evaluation tools:https://acortar.link/LZyHQx
. Videoconferences: https://acortar.link/0rlaLA
. Dissemination:https://acortar.link/nN6yyS
. VEET project Twinspace:https://acortar.link/q6RLZt
. VEET certificates: https://acortar.link/j2jOME
. VEET impact:https://acortar.link/teIt3Q
Students, including those socially and economically disadvantaged, were involved in these exchanges and were given opportunities to see that distance was no longer a barrier to effective and immediate communication.This enhanced a broad understanding of European Democratic values and Cultural Diversity together with an appreciation of how communication between people was safe, fast and efficient.
The project was based on sharing best practices for positive conflict resolution in the educational domain and work with partner institutions. Emotional education was an important factor in the development of the individual. Accordingly, it was fundamental to the larger framework of interpersonal relationships, and became incredibly important in the workplace. Thus, the advantages of improved emotional health were not only personal, but professional as well. Happy, well-balanced individuals were more effective instructors and more employable students. The development of linguistic and multicultural skills were also fundamental to international vocational training.
This intersection of emotional and multicultural development was the impetus in our project; the opportunity to share best practices with European partners improved both the personal wellbeing of our staff and students, as well as their professional development and employability.
Strong motivation and active implication improved our European consciousness, self-esteem, understanding and tolerance. The Dalai Lama once said “The purpose of our lives is to be happy”; Albert Espinosa said “If you believe in your dreams, they will come true”. Our project dream was to help all of our community members achieve personal/professional happiness and became better rounded European citizens, along with improving our respective vocational training curricula.

Project Website

https://iesluisbunuelalcorcon.es/erasmus/

EU Grant (Eur)

Funding of the project from EU: 165270 Eur

Project Coordinator

IES Luis Buñuel & Country: ES

Project Partners

• Lycée Jules FERRY
• LYCEE TOULOUSE LAUTREC
• Powiatowe Centrum Ksztalcenia Zawodowego i Ustawicznego w Wieliczce
• Liceul Tehnologic “Constantin Brancoveanu'”
• Pravno-poslovna skola Nis
• Liceo Scientifico Morandi
• ITES G.B. Bodoni