REC Project – Toolkit

Professional skills’ development for recognition and validation of informal and non-formal competences learning of migrants and refugees & labour market inclusion

2018-1-IT01-KA202-006840

Developing key competences for all throughout life

The proposed Council Recommendation defines eight key competences that are crucial to better prepare people for today’s societies. It also proposes concrete guidance to Member States to implement, assess and validate them effectively.

The impact of Artificial Intelligence on Learning, Teaching and Education

Artificial Intelligence (AI) is currently high on the political and research agendas around the world. With the emergence of every new technology, there is always both a lot of hype and scepticism around its implications for society and the economy. Although acknowledging that the foundations for AI have been already around for several decades, recent technological breakthroughs are accelerating what AI could do.

This study looks at what this could mean for learning, teaching, and education. It aims to provide a critical review and prospective angle on relevant AI developments as a basis for well-informed policyoriented discussions about the future of these domains.

Strengthening the quality of early childhood education and care through inclusion

Inclusion in education is an ongoing process of removing barriers that prevent some learners to participate in quality education.

This policy memo demonstrates that inclusive ECEC could further the goal of inclusive education, by ensuring that inclusion begins early in the trajectory of lifelong learning.

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RECTEC standard

 RECTEC is a European project created in 2016 to promote employability through the recognition of transversal skills and their matching with professional qualifications.


Funded by the European Union, it brings together three French-speaking countries: Belgium, France and Luxembourg.  The evaluation framework lists twelve cross-functional competencies grouped into 4 areas: üan organizational center, bringing together the skills of “organizing your activity”, “taking into account regulations”, “working in a team” and “mobilizing mathematical resources“ üa communication center, bringing together the skills of “communicating verbally”, “communicating with the written word”, “taking into account social uses” and “using digital resources“ üa reflexive pole for action, “manage information” and “act in the face of unforeseen events“ üa reflexive pole with a personal aim, “to build one’s professional career” and “to develop one’s knowledge and modes of learning.

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Toolkit digitale per docenti della formazione professionale

The E-Toolkit for VET Trainers is an important tool for VET trainers and providers who wish to use the Open Online Course (OOC) for VET learners in their own institutions in a way that promotes the methodology and contents developed by the NE(W)AVE project. This can be done by using different tools such as videos and interactive resources, based on the experience the tutors involved in the project activities and mobilities with the VET learners experienced. Through this tool, free and available online, the VET trainers will increase their awareness and competences related to the upgraded methods in VET, and increase their interest in being involved in the e-learning approach and tin he mobility opportunities for VET learners.

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SELFIE: an effective tool in a time of educational disruption

The Coronavirus pandemic has resulted in school and university closures in almost all countries, affecting up to 91 % of learners worldwide. Using digital technologies for teaching and learning effectively has become – from one day to another – crucial for general and Vocational Education and Training (VET) schools. The SELFIE tool can support them on this new and challenging journey, providing a snapshot of where they stand and giving a voice to the whole school community, including students, on what can be done for a more effective use of technology for teaching and learning at school and at home.

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