New Adults’ Competences for Skills Revolution Erasmus Project

General information for the New Adults’ Competences for Skills Revolution Erasmus Project

New Adults’ Competences for Skills Revolution Erasmus Project
July 7, 2020 12:00 am

Project Title

New Adults’ Competences for Skills Revolution

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 adult education

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; ICT – new technologies – digital competences; New innovative curricula/educational methods/development of training courses

Project Summary

The “New Adults’ Competences for Skills Revolution” NACSR project stems from the awareness of the coordinator and the partners of the revolution taking place in the world of work and in the skills that this world requires: these capacities in fact revolve around critical and computational skills, key skills that are not only connected to the ICT, but linked to mental processes related to them, such as the construction of algorithms, which can be used in various fields. Computational thinking is in fact linked in a transversal way to the officially recognized key competences, namely science (# 3), technology, mathematics and digital competence (# 4).The common methodology of NACSR (IO1) starts mainly from Bloom’s Taxonomy in its digital revision, which was implemented by Vanek’s Problem Solving in Technology-Rich Environments (PS-TRE). In this re-elaboration was created a methodology that fits the learning levels of the taxonomy into five stages of the PS-TRE, for the achievement of the sub-competences of critical and computational thinking. Thanks to the development of the methodology, the Skillbook platform (IO2) has been structured and it allows the construction of training courses with different themes and which train the various sub-competences of the CCT or CCrT (critical-computational skills). The courses were structured by the training partner agencies of the project (IO3, 4, 5) and tested on an audience of people.The founding idea of ​​the project is related to the gap between young and less young people regarding critical and computational thinking skills and the importance that these skills have today in the world of work and in general in every personal and professional area of individuals life. In fact, only in primary schools this type of pathway has been developed, while at an adult level there are very few opportunities and they’re very localized, especially in countries that have a higher digital capital (such as Great Britain, with reference to the NACSR partnership, which has courses for the CCT). Furthermore, there is often a tendency to confuse CCrT with some competence related to the world of computer science, while it is instead a matter of using some paradigms of this subject to apply them to teaching methodology and learning, such as algorithmic thinking, which is basically a thought that implies a well defined logic. CCTs are in fact connected to the development of logical thinking and to the transversal competences that the EU considers as priorities, such as creativity, computational and algorithmic thinking, problem solving, the ability to cooperate (EU Recommendations May 2018). These skills are the specific object of the platform design, and the template used for the realization of the courses presents a model and tools that allow them to be trained and evaluated on an objective scale. Project activity: 1. Study, exchange of experiences and development of a Common Methodology, linked to existing models of proven effectiveness, suitable for teaching / learning of CCT to adults. It includes the subdivision into sub-abilities and criteria for the evaluation of learning; 2. Identification of the ICT tools to be considered to teach / learn CCT for adults, such as App and Web App, a tool for data encoding and analysis, to be integrated into a software solution based on an open source platform; Implementation of the Skillbook platform. 3. Realization of educational paths on the themes of eco-sustainability, corporate social responsibility, sustainable development and subjecting them to a test with a sample of adults implemented within the platform; 4. Training of a significant number of teachers in the respective national territories through multiplier events aimed at training agencies, institutions, and the scientific community. 5. Dissemination of the project results to a wide audience of users and operators, guaranteeing access to the results for a period of 3 years beyond its completion date. To achieve these results the project makes use of the contribution of university, technological and qualified training agencies from four partner countries: Italy, Spain, Poland, United Kingdom. The partners are: Per Formare srl Impresa Sociale (IT, leader), Entropy Knowledge Network (IT), University of Zaragoza (SP), University of Edinburgh (UK), IUNTIR (PL), CFA (SP).

EU Grant (Eur)

Funding of the project from EU: 200172 Eur

Project Coordinator


Project Partners

  • Ajuntament de Cunit
  • Instytut Upowszechniania Nowych Technologii i Rozwoju w Olsztynie
  • Entropy Knowledge Network s.r.l.